Adult Basic Skills ESOL Curriculum - Draft

The Adult Basic Skills
ESOL Curriculum
Draft
Acknowledgements
The Basic SkilIs Agency would like to thank the following for their
contribution to the development of the Curriculum:
Martin Good, CTAD
Freda Hollin, CTAD
Heather Clary, Consultant
Karen Davies, Business and Education Consultancy
Andrew Steeds, Consultant
Sue Henderson, Birmingham Core Skills Partnership
Norma Yates, BCSP;
Trish Cavalot, BCSP
Nicky Thorpe, BCSP
Mark Houlton, Consultant
Linda Horne, Consultant
Lynn Tranter, Cambridge University School of Education
Noyona Chanda, LLLU
Madeline Held, LLLU
Helen Sutherland, LLLU
and from the Basic Skills Agency:

Jim Pateman
Gay Lobley.
The Basic Skills Agency

Commonwealth House, 1-19 New Oxford Street, London WClA lNU
Reproduction, storage, adaptation or translation, in any form or by any
means, of this publication is prohibited without prior written
permission of the publisher, unless within the terms of licences issued
by the Copyright Licensing Agency. Excerpts may be reproduced for the
purpose of research, private study, criticism or review, or by
educational institutions solely for educational purposes, without
permission provided full acknowledgement is given.
Published July 2000
ISBN 1 85990 124 7
Design: Studio 21
Draft
Contents
Introduction
1. Background
2. Implementation
Section 1: Standards and the New Basic Skills Curriculum

1. The Standards
2. The Basic Skills Levels
3. The Curriculum
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6
6
9
10
10
11
Section 2: A New ESOL Curriculum
13
1. Skills, Context and Practice

2. Making the Curriculum work
14
14
Section 3: The Curriculum Framework
17
The ESOL Curriculum

Introduction:
1. About this Section
2. Relating the Curriculum to the Standards
3. Speaking and Listening
4. Reading and Writing: Text, Sentence and Word
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18
18
18
18
19
Speaking Entry Level 1

Speaking Level 1
Speaking Level 2
Listening Entry Level 1
Listening Level 1
Listening Level 2
Reading Entry Level 1
Reading Level 1
Reading Level 2
Writing Entry Level 1
Writing Level 1
Writing Level 2
Section 4: ESOL Glossary

Draft
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101
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Draft
The Adult
Basic Skills
ESOL
Curriculum
Draft
Introduction
1. Background
The report of Sir Claus Mosers Working Group on
Post-16 Basic Skills was published in February 1999.
The report, A Fresh Start Improving Literacy
and Numeracy, set out the problems of adult literacy
and numeracy. It proposed the establishment of a
national strategy designed to reduce the numbers of
adult in England with basic skills difficulties.
The definition of basic skills used for the Moser Report
is:
Longer term action will need to be in three

main stages.
STAGE 1 Building a firm foundation
This stage entails a major reform of the
way basic skills education is provided. It
will lead to a clear and coherent system
of basic skills education, easier access to
learning
opportunities,
and
improved
quality, giving learners a much better chance

of success.
the ability to read, write and speak in English,

and to use mathematics at a level necessary to
function at work and in society in general.
STAGE 2 Building capacity

This stage entails a steady increase in the
capacity of the system to provide for up to
and beyond the target of 500,000 adults
The Report recognised that there was a need to
participating in basic skills education by
review the special implications in the ESOL
2002.
context.
STAGE 3 A step-change in participation
In a response to this report, the Government
and achievement
has announced the first phase of action and funding to
This stage will entail driving up demand in
tackle poor basic skills. Later this year the Secretary of
line with increased capacity and making
State for Education and Employment, David Blunkett,
sure that participation resolly leads to
will set out the full national strategy. This will involve
achievement.
a number of development and implementation stages.

Better Basic Skills, DfEE, November 1999
The consequences of poor basic skills are

unacceptable. For the nation, they affect
economic performance. For individuals, they
can be devastating. They affect peoples job
prospects, their ability to manage their own
2. Implementation
affairs, their safety, the support and guidance
Many of the recommendations in A Fresh Start
they can offer their families, and the
Improving Literacy and Numeracy are already
contribution they make to society.
being translated into policy and action. The Adult

Basic Skills Strategy has set in place a number of
Poor basic skills are one of the main
measures to strengthen current programmes. If we
contributory factors to a cycle of poverty and
are to tackle the issues raised by A Fresh Start and
disadvantage which is passed on from
meet the targets that the report proposes, both the
generation to generation.
range and quality of current basic skills provision,

including ESOL, must improve.
Draft
Each of the twenty-one recommendations made in
of programmes, approaches and materials that are
A Fresh Start addresses the issue of quality in
designed to raise the level of skills, knowledge and
some way, whether it is the quality of information
capability in their learners. We use the term
available on basic skills or the quality of teaching
curriculum to describe:
available to adults seeking to improve their basic
the skills, knowledge and understanding that an
skills.
adult will need to function at work in Britain and in

British society in general;
A critical element in the overall strategy proposed

in the recommendations is the need for the
development of national standards and a core
curriculum.
the progression in the development of these skills,

knowledge and understanding;
the required elements that should be used by
teachers in learning programmes;
the key techniques that should be used to develop
One of the crucial elements of the proposed
speaking, listening, reading and writing in English.
strategy must be clarity about the skills,

knowledge and understanding that anyone
In preparing this Curriculum, we drew heavily on the
needs to be literate and numerate in the
experience of ESOL practitioners in Britain and on
modern world. These skills need to be
existing and planned curricula and strategies in this
enshrined in a new curriculum, with well-
country and overseas. Also, we took into account:
developed and understood standards.
the frameworks for literacy elaborated in the
Chapter 10 (A New Basic Skills Curriculum and a New

System of Qualifications), A Fresh Start, February 1999
National Literacy Strategy;

the new Key Skills Specifications that are being
developed by the Qualifications and Curriculum
Authority (QCA);
A coherent system of basic skills education

must start with a clear understanding of what
adults should be able to achieve in literacy and
numeracy at different levels. The Qualifications
and Curriculum Authority (QCA) have recently
issued draft standards at Entry Level, Level 1
and Level 2 for consultation. The new
curriculum will correspond to the new
standards and should be available soon
afterwards.
the revised version of the National Curriculum,

which is due to be implemented in schools this
autumn;
the basic skills curriculum.
The link between the respective levels of the
Basic Skills Curriculum, the National Curriculum
and the Key Skills Specifications is spelt out in
Section 1.
Better Basic Skills, DfEE, November 1999
About this document

This document contains the consultative edition of the
A seperate working group has been examining the
particular needs of ESOL learners in the development
new Basic Skills Curriculum. It is divided into four

sections.
of an Adult Basic Skills Strategy. The question of

curriculum development for ESOL has also been
widely raised as part of consultation on the
curriculum.
Section 1 describes the links between the

Standards, the Curriculum and
the
levels
in
the
National
Qualifications Framework. It also

This curriculum is the ESOL Curriculum. It represents
a set of tools for ESOL staff to use in the development
Draft
profiles the range of learners for

whom the Curriculum is intended.
7
Section 2 describes the way in which

generic skills/knowledge and
specific contexts should combine
in the practical application of
learning programmes developed
to meet the needs of individual
learners. It also presents the
required elements that must exist
in learning plans and programmes
and discusses issues of teaching,
assessment and quality assurance.
Section 3 contains the full ESOL Curriculum,
broken down into standards, skills
and knowledge, and illustrated by
examples and activities.
Section 4 contains
glossary
of
the
terms used.
Draft
Section 1:
Standards and the

New Basic Skills
Curriculum
Draft
The Standards, and the Basic Skills Curriculum that

supports them, are a fundamental part of the Adult
Basic Skills Strategy. They have distinct and different
roles.
2. The Basic Skills Levels

The Basic Skills Standards provide a separate
specification for each level of each basic skill. There
are three levels in the Standards, and these are
mapped on to the Key Skills at Levels 1 and 2, and on
to the National Curriculum at Levels 16.
1. The Standards
The Standards provide a map of the range of skills
Entry Level is divided into three component levels:
and capabilities that adults are expected to need in
Entry 1, Entry 2 and Entry 3. These are broadly
order to function at work and in society in general.
aligned with Levels 1, 2 and 3 of the National
They identify these skills and capabilities at three
Curriculum. The Standards are also aligned to make
different levels: Entry Level, Level 1 and Level 2.
sure that there is easy progression into the Key Skills
Entry Level is in turn divided into three further
of Communication and Number at Level 1. The
levels: Entry Level 1, Entry Level 2 and Entry Level
alignment of levels across these three initiatives is
3. Although the levels of the Standards have been
demonstrated in Table 1.
developed in line with the National Curriculum and

the Key Skills, they dont reflect the order in which
The Basic Skills Standards provide a useful perspective
people will learn those skills; nor do the Standards
on the underpinning requirements for these Key Skills.
provide information on teaching methods or
They give a detailed framework of the skills that adults
approaches.
will need to achieve the Key Skills of communication

and application of number at Levels 1 and 2.
The Standards are designed to cover the basic skills

within the accepted definition and as expressed in A
The Basic Skills Agency and the Further Education
Fresh Start:
Development Agency (FEDA) are producing material

that will clarify further the relationship between Basic
the ability to read, write and speak in English
Skills and Key Skills.
and to use mathematics at a level to function at

work and in society in general.
They specify the skills in the two areas of basic skills.
Literacy covers the ability to:
Basic Skills
National Curriculum
Key Skills
Entry Level
Basic Skills
Entry 1
Entry Level
National Curriculum
Level 1
Key Skills
n/a
Entry 12
Entry
Level 12
Level
n/a
n/a
Entry 23
Entry
Level 23
Level
n/a
Level 13
Entry
Level 34
Level
Level 1
Level
2 7
Le
6 and
Levels25, 6 and 7
Level
Level 2
speak, listen and respond;

read and comprehend;
write to communicate.
Numeracy covers the ability to:

read and interpret mathematical information;
calculate and manipulate mathematical information;
communicate mathematical information.
10
Table 1: Equivalence of levels between the Basic

Skills Curriculum, the National Curriculum and the
Key Skills Specifications
Draft
The division of Entry Level helps beginner-level

learners to map their progression in smaller, bitesized chunks of learning. This is designed to improve
motivation and to enable teachers to map learners
position against the standards in some detail. It also
allows for the phenomenon of spiky profiles of
adult learners, whose levels of skills in reading,
writing, speaking and listening, and numeracy are
often all different. It is unusual for people to fall neatly
into a single level as defined by the Basic Skills
Standards.
3. The Curriculum
As far as possible the curriculum should be
context free the core should set out the skills
to be taught. The context in which they are
taught is a matter for the teacher and learner
to decide, particularly as different adults have
different motivations
A Fresh Start, February 1999
The ESOL Curriculum takes the standards and shows

how they can be effectively translated into good
practice, whether the learners are in the classroom,
working from home, in the workplace or learning
online. It has been designed to ensure that learners
get a consistent approach with programmes designed
to raise their level of English language skills. It will
facilitate movement and progression and ensure
standardisation across institutions. As the Adult Basic
Skills Strategy unfolds, the Curriculum will be
reviewed and updated to build in new and revised
ways of delivering these skills, and will reflect the best
of what has to happen in order to fulfil the vision
outlined in A Fresh Start. For teachers, therefore, the
new ESOL Curriculum is both a key support and also
a challenge.
Draft
11
12
Draft
Section 2:
A New ESOL
Curriculum
Draft
13
1. Skills, Context and Practice
However, it is important that the skills are presented

and practised in contexts relevant to the learner. Each
In short, the curriculum is not a series of rigid
individual learner will come with their own set of
lesson plans to be taught by every teacher and
priorities and requirements and these must be the
followed by every learner.
starting
point
of
their
learning
programme
development. Practice describes the way in which

skills and knowledge and context are brought
The ESOL Curriculum sets out the skills and
together. The teacher applies these skills to the
knowledge that every adult needs to be able to speak,
specific need of each individual learner.
understand, read and write English. While it doesnt

prescribe a set of compulsory instruments to be used,
it does recognise that there are skills and knowledge
Learners should be able to develop the skills
we all need in order to communicate in English in our
common to them all, using the interests, the
life and work. For the first time, therefore, adults and
materials and the activities that most closely
the teachers who work with them have a clear set of
match their needs.

skills and knowledge and a clear and detailed set of

strategies to deliver those skills.
Delivering the new ESOL Curriculum will involve a
combination of three key elements: skills/knowledge
development, application to context and the specialist
2. Making the Curriculum work
professional practice of teaching ESOL. Figure 1

shows how they overlap and intertwine.
Learning Programmes
One of the key issues for teachers, ESOL programme
managers and inspection agencies is how to make sure
that the curriculum is used effectively. The new ESOL
curriculum aims to ensure that good practice becomes
skills
practice
context
standard practice. Part of this process means that all

providers need to incorporate certain essential
elements into their ESOL programme. These essential
elements are:
Diagnostic assessment considering the starting
Figure 1: The overlap between Skills, Context and Practice
point of the learner, that is the learner's prior

learning, learning aims and aspirations and
The underpinning skills and knowledge can be
interests
practised and applied in a wide range of contexts. The

standards have identified five broad contexts which
are relevant to adults:
being a citizen and taking part in community life;
Content considering and selecting from the

components
of
the
curriculum,
including
development of the four skills of speaking,

listening, reading and writing; and knowledge of
taking part in economic activity and working life
grammar, either explicit or implicit
(both paid and unpaid);

managing a home and being part of a family;
leisure activities;
education and training.
14
Application in contexts that relate to the learner

Opportunity to demonstrate learning through
tasks inside and/or beyond the classroom.
Draft
Quality
However, it does provide a strong framework which
The effectiveness of the Curriculum will be judged
awarding bodies can use to develop assessment
partly through the quality and inspection processes
schemes that reflect the highest possible quality in the
that are being developed as part of the new Adult
teaching and learning process.
Basic Skills Strategy. These will include:

The Curriculum focuses primarily on the input
embedding aspects of the Curriculum and its
side, the teaching process. Qualifications are about

the outputs the results of teaching and learning
delivery in new quality standards;

inclusion of the Curriculum, its implementation
and monitoring in internal college, and other,
and provide formalised summative assessment leading

to a national award.
systems;
linkage of the curriculum to quality initiatives that
form part of the new Strategy;
Assessment
Assessment is a critical part of practice in basic
inspection regimes.
skills. The Curriculum does not specify any one

assessment method, but it does assume that there
As part of the requirements of the new teacher
will be assessment in at least four domains of
training standards, teachers will need to be familiar
activity:
with the Curriculum, and show that they are skilled in
initial screening to determine overall level;
its use.
diagnostic assessment to identify the prior
knowledge of the learner, the learners aspirations
Qualifications
and interests and the specific skills that need to be

developed;
Recommendation 16
There should be a new national basic skills
curriculum for adults, with well-defined
standards of skill at Entry Level, Level 1 and
towards the achievement of these skills, using

learning plans which are regularly reviewed;
summative assessment to provide a statement of
Level 2.
Only basic skills qualifications based on this
new curriculum should be funded from the
public
formative assessment to monitor progress
purse.
Whether
assessed
by
coursework, test or a mixture of both, they

should use a common set of standards laid
down by QCA.
achievement, opportunities for a qualification and

perhaps longer-term learning plans.
All these are described in detail in the Basic Skills
Agency Quality Mark process and documentation, and
in Effective Basic Skills Provision for Adults.
Existing qualifications should be revised to

meet these new national standards.
Existing qualifications based exclusively on
tests should be replaced by a new National
Literacy Test and a new National Numeracy
Test both available at Levels 1 and 2.
The Curriculum does not determine the nature or

methodology of qualifications; that is the role of the
awarding bodies, using the Basic Skills Standards.
Draft
15
16
Draft
Section 3:
The ESOL
Curriculum
Framework
Draft
17
The ESOL Curriculum

Introduction
level. For instance, to give personal information at

Entry 1, it is enough to be able to say My names I
come from , whereas at by Entry 3 learners would
1. About this Section
be expected to use different tenses and form more
This section contains the curriculum. It is divided into
complex sentences such as I've lived in the UK for two
the five levels Entry 1, Entry 2, Entry 3, Level 1 and
years When I lived in India I used to own a shop. The
Level 2 in order to relate to the Standards. (See
same level of grammatical knowledge would be
Section 1 for an overview of how these levels relate to
expected at that level in Writing.
other national frameworks.) At each level and for each

skill you can find the relevant Standards and the level
descriptors. We then give the details of the curriculum
for all four skills for that level.
As part of the Listening, Reading and Writing

curriculum we have included example activities to
develop each Component Skill. We have not done this
for the Speaking curriculum as procedures are
unlikely to vary much for the different Component
2. Relating the Curriculum to the Standards
Skills. The activities that teachers use drills, role-
For each skill and at each level, the curriculum is
plays, communicative tasks are much the same
linked to the standards through the Curriculum
whether the learner is learning to give personal
Element. This is either taken directly from the
information or describe people and places.
standard or from the level descriptor which follows

the standards at each level. For instance, at Speaking
Entry 1 the first curriculum element is Speak to
communicate: to provide basic information. This
3. Speaking and listening
relates directly to the Standard which says At this
The Basic Skills Standards have put listening and
level adults can speak to communicate basic
speaking together as the skills are almost always used
information, feelings and opinions on familiar
together in communication.
topics.
For each Curriculum Element we have given
examples of the Component Skills which would enable
learners to achieve the Standards at that level. So, for
instance, in order to be able to provide basic
information, adults need to be able to give personal
information, introduce family and friends, describe
places and things, etc.
We have also given Examples of the language or texts
at each level. In the Speaking section, the component
skills are described in terms of functions and at each
However, for the purposes of planning, learning and

teaching, the ESOL curriculum has separated
listening and speaking and listed the separate
component skills that make up these two different
communication skills. Learners often develop the
receptive
skills
of listening earlier than productive skills of speaking

and so the skills also need to be assessed separately.
Finally, it will be necessary to use different teaching
activities and techniques to develop the two
skills.
level the functions are accompanied by examples of

the language in use, thus giving examples of the
The speaking and listening curriculum includes a
grammatical knowledge expected at that particular
detailed breakdown of the grammar needed at each
18
Draft
level.
Conveying meaning, whether orally or in writing,
4. Reading and Writing: text, sentence and word
involves operating at the three levels simultaneously
level
for instance, Stop! is simultaneously a text, a
The ESOL curriculum is part of an initiative which is
sentence and a word.
based on a common set of standards covering both
The curriculum framework separates these three
basic skills and ESOL. Both curricula use the same
levels for clarity of analysis. However, in practice
framework for describing the processes of reading and
language is used in communicative contexts, that is to
writing. These are based on the National Literacy
say 'whole texts' and though the three levels may be
Strategy for schools. The model recognises the
taught separately, they need to be brought together.
complexity of the reading and writing process and the
To facilitate understanding the teacher may unpick
different levels on which fluent readers and writers
different features at text, sentence or word level, but
operate.
always with the ultimate aim of producing or
Text level addresses the overall meaning of the text.
understanding whole texts.
Sentence level desols with grammar, sentence

structure and punctuation.
Word level looks at the individual words
A detailed breakdown of grammar is not included in

the curriculum for reading and writing.
For this,
teachers should refer to the speaking curriculum.
themselves, their structure, spelling and meaning.
Draft
19
The ESOL Curriculum

At this level, adults can:
listen and respond to spoken language, including simple narratives, statements, questions and single
step instructions;
speak to communicate basic information, feelings and opinions on familiar topics;
engage in discussion with another person in a familiar situation about familiar topics.
An adult will be expected to:

listen for the gist of short explanations;
listen for detail using key words to extract some specific information;
follow single step instructions in a familiar context, asking for instructions to be repeated if necessary;
listen and respond to requests for personal information;
speak clearly to be heard and understood in simple exchanges;
make requests using appropriate terms;
ask questions to obtain specific information;
make statements of fact clearly;
speak and listen in simple exchanges and everyday contexts.
Issues which may affect delivery of the curriculum at this level

Students can expect a lot of support in terms of repetition, re-phrasing and prompts. Speech may be tightly
controlled or slowed down, without distorting the normal stress, rhythm and intonation of everyday
spoken English.
A variety of media (video, taped audio cassette), students and helpers may be used.
The importance of non-verbal signalling, and the difficulties encountered when it is not present, should not
be underestimated.
The need for and degree of accuracy should be determined by the purpose of the speech act and
appropriateness to the situation.
Any tasks which students are given to perform should aim to develop and test their speaking skills. As some
students may only have basic literacy skills, activities should be devised which can be performed orally or
either orally/and in writing.
Note on the tables which follow
The Component skills language functions with examples does not give a prescriptive list of functions, but a
set of example functions. Under Grammar, key sentence structures at this level are statements, negatives,
questions and commands in simple sentences. Under Phonology, difficulties with specific sounds should be
addressed according to student need. Discourse skills and cross-cultural features of communication should
be practised in any context within the level. Examples given of potential cross-cultural differences are neither
prescriptive nor exhaustive.
20
Draft
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21
have got, possession;
E1.2 introduce family and close friends;

I've got 3 children.
This is my wife.
He comes from...
They're brothers.
E1.6 describe places and things.

There's a heater in this room.
There's some tea here.
There are 8 students in the class.
There isn't any coffee.
E1.5 say when you do not understand;

Sorry I don't understand.
E1.4 express ability;

I can speak Hindi and Gujerati.
She can't drive.
E1.3 tell the time/day etc.;

It's 12 o'clock.
It's quarter past...
statements, negatives and short forms using

simple present of be/have/do, and
common regular verbs;
E1.1 give personal information;

My name's...
I live in...
I don't smoke.
there is/are;
prepositions of place;
countable/uncountable nouns;
determiners of quantity some/any;
regular and common irregular plurals;
indefinite article a/an with singular countable nouns
modal 'can' + infinitive;
subject pronouns;
possessive and demonstrative adjectives;
The grammar needed for these functions includes:
Grammar
Adults should be taught to:
Component skills:
language functions with examples
Speak to communicate: To provide basic information.
Awareness of stress falling on

important words in the sentence.
Rising intonation to elicit
understanding
Awareness of stresstimed
sentence rhythm
Awareness of falling intonation on

complete, definite statement
Phonology
Knowledge and understanding
Importance of signalling lack of understanding,

contrasting how this is done in other languages
Discourse skills and cross-cultural features of

communication
22
Draft
questions using
E1.9 ask for personal information;

What's your name?
Is she your wife?
Do you speak Hindi?
Where do you work?
Have you got a job?
wh questions with
who/what
where/how much/many.
have got to indicate possession
simple present of be/have/do and of

common verbs
Component skills:
Speak to communicate: To ask for basic information.
Grammar
commands using imperatives and negative

imperatives.
E1.7 give single step directions and instructions;

Go straight on.
Put the tape in the tape recorder.
Don't smoke in here.
E1.8 spell words aloud.

My name is Salima, that's
S-A-L-I-M-A.
Grammar
Component skills:
Speak to communicate: To provide basic information.
Awareness of rising intonation for

questions in general and that
falling intonation is often found
with wh questions
Phonology
Phonology
Discourse skills and cross-cultural

features of communication
Awareness of importance of intonation in

conveying meaning, e.g. for politeness, helping
to distinguish between questions and
statements

features of comunication
Draft
23
E1.15 request directions.

Where's the Post Office?

politeness
E1.14 request ask someone to do something;

ID, please.
Can you help me?
Please, can you repeat it?
Phonology
Awareness of stress-timed sentence

rhythm in questions
Grammar
E1.13 make requests, ask for something;

A cup of tea, please
Can I have a single to Manchester, please?
E1.12 enquire about skills;

Can you type?
E1.11 ask the time/day;

What's the time?
Have you got the time?
E1.10 enquire about prices and quantities;

How much is it?
How many students are there?
Component skills:
Speak to communicate: To ask for basic information.
Awareness of the importance of intonation and

use of 'please' in requests, contrasting with
conventions in other languages

24
Draft
statements, positive and negative, using

conjunctions and/but;
verb be + adjectives.
E1.16 express likes and dislikes;

I like... I don't like
I like... and...
I like... but I hate...
E1.17 express feelings;

I'm angry/happy
E1.21 express views

I think this is good.
E1.20 apologise.
Sorry!
Im sorry.
E1.19 agree and disagree.

Yes/no...
I think so.
I don't agree.
You're right.
E1.18 express wishes;

I want a new job.
I don't want an evening class.
Grammar
Component skills:
Speak to communicate: To express feelings and opinions.
Awareness of stress falling on the

important word or information
Phonology
Awareness of importance of stress in conveying

feelings and opinions

Draft
25
E1.25 respond to a request.

Can I use your pen?
Yes, you can.
E1.24 respond to questions about ability;

Can you drive?
Yes I can/No I can't.
E1.23 confirm;
Do you come from India?
Yes/no
Yes I do/No I don't.
Does/doesn't
Have you got...?
Yes I have/No I haven't,
Has/hasn't
E1.22 respond to requests for basic information;

What's your name?
Maria.
Component skills:
Grammar
simple present, short answer form;
Listen and respond: To simple narratives, statements and questions.

Phonology

26
Draft
E1.29 express thanks.

Thanks
Thank you
E1.28 check back;

Can you come on Monday at 4pm?
Monday? 4pm?
E1.27 correct;
You live in Luton.
No, I live in London.
Mrs Kan, that's K-A-N ?
No, K-H-A-N
E1.26 express a preference;

Which do you want, tea or coffee?
Tea, please.
Component skills:
Listen and respond: To ask for basic information.
Grammar
Ability to produce rising

intonation on each word or part
of information being queried
or confirmed
Ability to stress important

information or word
Phonology
Awareness of convention of thanking, oral and

in writing, contrasting with conventions in other
cultures
Awareness of the importance of intonation in

correcting and asking for clarification

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27
imperative and negative imperative.
E1.30 request instructions.

It's on the left.
Come in.
Don't move it.
Awareness of falling intonation in

first part, rising in second
E1.33 respond to greetings;

Fine, thanks, and you?
Awareness of falling intonation for

a complete, definite statement.
Awareness that rising intonation is
often used for questions
prepositions and prepositional phrases of place.

e.g. opposite, near, on the left
use any of the previous language functions at this

level E1.1 to E1.31;
Phonology
Awareness of falling intonation for

a complete, definite statement
Phonology
E1.32 greet;
Hi!
How are you?
Component skills:
Grammar
prepositions and prepositional phrases of place

e.g. opposite, near, on the left;
E1.30 respond to a request for directions;

It's on the left.
Engage in discussion with another person in a familiar situation.
Grammar
Component skills:
Listen and respond: To single step instructions.
Awareness of importance of intonation and

stress to convey feelings, attitudes, relationship
between speakers
Awareness of naming conventions, use of first

names and titles, contrasting with other cultures
Awareness of importance of stress in conveying

feelings and opinions.


stress to differentiate between a request and a
command

28
Draft
E1.38 take leave.

Bye.
See you tomorrow.
E1.37 decline;
No thanks.
I'm sorry, I don't eat ham.
E1.36 accept;
Yes, please

offers and invitations
questions, using modal 'would' + like.
E1.35 invite and offer;

Would you like a sandwich?
Phonology

Grammar
E1.34 describe hesolth and symptoms;

I feel tired and hot.
I've got flu.
Component skills:
Speak to communicate: Engage in discussion with another person in a familiar situation.
Awareness of non-verbal signalling that helps

interaction between speakers e.g. shrugging or
saying 'aha...mmh' to show understanding
Recognise the interactive pattern of

conversation and expectations of interlocutors,
e.g. turn-taking, types of questions often asked
or avoided.

Strategies for Independent Learning

Students should be encouraged to do the following.
1. At home:
go over work done in class, read it aloud, check understanding;
read practice dialogues to themselves, try learning them by heart;
keep a new vocabulary book and try to learn five new words after each lesson;
tape lessons or parts of lesson and play back at home;
use self-access English learning materials (books, computer programmes and tapes) outside the
classroom for extra practice or revision;
consult their teacher about appropriate materials.
2. When using the phone:
rehearse what they are going to say before dialling, think about possible questions and answers;
write down what they want to say, or main points, before dialling.
3. Try to watch TV/listen to the radio/read headlines and simple books in English every day, if only for a short
time. Ask English-speaking friends or relatives to explain words, phrases they do not understand or look
words up in a bilingual dictionary.
4. Play simple board games, cards or language games (e.g. I Spy, 20 questions) with English-speaking friends
or relatives.
5. Join the local library. If they have children, read with them, asking them to read as well as reading to them.
Draft
29

listen and respond to spoken language, including straightforward information, short narratives,
explanations and instructions;
speak to communicate information, feelings and opinions on familiar topics;
engage in discussion with one or more people in a familiar situation, to establish shared understanding
about familiar topics.
listen for and follow the gist of explanations, instructions and narratives;
listen for detail in short explanations, instructions and narratives;
listen for and identify the main points of short explanations or presentations;
listen to and follow short, straightforward explanations and instructions;
listen and identify simply expressed feelings and opinions;
speak clearly to be heard and understood in straightforward exchanges;
make requests and ask questions to obtain information in everyday contexts;
respond to straightforward questions;
express clearly statements of fact and short accounts and descriptions;
ask questions to clarify understanding;
follow the gist of discussions;
follow the main points and make appropriate contributions to the discussion.
Issues which may affect delivery of the curriculum at this level
Students can expect support in terms of repetition, re-phrasing and prompts. Speech may be slightly slowed
down, without distorting the normal stress, rhythm and intonation of everyday spoken English.
Students should have the opportunity to hear a limited variety of accents and both genders.
A variety of media (video, taped audio cassette), students and helpers may be used to deliver the
speaking material.
be underestimated.
Any tasks which students are given to perform should aim to develop and test their speaking skills, rather
than their reading or writing. As some students may have basic literacy skills, activities should be devised
which can be performed orally or either orally/and in writing, as appropriate.
The Component skills column does not give a prescriptive list of functions, but a set of example functions.
Under Grammar, key sentence structures at this level are statements, negative statements, questions and
commands in simple and multiple sentences. Under Phonology, difficulties with specific sounds should be
addressed according to student need. Discourse skills and cross-cultural features of communication should
be practised in any context within the level. Examples are given of potential cross-cultural differences, but these
are neither prescriptive nor exhaustive.
30
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Draft
31

simple present of be/have/do;
common verbs;
have got to equal possession;
simple past of regular and common irregular
verbs;

I was a nurse in Somalia but I don't have a
job now.
comparative adjectives, including regular and

common irregulars;
prepositions of time e.g. at/in/on;
E2.4 compare people, places, things;

London is bigger than Addis Abbaba but it isn't
very friendly.
It is/It's more expensive than. . .
E2.5 describe daily routines and regular

activities;
I go to work at 7.30 am.
I don't work on Wednesday.
I usually cook in the evenings.
word order.
adverbs of frequency e.g. usually, sometimes;
common adjectives word order after be and

with nouns;
use of the indefinite article;
E2.3 describe places and things;

Hong Kong is busy and expensive.
E2.2 describe self and others;

I am/I'm busy.
He is/He's tall and slim.
She is/She's got long dark hair.
They are/They're not helpful.
Hes got a beard and a big smile.
Grammar
Component skills:
Speak to communicate: To provide straightforward information.

important words in the sentence
Awareness of:
elision and unstressed
vowel/schwa
and
stress-timed sentence rhythm

Phonology
Ability to sequence satisfactorily
Ability to structure a story or narrative,

contrasting with conventions in other languages
Introduce a topic.
Develop a topic.
Conclude satisfactorily.
Awareness of naming conventions in formal and

informal contexts, contrasting with other
cultures

32
Draft
E2.9 express need;

I have to see my solicitor.
I need to leave early today.
I must hurry.
E2.8 talk about future plans, arrangements

and intentions;
I'm taking my son to the park tomorrow.
I'm going to visit my sister on Sunday.
He's going to study computing in September.
E2.7 narrate talk about past events (3rd person

narrative);
Yesterday Ali went to London. Later he saw an
Inspector and asked him...
simple past of regular and common irregular

verbs;
E2.6 narrate talk about past events (1st

person narrative);
I was born in Gujarat. I got married and then
I came to the UK. I moved to Birmingham 2
years ago. I worked in a hospital. The
hospital was near my house. After that I...
modals need, must, have to + infinitive.
going to + infinitive;
present continuous (to express the future);
adverbs and adverbial phrases of time and place

e.g. yesterday, in the morning;
object pronouns;
Conclude satisfactorily.
conjunctions, e.g. and/but;
Awareness of the importance of modal verbs in

expressing different functions and in explaining
reasons for actions
Ability to sequence satisfactorily.
Develop a topic.
sequencing adverbs;
Ability to structure a story or narrative,

contrasting with conventions in other
languages.

Introduce a topic.
As necessary, rising intonation on

conjunctions and adverbs to show
the narrative continues
Phonology
definite article 'the' (specifying);
ago;
Grammar
Component skills:
Speak to communicate: To provide straightforward information.
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33
simple past of be/do/have;
E2.15 ask about past events;

What happened?
Did you see the news last night?
What did you do in your country?
irregular verbs.
wh questions e.g. when, what time, how often?
common regular verbs question form;
E2.14 ask about regular or daily routines;

What do you do at the weekends?
When do you usually get up?
E2.13 make comparative questions;

Is halal meat more expensive than non-halal
meat?
E2.12 ask for descriptions of places and things;

Whats it like?
E2.11 ask for descriptions of people;

What does he look like?
What's he like?
questions using
E2.10 ask for personal details;

What's your address?
What do you do?
simple present of be/do/have;
Grammar
Component skills:
Speak to communicate: To ask for straightforward information.

questions in general, and in
particular those to which the
answer is 'yes' or 'no'
Phonology

conveying meaning, e.g. for politeness, to
convey the formality of situations, the
relationship between speakers

34
Draft
ask for directions.

Can/could you tell me the way to...?
ask for permission formally;

Could I leave at 12.00 today please?
ask someone to do something in formal and

informal situations;
Could you shut the window?
Could you give me...?
Can I use your pen?
E2.17 make requests ask for something in formal

and informal situations;
Could I speak to the manager?
I'd like to see Mrs Brown please.
Can I have a biscuit, Ranji?
E2.16 ask about future plans and intentions;

What are you doing next weekend?
Are you going to...?
Component skills:
Grammar
object pronouns.
would like + infinitive;
modal could + infinitive;
Speak to communicate: To ask for straightforward information.
The use of 'you' in all registers, contrasting with

other languages
Rising intonation for politeness
Awareness of the difference in use of 'want' and

'would like'
Awareness of register, intonation and of the use

of please in polite requests

Awareness of stress-timed
sentence rhythm in questions
Phonology
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35
E2.23 ask about people's feelings, opinions,

interests, wishes, hopes.
Do you think...?
What do you think about...?
How do you feel about...?
E2.22 apologise and give reasons;

I'm resolly sorry Im late but...
E2.21 apologise;
I'm resolly/so/extremely sorry.
E2. 20 express wishes and hopes;

I'd like to get a job next year.
I hope he gets better soon.
adverbials of time.
statements and negatives using

conjunctions and adverbs of reason, cause and
effect;
E2.18 express likes and dislikes with reasons;

I like Manchester because...
I don't like Manchester, so we don't go there very
often.
E2.19 express views, with reasons and cause and

effect;
I think Mrs Smith is a good teacher, so I don't
miss her classes.
I think she is a good teacher because she listens
to us.
Grammar
Component skills:
Speak to communicate: To express feelings and opinions.
Awareness of stress falling on the

important word or information
Phonology
Awareness of the importance of stress to

convey information, feelings and opinions

36
Draft
statements using grammar from E2.1 to E2.23.
E2.24 respond to requests for personal detail;

When do you start work?
At 9.00
E2.29 respond to questions about past events

confirming;
Did you see the news last night?
Yes I did. No I didn't.
E2.28 respond to questions about regular or daily events;

Can you tell me about your job?
I work in... I have to...
E2.27 respond to comparative questions;

Is the weather the same here as in...?
No, it isn't.
No, it's colder than...
E2.26 respond to questions about places and things;

Tell me about your country.
It's in Africa. There are...
E2.25 respond to questions about people;

What's he like?
He's friendly.
Grammar
Component skills:
Listen and respond: To questions and requests.

complete, definite statements
Phonology
Awareness of the interlocutor's expectations in

open questions, requesting information

Draft
37
respond to formal requests for permission;

Could I use your pen? Ill return it later.
Yes, thats fine.
No, Im sorry, I need it.
respond to formal and informal requests to do

something;
Could you shut the door?
Please shut the door.
OK.
Yes, of course.
No, I'm sorry, it's stuck.
E2.32 respond to formal and informal requests for

something;
Could you tell me the time?
What's the time?
It's six oclock.
E2.31 responds to questions about future plans

and intentions;
What are you going to do next year?
I'm going to study engineering.
I'm going to get a job. I'm not staying at
E2.30 respond to questions about past events

narrating;
What did you do last night?
I went to... and I saw...
Component skills:
Grammar
Ability to stress the important

information or word
Phonology
Awareness of the difference in use of 'can' and

'could' in formal and informal situations
Ability to sequence satisfactorily
Ability to structure a story or narrative

contrasting with conventions in other languages
a. Introduce a topic.
b. Develop a topic.
c. Conclude satisfactorily.

38
Draft
E2.36 express thanks gratefully.

Thanks so/very much.
E2.35 check back;

You go up the stairs, turn left and its at the end of
the corridor.
I go up the stairs, turn left and then...?
E2.34 respond to requests for clarification;

How did you say you spell your name?
K H A N.
E2.33 respond to questions about preference;

Which do you prefer, tea or coffee?
I prefer coffee.
Coffee.
Component skills:
Grammar
Ability to use rising intonation,

echoing each word or piece of
information being checked or
queried
Phonology
Awareness of conventions of thanking,

contrasting with other cultures
Importance of checking back as a

communication strategy

Draft
39
commands using
imperative and negative imperative;
sequencing adverbs and conjunctions.
E2.38 respond to requests for instructions.

How does this work?
First you check the pressure, then you take the
pump and...
Don't take off the cap.
E2.39 respond to requests for explanations.

I'm sorry I didn't understand that. Could you
explain it again?
Yes, no problem..
O.K., well...
Component skills:
Grammar
questions and statements using

simple present;
E2.37 respond to requests for directions;

How do you get to X?
How does this work?
Go straight on, past the lights and turn right.
Grammar
Component skills:
Listen and respond: To straight forward explanations and instructions.
Phonology

sequence markers and other
important content words in the
sentence
Phonology
Awareness of the importance of intonation and

stress to differentiate between polite instructions
and commands

Ability to structure instructions and sequence

satisfactorily

40
Draft
intensifiers, with correct word order.
E2.44 insist politely;

I'm sure.
I resolly must go.
It's very important.
E2.45 take leave.

Have a good weekend.
statement and negative forms using

possessives
possessive pronouns;
Ability to stress the important

words and phrases
E2.42 give warnings;

Be careful! Stop! Don't run.
It's dangerous.
E2.43 express possession.

This is mine.
That's Jane's bag.
Awareness of interlocutors, expectations and

social conventions
recognition of the interactive pattern of conversation and expectations of interlocutors, e.g. turntaking, types of questions often asked or avoided
Awareness that rising intonation is

often used for questions
Awareness of falling intonation
followed by rising intonation in
subordinate clause

E2.41 respond to greetings;

Did you have a good weekend?
Yes thanks. We went swimming, and you?
Phonology

interaction between speakers, e.g., shrugging
or saying 'aha' 'mmh' to show understanding
Grammar
E2.40 greet;
Hi, hello, 'morning, nice to see you

level, E2.1 to E2.39;
Component skills:
Engage in discussion in a familiar situation: To convey information and opinions.
Draft
41
questions using
possessives
modal must.
E2.48 ask about possession;

Is this yours?
Is this Ahmed's bag?
E2.49 persuade;
Must you go?
Are you sure...?
E2.50 ask for clarification and explanation.

Are you coming on Monday or on Tuesday?
What does X mean?
How do you spell X?
either/or;
Grammar
E2.47 offer;
Would you like tea or coffee?
E2.46 greet;
Did you have a good holiday?

level E2.1 to E2.45;
Component skills:
Engage in discussion in a familiar situation: To seek information and opinions.
Ability to produce alternative

questions the voice rises on the
first alternative and falls on the
second
Phonology
Awareness of the importance of register,

intonation and stress to convey feelings,
attitudes, awareness of the relationship
between speakers, formality of situations

communication

1. At home:
use self-access English learning materials (books, computer programmes and tapes) at home for extra
practice or revision, and consult their teacher about appropriate materials.
2. When using the phone
rehearse what they are going to say before dialling, think about possible questions and answers;
write down what they want to say, or main points, before dialling.
3. Try to watch TV/listen to the radio/read headlines and simple books in English every day, if only for a short
time. Use teletext to reinforce comprehension. Ask English-speaking friends or relatives to explain words,
phrases they do not understand or look words up in a dictionary. Use a bilingual or English students
dictionary to look words up they do not know.
4. Play board games (e.g. Scrabble, Monopoly), cards or language games (e.g. I Spy, 20 questions) with
English-speaking friends or relatives.
5. Think of ways in which they can meet English-speaking people and use English as the medium of
communication join an adult education class or a club or committee (e.g. PTA, Local Residents
Association), a trade union.
6. Join the local library. If they have children, read with them, asking them to read as well as reading
to them.
42
Draft

listen and respond to spoken language, including straightforward information and narratives, and follow
straightforward explanations and instructions, both face to face and on the telephone;
speak to communicate information feelings and opinions on familiar topics, using appropriate formality,
both face to face and on the telephone;
engage in discussion with one or more people in a familiar situation, making relevant points and
responding to what others say and to reach a shared understanding about familiar topics.
listen for and follow the gist of explanations, instructions and narratives in different contexts;
listen for detail in short explanations, instructions and narratives in different contexts;
listen for and identify relevant information from discussions, explanations or presentations;
use strategies to clarify and confirm understanding (such as facial expressions or gesture);
listen to and respond appropriately to other points of view;
speak clearly to be heard and understood using appropriate clarity, speed and phrasing;
use formal language and register when appropriate;
respond to a range of questions about familiar topics;
express clearly statements of fact and give short explanations, accounts and descriptions;
make requests and ask questions to obtain information in familiar and unfamiliar contexts;
follow and understand the main points of discussions on different topics;
make contributions to discussions that are relevant to the subject;
respect the turn-taking rights of others during discussion.
Issues which may affect the delivery of the curriculum at this level
Students can expect some support in terms of repetition and re-phrasing. Speech is to be delivered at normal
speed and students should be able to cope with a limited range of distractors, e.g. some background noise,
music, interruptions.
Students should have the opportunity to hear a range of accents and a range of English varieties.
Students use of English may reflect the variety commonly spoken in their community, rather than Standard
English. Teachers need to raise this point in discussion.
Students should be able to apply speaking skills in face to face and telephone situations.
speaking material.
be underestimated.
Any tasks which students are given to perform should aim to develop and test their speaking skills, rather
which can be performed orally and/or in writing, as appropriate.
Draft
43

The Component skills column is not a prescriptive list of functions, but a set of example functions. Under
Grammar, the key aspect of sentence structure at this level is constructing compound sentences and the
developing use of subordinate clauses (see appendix). Under Phonology, pronunciation difficulties need to be
addressed according to student need. Discourse skills and cross-cultural features of communication are to
be practised in any context within the level. Examples are given of potential cross-cultural differences, but these
are neither prescriptive nor exclusive.
44
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Draft
45
modal would + like;
adjectival phrases;
superlatives, regular and irregular;
prepositional phrases of place;

intensifiers e.g. too/enough;
comparative structures
As...as
Compared with X...
X is the same as X
including irregulars.
E3.3 describe self/others;

She is/She's in her twenties, of average height
with freckles.
She is/She's the youngest in the family.
My son is/My son's the best runner in the school.
E3.4 describe places and things;

Iraq shares a border with Iran and is to the north of...
It is/It's the largest country in...
These trousers are too big...
E3.5 compare people, places, things;

Hong Kong and Singapore are as...as each other.
The leg's much worse than before.

present perfect;
since/for;
present continuous;
adverbial phrases of time and place;
used to;

I have/I've lived in the UK for 2 years since 1998.
I have/I've never worked in an office.
At the moment I'm studying English in a college
in Bolton.
When I lived in India I used to own a shop.
E3.2 introduce others;

I would/I'd like you to meet...
He is/He's my...
Grammar
Component skills:
Speak to communicate: To provide information.
Stress falls on important words in

the sentence
Elision
Unstressed vowel/schwa

Stress-timed senrence rhythm
Phonology
Awareness of interlocutors background

knowledge
Ability to use appropriate language for topic

communication
46
Draft
use of definite and indefinite article;

present simple;
clauses of reason;
conjunctions/adverbial clauses of cause;
however/but/although;
future simple;
E3.7 give factual accounts;

Divali is a Hindu festival which takes place in...
As...
For this reason...
The train leaves at...and arrives...
E3.8 express certainty about the future;

I'll be 50 next year.
I won't see her until Friday..
E3.11 express obligation.

He should speak to the supervisor.
I should wear a mask.
E3.10 make a decision as ones speaking, make

arrangements;
I think I'll go now.
We'll meet you outside the cinema at 7.30.
modal should.
clauses of time;
relative clauses (who, which, where) non-defining;
past continuous and simple past;
E3.6 narrate events in the past;

A few days ago Mr Gonzales, who lives next door
to me, decided to go to London. While he was
waiting, a woman fainted...
E3.9 offer help;

I'll go.
We'll do it.
Grammar
Component skills:
As necessary, rising intonation on

subordinate clauses to show
narrative continuing
Phonology
Ability to indicate relationship between ideas

causality
contrast
result
purpose
Ability to sequence and refer back
Ability to structure a story

a) Introduce the topic.
b) Develop the topic.
c) Conclude satisfactorily.

communication
Draft
47
wh questions;
How long have you worked there?

Have you ever been to...?
What are you doing at present?
simple past;
simple future;
present continuous
E3.15 ask about past events;

Could you tell us what happened?
Please tell us what you saw, Ms Kapur.
What happened?
E3.16 ask about future events.

When will you see her?
What are you doing at the weekend?
E3.14 make comparative questions;

Whats the difference between...?
Which is quicker, train or bus?
embedded question forms;

modal could;
questions using
present perfect;
present continuous;
E3.12 ask for personal information;

Have you been here long?
Are you working at the moment?
E3.13 ask for descriptions of people, places and

things;
Is he like his father?
Tell me about...
Could you describe...
Grammar
Component skills:
Speak to communicate: To seek information.
Stress-timed sentence rhythm

in questions
Falling intonation often found

with wh questions
Rising intonation for questions in

general, and in particular those to
which the answer is yes or no
Phonology
Awareness of register and ability to change

register in formal situations
Discussion on interlocutors expectations

following an open question

convey the formality of situations, relationship
between speakers

communication
48
Draft
ask for permission.

May I use your phone?
Could I leave early today?
Can I use your pen?
ask someone to do something for you;

Please hold the line.
Could you take a message?
Would you mind moving along?
E3.17 make requests on the phone, in formal and

informal situations ask for something;
Is it possible to speak to...?
Could I leave a message for...?
Is Janet there?
Component skills:
modal may;
imperative;
mind + ing;
Grammar
Phonology

register in formal situations

communication
Draft
49
statements and negatives using

gerunds;
modal 'have to' in simple past;

present perfect;
future simple;
E3.18 give views and opinions;

In my opinion...
As I see it...
Swimming is good for you because...
E3.19 explain and give reasons;

I didn't see him because I had to leave early.
I haven't done the homework because I was
too busy.
E3.20 express opinions about future possibilities;

I think I'll pass.
I'll probably pass.
I might/may pass.
verbs + gerund;
conjunctions e.g. however/although/so;

clauses of reason.
E3.21 express feelings, likes and dislikes;

I enjoy...ing.
I can't stand ...ing.
E3.22 show contrast, cause, reason, purpose;

The exam wasn't very difficult so I passed.
Although the job's interesting, it doesn't pay well.
I went to get some coffee because I was resolly
thirsty.
modal might/may;
Grammar
Component skills:
Speak to communicate: To communicate ideas and opinions.
Stress falls on the important word

or information.
Phonology
Ability to indicate relationship between ideas

causality
contrast
result
purpose
Awareness of importance of stress to convey

information, feelings and opinions
Ability to introduce a topic

communication
50
Draft
Grammar
Statements and negatives and short forms using

grammar from E3.1 and E3.24.
E3.25 rerspond to requests for personal details;

How long have you been married?
8 years.
use all functions in E3.1 to E3.24.
E3.26 confirm information;

You have worked in a garage before, haven't
you?
Yes I have.
Grammar
Component skills:
Listen and respond: To statements, questions and requests.
E3.24 apologise in formal and informal

situations.
I feel terrible that...
I'm sorry, my fault.
E3.23 ask about peoples feelings, opinions,

interests, wishes, hopes;
What's your opinion of . . ?
How do you feel about . . ?
Component skills:
The voice falls on main clause

and rises on the question tag.
Falling intonation on complete,

definite statement
Phonology
Rising intonation for

politenesss
Phonology

communication
Ability to acknowledge other speakers and

ability in turn-giving

communication
Draft
51
Grammar
first conditional sentence;

if + present simple, future simple.
E3.29 requests for directions;

Could you tell me the way to...?
If you go straight on you'll see it on the right.
E3.30 request for an explanation;

What does......mean?
If you look in the dictionary you'll find the
meaning.
Grammar
Component skills:
Listen and respond: To requests for explanations and instructions.
E3.28 respond to advice.

You should see the careers advisor.
Yes, I suppose you're right.
I've already been.
E3.27 respond to suggestions;

Why don't you go to...?
Yes, I'll do that, thanks.
Well, maybe.
No, I'd rather not because...
Component skills:
Listen and respond: To statements, questions and requests.
Phonology
Phonology

communication

communication
52
Draft
commands using
imperative and negative imperative;
common phrasal verbs;
modal should;
negative must.
E3.31 respond to requests for instructions.

How do you do this?
First you should take off... then put it on...
You mustn't...
question forms using

negative simple present;
future simple with shall;
statements, questions and negatives using

modal should;
conditional would;
modal must negative.
E3.33 ask for and make suggestions and give

advice;
You should...
Why don't you...
I wouldn't...
Should I? What should I do...?
The grammar needed for these functions include:
Grammar
E3.32 suggest action with other people;

Let's...
Shall we...?
Why don't we...?

level;
Component skills:
Engage in discussion in a familiar situation: To share information, ideas and opinions.
Grammar
Component skills:
Intonation for statements and

questions as in 1.1 and 1.2
Phonology
Stress falls on sequence markers

and other important words in the
sentence.
Phonology
Awareness of importance of register to convey

attitudes, relationship between speakers,
formality of situation

interaction between speakers, e.g. shrugging or
saying aha, mmh to show understanding and
acknowledge other speakers

communication

communication
Draft
53
E3.37 take leave.

Have a good weekend!
It was nice to see you.
E3.36 warn and prohibit;

You mustn't touch that, it's very hot.
E3.35 complain;
I'm not happy about...
I'd like to complain about...
E3.34 praise and compliment others;

You look great!
What a good idea!
Component skills:
Grammar
Engage in discussion in a familiar situation: To share information, ideas and opinions.
Stress falls on important words or

information in the sentence.
Phonology
Closing a conversation

stress to convey information, feelings and
opinions

communication
54
Draft
questions using
possessives;
modal must.
E3.40 ask about possession;

Is this yours?
Is this Ahmed's bag?
E3.41 persuade;
Must you go?
Are you sure...?
E3.42 ask for clarification and explanation.

What does X mean?
How do you spell X?
question tags with all tenses covered;
Grammar
E3.39 check back and ask for confirmation;

That's right isn't it?
You do like it, don't you?
E3. 38 greet;
Did you have a good holiday?

level;
Component skills:
Engage in discussion in a familiar situation: To seek information and opinions.
Rising intonation for questions to

which the answer is 'yes' or 'no'
The voice falls on main clause

and rises on the question tag.
Phonology
Ability to open a conversation
Awareness of interlocutors expectations and

social conventions

communication

1. At home:
use self-access English learning materials (books and tapes) at home for extra practice or revision, and
consult their teacher about appropriate materials.
Rehearse what they are going to say before dialling, think about possible questions and answers.
Write down what you want to say, or main points, before dialling.
3. Try to watch TV/listen to the radio/read newspapers, magazines and books in English every day, if only for a
short time. Use teletext to reinforce comprehension. Ask English-speaking friends or relatives to explain
words, phrases they do not understand or look words up in a dictionary. Use a bilingual or English students
dictionary to look words up they do not know.
4. Play board games (e.g. Scrabble, Monopoly) or language games (e.g. I Spy, 20 Questions) with Englishspeaking friends or relatives.
5. Think of ways in which they can meet English speaking people and use English as the medium of
communication join an adult education class, a club or a committee (e.g. PTA, Local Residents
Association), a trade union. Voluntary work can give useful opportunities help in their childrens school
or contact the local Volunteer Bureau.
6. Join the local library. If they have children, read with them, ask them to read as well as reading
to them.
Draft
55
Speaking Level 1
listen and respond to spoken language, including information and narratives, and follow explanations and
instructions of varying length, adapting response to speaker, medium and context;
speak to communicate information, ideas and opinions, adapting speech and content to take account of the
listener(s) and medium;
engage in discussion with one or more people in familiar and unfamiliar situations, making clear and relevant
contributions that respond to what others say and produce a shared understanding about different topics.
listen for and identify relevant information from explanations and presentations on a range of straightforward
topics;
listen for and understand explanations, instructions and narratives on different topics in a range of contexts;
use strategies to clarify and confirm understanding (such as facial expressions, body language and verbal prompts);
provide feedback and confirmation when listening to others;
make contributions relevant to the situation and subject;
speak clearly in a way which suits the situation;
respond to questions on a range of topics;
express clearly statements of fact, explanations, instructions, accounts and descriptions;
present information and ideas in a logical sequence and include detail and develop ideas where appropriate;
follow and contribute to discussions on a range of straightforward topics;
respect the turn-taking rights of others during discussions;
use appropriate phrases for interruption.
Students can expect a little support in terms of repetition and re-phrasing. Speech is to be delivered at normal speed
and students should be able to cope with a range of distractors, e.g. background noises, music, interruptions.
Students should have the opportunity to hear a variety of accents and varieties of English.
A variety of media (video, taped audio cassette), students and helpers may be used to deliver the material.
The importance of non-verbal signalling, and the difficulties encountered when it is not present, should not be
underestimated.
The need for and degree of accuracy should be determined by the purpose of the speech act and appropriateness
to the situation.
Any tasks which students are given to perform should aim to develop and test their spoken skills, rather than
their reading or writing. As some students, even at this level, may have basic literacy skills, activities should be
devised which can be performed orally and/or in writing, where possible or appropriate.
The Component skills column is not a prescriptive list of functions, but a set of example functions. Under
Grammar, the key aspect of sentence structure at this level is constructing compound sentences and the developing
use of a range of subordinate clauses. Under Phonology, difficulties with specific sounds need to be addressed
according to student need. Discourse skills and cross-cultural features of communication are to be practised in
any context within the level. Examples are given of potential cross-cultural differences, but these are neither
prescriptive nor exhaustive.
56
Speaking Level 1
Draft
Draft
Speaking Level 1
57
L1.5 define;
defining relative clause;
Barometers are instruments which measure pressure. clauses of purpose, reason;
They are used to measure pressure.
passive + to + inf
They are used for measuring...
+ for + gerund.
present perfect - present result of past action
verbs + prepositions
L1.4 describe places and things;

I need a cross bolt it's made of metal and its got
a circular nut attached to the end.
Kuala Lumpur has grown enormously in the last
decade.
would like + info;
L1.2 introduce others;

I'd like to introduce you to my...
Do you know each other? Anna meet
Rashed, Rashed meet Anna.
noun phrases (as subject or object of the verb);
adjectival phrases;

present perfect continuous;
focusing on activity/uncompleted act;
passive: past simple;
phrasal verbs;
L1.1 give personal information;

I have/I've been learning English for 4 years.
She has/'s been working in Kingston but studying
in Hounslow.
I was brought up in the Philippines by my uncle.
L1.3 describe self/others;

The nicest person in my office is Jane, the
manager's PA.
A man wearing dark glasses and trainers ran
across the road.
Grammar
Component skills:
Rising intonation on subordinate

clauses to show the narrative
continues

the sentence.
Elision

definite statement
Phonology
Ability to fill in background information
Awareness of interlocutors' background

knowledge
Ability to open a conversation and respond

appropriately to interlocutor

communication
58
Speaking Level 1
Draft
comparative adverbs and adjective

+ fewer + less;
countable/uncountable nouns;
L1.8 compare people, places, things;

People here drive much faster and with a lot less
care than in my country.
During the War, life was a lot harder than it is now.
L1.10 generalise;
Some sports are dangerous, for example motor
racing.
L1.9 classify;
Mangoes are types of fruit.
There are many varieties in India.
The majority of Indian women wear saris.
present simple;
sequencing adverbs and conjunctions;
present simple passive;
past perfect;
adverbial phrases (time, manner);
adjectival phrases;
use of articles;
L1.6 narrate events in the past;

Sanjit's leg was in plaster. He had broken it the
day before while playing hockey.
As he walked home, feeling tired and cold, it
began to rain.
The weather was awful. Suddenly, the sun......
L1.7 describe a simple process;

First you put the couscous in a pan and steam it.
After about 10 minutes...
Bread is made from flour. First, the flour is mixed
with water and yeast and then...
Grammar
Component skills:
Phonology
Discussion on cultural differences
Ability to refer to shared knowledge

a. Introduce a topic.
b. Develop the topic.
c. Conclude satisfactorily.
Discussion on different cultural conventions for
structuring information and narratives,
differences in expectations.
Ability to sequence and refer back using
cohesive devices.

communication
Draft
Speaking Level 1
59
negative modals need have to;
reported speech;
using a range of tenses and infinitive;
reported questions;
L1.14 report information.

She said she would help me.
We told them to come at 4.30pm.
He asked me if/whether I could type.
modal ought + inf;
Grammar
L1.13 express absence of obligation;

You don't have to register now.
You needn't worry.
L1.12 express obligation + reasons;

I ought to go to the CAB because Ive got a
problem with my housing benefit.
L1.11 give examples;

I like lots of different kinds of programmes, news,
soap operas, documentaries...
Component skills:
The voice rises on each item of

the list, until the final one, where
it falls.
Phonology

communication
60
Speaking Level 1
Draft
questions using
present perfect;
present perfect continuous;
past simple passive;
phrasal verbs;
L1.15 ask for personal information;

What have you been up to lately?
What have you been doing since July?
Where were you brought up?
embedded questions;
present simple;
modals would could.
L1.17 ask for descriptions of people;

Do you know what he looks like?
Would you be able to describe her to me?
L1.18 ask for descriptions of things, places;

What's it made of? Would you be able to
describe it?
L1.19 make comparative questions;

How different are things in this country?
Have things changed a lot since...?
L1.20 ask about past events;

Would you mind telling us what happened?
Could you describe the accident?
L1.16 introduce people;

Have you been introduced?
Would you like to meet an old friend of mine?
Grammar
Component skills:

which the answer is 'yes' or 'no'.
with wh questions.
Phonology

between speakers

communication
Draft
Speaking Level 1
61
ask for permission.

Is it alright if I leave now?
Could I possibly use your telephone?
Might I have the day off on Tuesday?
ask someone to do something for you;

Do you mind passing me my book?
Move over!
I'd be most grateful if you would send me a
leaflet.
L1.23 make requests in informal and formal

situations; ask for something;
You don't mind if I use your pen, do you?
Lend us a fiver?
Could I possibly speak to the Principal?
L1.22 ask for definitions;

How do you define X?
How would you define X?
L1.21 ask about processes;

What happens?
How does it work?
How is it organised?
Component skills:
modal might.
questions tags;
Grammar
Awareness of intonation and register and ability

to change register according to situation
Discussion on the use of intonation, 'you',
'please' and modal verbs, comparing with other
languages and cultural conventions in terms of
politeness
Falling intonation on the tag if

the speaker is certain the
interlocutor will agree

communication
Rising intonation on the tag if the

speaker is asking for confirmation
Phonology
62
Speaking Level 1
Draft
2nd conditional;
L1.25 hypothesise;
If I passed the exams I'd/I would go to college.
L1.29 ask about people's feelings, opinions,

Where do you stand on...?
L1.28 show contrast, reason, purpose,

consequence, result;
Although it's raining, it's not cold.
I was late again because of the weather.
She's going to the gym to lose weight.
He's going to be late, so I think we should start
without him.
L1.27 express feeling, likes and dislikes;

We're/We are hoping to employ more staff in the
near future.
If only we had more money.
adverbs and conjunctions in oral narratives, joining
clauses and sentences;
adverbs and intensifiers;
L1.24 give views and opinions;

I honestly believe in...
I resolly feel that...
In my view...
L1.26 explain and give reasons;

The reason I didn't come was I was ill.
This is caused by an electrical problem.
Grammar
Component skills:

or phrase.
Phonology
Ability to acknowledging other speakers and

Ability to indicate relationship between ideas:

causality
contrast
result

Ability to introduce and control a topic

communication
Draft
Speaking Level 1
63
statements, negative and short forms using

grammar in 1.1 to 1.29.
know functions from L1.1 to L1.29 e.g. requests

for personal information;
What have you been doing since I saw you?
Working.
L1.31 give suggestions and advice;

If I were you I'd go and speak to the shop
steward.
Resolly?
Do you resolly think so?
L1.30 confirm;
Have you got that?
Yes, I have, thanks.
Grammar
Component skills:
Listen and respond: To questions, requests, information and narratives.
Rising intonation expressing

uncertainty

definite statement
Phonology

communication
64
Speaking Level 1
Draft
Grammar
L1.34 make recommendations;

If I were you I'd speak to him about it. I'd buy the
other gloves, they're warmer.

level;
Component skills:
Grammar
Engage in discussion in familiar and unfamiliar situations: To share information, ideas and opinions.
L1.33 respond to requests for instructions;

Could you give me a hand with these, I'm not
sure what to do.
Well, first you have to check the fuses to see if
they are working. After that...
L1.32 respond to requests for explanations;

I hope you don't mind my asking but I missed the
class last week and wondered if you could explain
what I'm supposed to do...
No, that's OK. Well, we have to write a report on...
and then we are supposed to answer the
questions on page...
Component skills:
Intonation for statements and

questions as in L1.1 to L1.33.
Phonology
Stress falls on the sequence

markers and other important
words in the sentence.
Phonology
Awareness of non-verbal signalling that helps interaction between speakers, e.g. shrugging or saying
'aha', 'mmh' to show understanding and acknowledge other speaker, contrasting with conventions
in other cultures, including body language

communication

communication
Draft
Speaking Level 1
65
L1.39 take leave.

Well, take care.
Hope to see you soon.
L1.38 warn;
If you don't pay for a ticket you might get a fine.
L1.37 complain;
I am resolly angry about the delay!
L1.36 praise and compliment;

I resolly enjoyed that talk.
It was very useful.
You must feel very proud of him.
L1.35 make suggestions and give advice;

You ought to go to the dentist.
It would help your toothache.
Component skills:
Grammar
Engage in discussion in familiar and unfamiliar situations: To share information, ideas and opinions.
Stress falls on the important

Phonology
Closing a conversation, discussion of formulaic

expressions, comparing other cultural
conventions
Awareness of interlocutors' expectations and

social conventions

communication
66
Speaking Level 1
Draft
L1.41 ask for confirmation.

Have you got that?
L1.40 check back;

Sorry, I didn't catch that. Could you repeat it,
please?

level;
Component skills:
Grammar
Engage in discussion in familiar and unfamiliar situations: To seek information, ideas and opinions.
Rising intonation to ask for

confirmation
Phonology

communication

Students should be encouraged to try the following.
1. At home
use self-access English learning materials (books, computer software and tapes) outside the classroom
for extra practice or revision and consult their teacher about appropriate materials.
rehearse what they are going to say before dialling, if it is a difficult situation, e.g. complaining.
3. Try to read as widely as possible books, magazines and newspapers. Borrow audio books from the local
library and either just listen or read and listen simultaneously if they can get the written text too. Use a
bilingual or English students dictionary to look words up they do not know.
4. Try to watch TV/listen to the radio, if only for a short time. Use teletext to reinforce comprehension. Ask
English-speaking friends or relatives to explain words, phrases they do not understand.
Association), a trade union. Voluntary work can give useful opportunities help in their childrens school or
contact the local Volunteer Bureau.
7. If they have children, read with them, ask them to read as well as reading to them.
Draft
Speaking Level 1
67
Speaking Level 2
listen and respond to spoken language, including extended information and narratives, and follow detailed
explanations and multi-step instructions of varying length, adapting response to speaker, medium and context;
speak to communicate straightforward and detailed information, ideas and opinions clearly, adapting speech
and content to take account of the listener(s), medium, purpose and situation;
engage in discussion with one or more people in a variety of different situations, making clear and effective
contributions that produce outcomes appropriate to purpose and topic.
listen for and identify relevant information from extended explanations or presentations on a range of topics;
listen to, understand and follow lengthy or multi-step instructions and narratives on a range of topics and in a
range of contexts;
speak clearly and confidently in a way which suits the situation;
respond to detailed or extended questions on a range of topics;
respond to criticism and criticise constructively;
make requests and ask questions to obtain detailed information in familiar and unfamiliar contexts;
express clearly statements of fact, explanations, instructions, accounts, descriptions using appropriate structure,
style and vocabulary;
present information and ideas in a logical sequence and provide further details and development to clarify or
confirm understanding;
make relevant contributions and help to move discussions forward;
adapt contributions to discussions to suit audience, context, purpose and situation;
use appropriate phrases for interruption and change of topic;
support opinions and arguments with evidence.
Students should be able to cope with distractors, such as background noise, music, interruptions and speech
delivered at normal speed or faster.
Students should have the opportunity to hear a wide variety of accents and varieties of English.
The importance of non-verbal signalling, and the difficulties encountered when it is not present, should not be
underestimated.
Any tasks which students are given to perform should aim to develop and test their spoken skills, rather than
their reading or writing.
The need for and degree of accuracy should be determined by the purpose of the speech act and appropriateness
to the situation.
The Component skills column gives not a prescriptive list of functions, but a set of example functions. Under
Grammar, key sentence structures at this level are simple and compound sentences use of a varied range of
subordinate clauses and participle phrases. Under Phonology, pronunciation difficulties are to be addressed
according to student need. Discourse skills and cross-cultural features of communication are to be practised in
any context within the level. Examples are given of potential cross-cultural differences are neither prescriptive nor
exhaustive.
68
Speaking Level 2
Draft
Draft
Speaking Level 2
69

the sentence.
Rising intonation on subordinate

clauses to show the narrative
continues
use of adjectives, idiomatic usage;
adjectival phrases and subordinate clauses as

appropriate;
use of pronouns.
L2.3 give general and specific descriptions of

things, and places;
Shopping centres in the UK can get very
crowded and hectic.
I've lost my thermos it's a black, metal one with
a green plastic cup and detachable base. It has a
label with my name attached to it.
Elision

definite statement
intensifiers;
colloquialisms & idioms;
noun and adjectival phrases and subordinate
clauses as appropriate;
statements, negatives and short forms using a

range of tenses, structures, vocabulary and idioms;
varying the register according to the situation and
if required producing extended, connected
narrative using subordinate clauses;
present simple, temporary states;
modal would expressing habit in the past;
L2.1 give personal information;

I started teaching in 1979 and worked as a
Modern Languages teacher in secondary school
for 8 years but when I started a family I took a
career break.
After my youngest started primary school I went
back to teaching.
I live in Luton at the moment.
When I was young, I'd walk to school with my
sister.
Phonology
L2.2 describe self/others;

He's an extremely nice man. He looks just like
his brother.
He reminds me of my cousin who also...
She's one of the friendliest people I know
When I think of her, I picture her...
Grammar
Component skills:
Speak to communicate: To state and provide information.
Discussion of cultural conventions, expectations

relating to the ordering of information
Ability to structure information appropriately

communication
70
Speaking Level 2
Draft
dramatic present;
L2.5 narrate;
...and there we are, waiting for her at the airport
and we see her come through, holding a baby in
her arms !
I parked here and then tried to put a 20p coin in
the meter but it was jammed, so I left a note,
explaining what had happened. When I got back
I'd been fined.
L2.7 define within explanations;

Milk which contains chemicals is dangerous
because it contains harmful toxins.
L2.6 describe a complex process;

On arrival, new books are sorted according to
author. They are then catalogued and tagged.
If any are damaged...
When patients are admitted they are asked to
go to the main entrance.
noun clauses and subordinate clauses as

appropriate;
L2.4 generalise and compare/contrast;

Life in Britain and in my country have several
things in common. They both have large ports
as well as... They differ in various ways. As you
know, after 1995 things changed a lot.
defining relative clause and clauses of reason,

effect, purpose as appropriate.
sequencing adverbs and conjunctions;
a range of past tenses and sequencing adverbs

and conjunctions, subordinate clauses as
appropriate;
Grammar
Component skills:
Phonology
Ability to indicate relationship between ideas:

causality
contrast
result
purpose
Ability to sequence and refer back using

cohesive devices.

Introduce a topic
Develop the topic
Conclude satisfactorily
Ability to refer to shared knowledge
Ability to fill in background information
Awareness of interlocutors' background

knowledge

communication
Draft
Speaking Level 2
71
a range of structures to express the future;
combined use of active and passive tenses;
L2.11 express definite arrangements in the

future;
I leave at 5.00pm on Tuesday.
I'm definitely going to study Business at SBU
next year.
This time tomorrow I'll be flying to Portugal.
L2.12 report.
After the accident the 2 drivers were taken to
hospital. The police talked to the witnesses and
I was asked a lot of questions.
He had his hair cut yesterday. She got her
shoes wet.
causative use of 'have';
get' passive.
should have;
Grammar
L2.10 express obligation in the past;

You should have waited for him. He's probably
still standing there;
L2.9 give examples;

The first is...which contains the following types
of flowers.
Another example of...
Let's take...
L2.8 classify;
Flowering plants are classified into two large
groups.
Component skills:
Phonology

communication
72
Speaking Level 2
Draft
questions using a range of tenses structures and

vocabulary, varying in register according to the
situation;
L2.13 ask for personal information;

Could you tell me your name?
What's your name?
Name?
L2.18 ask about past events;

What happened?
Would you mind telling us what happened?
L2.17 make comparative questions;

How different are things in this country?
Have things changed a lot since..?
L2.16 ask for descriptions of things, places;

What's it made of?
Could you describe it?
L2.15 ask for descriptions of people;

Whats he like?
Would you be able to describe her to me?
L2.14 greet and sustain social interaction;

So, how have you been?
Haven't seen you in ages, what are you up to?
Grammar
Component skills:

with wh questions.

which the answer is 'yes' or 'no'
Phonology
Discussion on different cultural conventions in

terms of turn-taking, back-channelling, body
language
Ability to open a conversation and respond

appropriately to interlocutor

between speakers

communication
Draft
Speaking Level 2
73
Ask for permission

Can I leave early today?
Could I possibly use your pen?
May I use your telephone?
Ask someone to do something for you

Would you mind passing me my book?
Pass me the book, will you?
Discussion on the use of intonation, you,

please and modal verbs, comparing with other
languages and cultural conventions in terms of
politeness

communication
Ask for something

Can I borrow your dictionary?
Is it alright if I borrow this?
I wonder if I could borrow your pen for a
minute?
Phonology

register according to situation
Grammar
L2.21 make requests in informal and formal

situations.
L2.20 ask for definitions;

How do you define X?
How would you define X?
L2.19 ask about processes;

Tell me how the gears work on this bike.
Could you explain how this functions?
Component skills:
74
Speaking Level 2
Draft
3rd conditional;
L2.23 explain and give reasons;

If I had been there, I would have given him your
message.
She made me do it.
L2.26 criticise, rebuke;

You should have telephoned me!
He shouldn't have spent all that money.
L2.25 express feelings, likes and dislikes;

I wish I could swim.
should have.
use of a range of structures and colloquialisms

according to the situation and intensity of opinion;
L2.22 give views, opinions and justification;

I think that...because.
I resolly believe that if we don't vote for the new
contract, we'll get the sack.
That's total rubbish!
There's no evidence.
L2.24 summarise;
So, to sum up, this is what we've decided...
Let me recap and summarise what we are
going to do.
Grammar
Component skills:
Speak to communicate: To express ideas and opinions.

or phrase.
Phonology
Ability to summarise

Ability to introduce and control a topic

communication
Draft
Speaking Level 2
75
must
embedded questions
might/may have
L2.27 speculate;
He must be out.
I wonder why he hasn't arrived?
He might have been delayed by the traffic.

appropriate range of structures, vocabulary
colloquialisms and register depending on the
situation as in L2.1 to L2.28.
use functions from L2.1 to L2.28

e.g. requests for personal information;
What previous experience do you have as a cashier?
Well, in my country I worked in a restaurant for 3
years and I worked on the till.
Grammar
Component skills:
Listen and respond: To questions, requests, requests for extended information and narratives.
L2.28 ask about peoples feelings, opinions,

Where do you stand on...?
What do you think?
Do you agree?
Grammar
Component skills:
Speak to communicate: To express ideas and opinions.
Phonology
Rising intonation to express

uncertainty
Phonology
Discussion on different cultural conventions
Ability to respond appropriately to the

interlocutor in terms of situation and register

communication
Ability to acknowledge other speakers and


communication
76
Speaking Level 2
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appropriate range of structures, vocabulary
colloquialisms and register depending on the
situation as in L2.1 to L2.28.
L2.31 explain;
Could you explain that to me again?
Yes, the garage closes at 4.30, Monday to Friday,
but on Saturdays it's only open till 12.00.
L2.32 give instructions.

Could you tell me the way to the Post Office?
Certainly, keep going straight until you get to
the roundabout, then take the second on the
right and it's about halfway down on the left.
Grammar
Component skills:
Stress falls on the sequence

markers and other important
Phonology
Rising intonation on first part of

the sentence, falling on the
second part
L2.30 clarify.
Your appointment's at 2 o'clock.
Sorry, did you say 12 o'clock or 2 o'clock?
Phonology

definite statement
Grammar
L2.29 confirm;
See you tomorrow then.
Yes, see you tomorrow.
Component skills:
Listen and respond: To questions, requests, requests for extended information and narratives.

communication

communication
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Speaking Level 2
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L2.37 rephrase for clarification or emphasis.

In other words...
To put it another way.
L2.36 disagree;
I take your point but...
I'm not sure about that.
Oh, come on!
L2.35 change the topic;

Changing the subject for a minute.
If we can move onto...
L2.34 interrupt;
Excuse me for interrupting but..
Sorry to butt in...
Look, hold on a minute!
L2.33 negotiate;
What do you think of the work we've done this
term?
We've enjoyed it but we'd like to do more
speaking and grammar in class.
If you help me with this, I'll buy you a cup of tea.
What do you think?
use any of the previous language functions at

this level;
Component skills:
using a range of structures, vocabulary, and

colloquialisms, according to the situation.
Grammar
Engage in discussion in familiar and unfamiliar situations: To make clear and effective contributions.
Stress falls on the important

Phonology
Ability to change the topic
Discussion on different cultural conventions
Ability to interrupt using appropriate register

interaction between speakers, e.g. shrugging or
saying aha, mmh to show understanding and
acknowledge other speaker, contrasting with
conventions in other cultures, including body
language

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Speaking Level 2
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L2.40 criticise.
With all due respect, I don't think that was
quite right.
I don't mean to sound critical but...
What she did was wrong!
L2.39 give reassurance and praise;

That was great!
You did that very well, congratulations.
Don't worry, I'm sure you did it well.
L2.38 take leave;

It's lovely talking to you.
We must get together soon.
Component skills:
Grammar
Engage in discussion in familiar and unfamiliar situations: To make clear and effective contributions.
Phonology
Ability to close a conversation

communication
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Speaking Level 2
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L2.42 ask for confirmation.

Is that clear?
Are we OK for tomorrow?
L2. 41 check back;

So, we're meeting at 5.00 outside the cinema.
Is that right?
Aren't we?

level;
Component skills:
Grammar
Listen and respond: To seek information, ideas and opinions.
Rising intonation for confirmation
Falling intonation on the tag if

speaker is certain the interlocutor
will agree
Rising intonation on the tag if

speaker is asking for confirmation
Phonology

communication

Students should be encouraged to try the following
1. At home:
Go over work done in class, read it aloud, check understanding;
Read practice dialogues to themselves and try learning them by heart;
Keep a new vocabulary book and try to learn five new words or phrases after each lesson;
Tape lessons or parts of lesson and play back at home;
Use self-access English learning materials (books, computer software and tapes) outside the classroom for
extra practice or revision. and consult their teacher about appropriate materials.
2. Try and read as widely as possible books, magazines and newspapers. Borrow audio books from the local
library and either just listen or read and listen simultaneously if they can get the written text too. Use a
bilingual or English students dictionary to look words up they do not know.
3. Try to watch TV/listen to the radio every day, if only for a short time. Use teletext to reinforce comprehension. Ask English-speaking friends or relatives to explain words and phrases they do not understand.
Association), a trade union. Voluntary work can give useful opportunities help in their childrens school or
contact the local Volunteer Bureau.
6. If they have children read with them. Ask them to read as well as reading to them.
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Speaking Level 2
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The ESOL Curriculum

listen and respond to spoken language, including simple narratives, statements, questions and single step
instructions;
speak to communicate basic information, feelings and opinions on familiar topics;
engage in discussion with another person in a familiar situation about familiar topics.
listen for the gist of short explanations;
listen for detail using key words to extract some specific information;
follow single step instructions in a familiar context, asking for instructions to be repeated if necessary;
listen and respond to requests for personal information;
speak clearly to be heard and understood in simple exchanges;
make requests using appropriate terms;
ask questions to obtain specific information;
make statements of fact clearly;
speak and listen in simple exchanges and everyday contexts.
Students can expect a lot of support in terms of repetition, re-phrasing and prompts. Speech may be
tightly controlled or slowed down, without distorting the normal stress, rhythm and intonation of
everyday spoken English.
A variety of media (video, audio tapes), students and helpers may be used to deliver the
listening material.
The importance of non-verbal signalling should not be underestimated, nor the difficulties encountered when
it is not present.
Any tasks which students are given to perform should aim to develop and test their listening skills, rather
which can be performed orally and/or in writing.
Under Examples of application and level, see Speaking Entry Level 1 for examples of language in use and text
range. Sample activities are examples and should not be used as a prescriptive list.
The Listening at this level is contextualised in short, simple exchanges between two people and in short, simple
narratives with repeated language patterns on familiar topics.
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Predict the meaning of unknown words in a

dialogue using context and the whole text.
Recognise and discriminate between types of

sentence and their function.
E1.3 predict unknown words;
E1.4 recognise questions, statements

and instructions.
Identify personal details, e.g. name, age.

Identify basic information, e.g. weights, places,
times.
Identify key words in a given context, e.g. in the

context of travel, the key words might be:
timetable, single/return, fare.
For example, identify wh question words,

prepositions of place, short forms, negatives.
E1.5 extract basic information;
E1.6 understand key words;
E1.7 identify key grammatical features;
Component Skills
Examples of application and level
Predict content of a dialogue, prior to listening.

Predict possible ending of a sentence, chunk of
text or ending.
E1.2 predict general meaning;
Listen for detail.
Identify the situation and/or speakers, e.g.

interview between a tutor and a new student;
appointment at the dentist.
E1.1 recognise context;
Component Skills
Listen for gist.
Ask students to listen for specific words and to put up their hands when they hear them or
multiple choice questions is it on or in the box?
Pre-teach/elicit key words prior to listening and ask students to listen for 3 of them. Elicit
the words after listening. Give students a short list and ask them to identify the words they
hear from the list.
Open questions, multiple choice, true/false, yes/no questions, ticking or filling in simple
table if students are literate
Sample activities
Ask concept questions relating to questions and answers in the dialogue. Ask students to
repeat the instructions they have heard.
Listen to a dialogue, students to raise their hands each time a question is asked, an answer
is given.
Ask students to guess the meaning of unknown words, giving possible options and context
clues, using pictures, flashcards, synonyms within multiple choice.
Elicit possible content of a dialogue prior to listening, having established general situation.
Stop dialogue at a given point and ask students to predict the end of sentence or text.
Open questions, multiple choice, true/false, yes/no questions
Sample activities
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Identify feelings expressed through intonation

and corresponding words.
E1.12 recognise how intonation carries

meaning.
Identify feelings expressed mainly through

intonation.
Identify simple common structures and vocabulary

which express a small number of feelings and
opinions.
Demonstrate understanding of short instructions

by taking appropriate action.
E1.11 understand simply expressed

feelings and opinions;
Component Skills
Identify feelings and opinion.
E1.10 understand and respond to

single step instructions.
Component Skills
Identify information or content words and

recognise how they are stressed in sentences.
E1.9 identify stressed words within

sentences.
Listen to and follow instructions.
Discriminate between stressed and unstressed

syllables.
E1.8 identify stress within words;
Component Skills
Listen for detail.
Ask students to listen to people expressing happiness or anger through their language and
intonation. They are asked to identify how the people feel. Students are asked how they
can tell.
Ask students to listen to people expressing likes and dislikes and then answer open questions
multiple choice, true/false, yes/no questions.
Sample activities
Give students some short, single step instructions and ask them to carry them out, e.g.
Please open a window; Give Samia a pen please, Please stand up, dont sit down yet.
Sample activities
Literate students can be paired with non-literate partners.
Students to read short sentences, listen to them on tape and mark the stressed words.
Students to copy and then practise with other examples from the tape or dialogue.
Listen to a short text. Teacher claps or beats out the rhythm of some short sentences,
emphasising the stressed information words.
Ask students to listen to people giving their ages, or their house number: Hes 13. I live at
number 30 Park Road. Write the two numbers and ask them to point to the number they hear.
Sample activities
Strategies for independent learning

Students can be encouraged to do the following.
1. Listen to the television and radio and:
having turned on mid-way, listen to understand gist, predict what kind of programme it is, using
context clues;
listen to news headlines and predict content;
listen for key words or words recently learnt in class;
use teletext version where students have access to it;
listen to idiomatic usage, variations in accents and informal register in TV drama, quiz shows,
sports programmes, soaps.
2. Listen to announcements in daily life and try and pick out specific information, e.g. times, prices, platforms,
special offers, numbers.
3. Listen to other people and recognise/pick out functions learnt in class.
4. Record lessons or parts of them and play them back outside the classroom.
5. Use listening texts from text books and practise with them outside the classroom, doing exercises suggested
by the teacher.
6. Use English-speaking friends and/or relatives to do short listening activities in English e.g. with their own
children, play a passing game for a few minutes during a mesol, listening for the instructions and items
requested.
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At this level adults can:
listen and respond to spoken language, including straightforward information, short narratives, explanations
and instructions;
speak to communicate information, feelings and opinions on familiar topics;
engage in discussion with one or more people in a familiar situation, to establish shared understanding
about familiar topics.
listen for and follow the gist of explanations, instructions and narratives;
listen for detail in short explanations, instructions and narratives;
listen for and identify the main points of short explanations or presentations;
listen to and follow short, straightforward explanations and instructions;
listen and identify simply expressed feelings and opinions;
speak clearly to be heard and understood in straightforward exchanges;
make requests and ask questions to obtain information in everyday contexts;
respond to straightforward questions;
express clearly statements of fact and short accounts and descriptions;
ask questions to clarify understanding;
follow the gist of discussions;
follow the main points and make appropriate contributions to the discussion.
Students can expect support in terms of repetition, re-phrasing and prompts. Speech may be slightly slowed
down, without distorting the normal stress, rhythm and intonation of everyday spoken English.
Students should have the opportunity to hear a limited variety of accents and both genders.
A variety of media (video, audio tapes), students and helpers may be used to deliver the
listening material.
The importance of non-verbal signalling should not be underestimated, nor the difficulties encountered when
it is not present.
Under Examples of application and level, see Speaking Entry Level 2 for examples of language in use and text
range. Sample activities are examples and should not be used as a prescriptive list.
Listening at this level is contextualised in short, straightforward exchanges between two or more people, and in
short, straightforward narratives and explanations or familiar topics.
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Identify subject/topic of discussion.
Identify information contained in descriptions of

people, e.g. appearance, personality or places,
e.g. weather, population.
Identify key words in a given context, e.g. in the

context of work, the key words hours, holidays,
pay.
E2.6 understand key words;
E2.5 extract short, straightforward

information;
Component Skills
Listen for detail.
Ask questions about the way speakers do/do not use whole sentences, pause, interrupt etc.
Identify the situation and/or speakers.
E2.4 understand the gist of a short,

simple discussion between 2 or more
people.
Follow interactive nature of discussion.

dialogue using context and the whole text.
Set comprehension questions linked to specific key words for students to reply to after
hearing the text.
Pre-teach/elicit key words prior to listening and ask students to listen for 3/5 of them.
Open questions, multiple choice, true/false, yes/no questions, ticking or filling in a simple
Sample activities
Elicit possible content of a dialogue prior to listening, having established the general
situation. Stop the dialogue at a given point and ask students to predict the end of a
sentence or text.
Predict content of a dialogue, prior to listening.

text or ending.
Sample activities
Identify the situation and/or speakers, e.g. interview

between a parent and schoolteacher, a personal
narrative, friends talking, instructions.
Component Skills
Listen for gist.
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87

Awareness of stressed-timed rhythm, the schwa

and elision
Identify main points or ideas in a short

explanation or presentation on a familiar topic.
E2.10 identify stress-timed rhythm;
E2.11 extract main points;

syllables.

sentences;
Use of did in questions in the past, sequential

markers, modal verbs
Component Skills
Listen for detail.
Ask students to listen to a short narrative or dialogue and answer true/false questions
relating to the main points.
Ask them what happens to the words to, at, and.
Ask them to beat out the rhythm. Ask students to mark the stressed words with dots/circles.
Ask them to listen and repeat

The trains at 10 to 7.
Take an early train and change at Epsom.
Ask students to compare numbers of syllables in the place names and discuss differences.
Give students examples in context e.g. travel.

A single to Crewe, please.
A single to Luton, please.
A single to Manchester, please.
Literate students can be paired with non- literate partners.
Ask students to read short sentences, listen to them on tape and mark the stressed words.
Ask students to copy and then practise with other examples from the tape or dialogue.
Practise with students own sentences.
Ask students to listen to people talking in a given context

e.g. work Abduls an engineer and Marias a teacher and mark the stressed syllable with a
dot/circle or repeat the phrases, stressing the stressed syllables.
Listen to a short set of instructions and gap-fill sequential markers, orally or with a gapped
text missing.
Multiple choice e.g. did/does he work in a clinic?
Ask a concept question e.g. is he still living there?
Sample activities
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instructions.
Demonstrate understanding of instructions by

taking appropriate action.
Recognise and respond to the sequential

markers in a short set of orders.
Recognise oral instructions/directions.
Give students a short set of instructions and ask them to carry them out, e.g. Take a piece
of paper and write your full name. Then, underline your surname.
Ask students to listen to people giving simple directions or instructions. Ear pinning
activities for sequential markers. Students are asked to follow the directions on a simple
map, say where places are on a map or order pictures following instructions given.
Elicit how they can tell. Identify rising or falling intonation, stress and pitch, and how these
relate to the emotions. Ask students to practise with own examples.

intonation.
E2.15 understand the order of a short

set of instructions;
Ask students to listen to people expressing a number of different feelings through their
language and intonation, and also mainly through their intonation. Play a matching game.
Identify different feelings expressed through

intonation and corresponding words.

meaning;
Ask students to listen to role play dialogues with people expressing a number of different
feelings and emotions. Students are then asked to match the key words, phrases with the
feelings/emotions or answer open questions, multiple choice, true/false, yes/no
questions/questionnaires.
Sample activities
Ask students to listen to dialogues or discussions with people expressing opinions. In pairs,
ask students to say who thinks what. Use closed/open questions, simple questionnaire.
Sample activities
Identify common structures and vocabulary used

in expressing different feelings and emotions.

in expressing different opinions.
E2.13 understand feelings;
Component Skills
Identify feelings and emotions.
E2.12 understand opinions.
Component Skills
Listen for detail.

context clues;
listen for key words or words recently learnt in class;
listen for the main points in a factual programme;
use teletext version where students have access;
listen for idiomatic usage, variations in accents and informal register in TV drama, quiz shows,
2. Listen to announcements in their daily life and try and pick out specific information, e.g. times, prices,
platforms, special offers, numbers.
3. Listen to other people and recognise/pick out idiomatic expressions, the way people vary structures in
common functions.
by the teacher.
6. Use English-speaking friends and/or relatives to do short listening activities in English e.g. with their own
requested.
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listen and respond to spoken language, including straightforward information and narratives, and follow
straightforward explanations and instructions, both face to face and on the telephone;
speak to communicate information, feelings and opinions on familiar topics, using appropriate formality,
both face to face and on the telephone;
engage in discussion with one or more people in a familiar situation, making relevant points and
responding to what others say and to reach a shared understanding about familiar topics.
listen for and follow the gist of explanations, instructions and narratives in different contexts;
listen for detail in short explanations, instructions and narratives in different contexts;
listen for and identify relevant information from discussions, explanations or presentations;
use strategies to clarify and confirm understanding (such as facial expressions or gesture);
listen to and respond appropriately to other points of view;
speak clearly to be heard and understood using appropriate clarity, speed and phrasing;
use formal language and register when appropriate;
respond to a range of questions about familiar topics;
express clearly statements of fact and give short explanations, accounts and descriptions;
follow and understand the main points of discussions on different topics;
make contributions to discussions that are relevant to the subject;
respect the turn-taking rights of others during discussion.
Students can expect some support in terms of repetition, re-phrasing and prompts. Speechis to be delivered
at normal speed and students should be able to cope with a limited range of distractors, for example
background noise, music and interruptions.
Students should have the opportunity to hear a range of accents and variety of English.
listening material.
Students should be able to apply listening skills in face to face and telephone situations.
The importance of non-verbal signalling should not be underestimated nor the difficulties encountered when
it is not present.
Under Examples of application and level, see Speaking Entry Level 3 for examples of language in use and
text range. Sample activities are examples and should not be used as a prescriptive list.
Listening at this level is contextualised in straightforward narratives, explanations and exchanges on familiar
topics, between one or more people in face to face situations or on the telephone.
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Predict content of a dialogue or narrative, prior

to listening.
Identify information contained in explanations,

narratives, descriptions of things, people and
places.
Identify key words and phrases in a given context,

e.g. in the context of business, the key words
rise/fall, percentage of, forecast.
E3.6 understand key words and

phrases;
Examples
E3.5 extract straightforward

information;
Skills
Listen for detail.
Set comprehension questions linked to specific key words for students to reply to after
hearing the text.
Pre-teach/elicit key words prior to listening.
Open questions, multiple choice, true/false, yes/no questions, ticking or filling in a table if
students are literate
Sample activities
Identify subject/topic of discussion.
Follow interactive nature of discussion.
E3.4 understand the gist of a

discussion between 2 or more people
in a familiar situation.

dialogue or narrative using context and the
whole text.
Elicit possible content of a dialogue or narrative prior to listening, having established the
general situation. Stop the dialogue at a given point and ask students to predict the end
of the sentence or text.
Sample activities

text or ending.
Identify the genre, situation and/or speakers,

e.g. job interview, narrative of an event in the past.
Component Skills
Listen for gist.
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Identify main points or ideas.

in expressing different opinions and facts.
E3.11 extract main points in a narrative;
E3.12 identify where statements include

opinions and/or factual information;


sentences;
Awareness of stress-timed rhythm, the schwa and

elision

syllables.
E3.10 identify stress-timed rhythm;
For example, range of tenses at this level,

discourse markers and clauses of reason, purpose,
result
Component Skills
Listen for detail.
Ask students to listen to dialogues or discussions with people expressing facts and/or
opinions. In pairs, ask students to say who thinks what. Use closed/open questions and
simple questionnaires.
Ask students to listen to a short narrative and answer true/false questions relating to the
main points.
Ask them to beat out the rhythm. Ask students to mark the stressed words with dots/circles.
Ask students to compare numbers of syllables in the place names and discuss differences.
Ask them to listen and repeat.

Ask students to read short sentences, listen to them on tape and mark the stressed words.
Ask students to copy and then practise with other examples from the tape or dialogue.
Ask students to listen to people talking in a given context e.g. work Abduls an engineer
and Marias a teacher and mark the stressed syllable with a dot/circle.
Gap-fill a narrative with missing markers of reason, purpose etc.
Multiple choice or cloze exercise.
Ask concept questions.
Sample activities
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E3.14 understand a variety of feelings;

meaning.

instructions.
E3.16 understand the order of a set of

instructions;
Component Skills

Recognise and respond to the sequential markers

in a short set of orders.
Listen to and follow straightforward instructions.

intonation.
Identify differences in register through sentence

structure, phrasing and use of vocabulary.
E3.13 recognise the relationship

between speakers in familiar situations.
Component Skills
Identify feelings and opinions.
Give students a set of instructions and ask them to carry them out, e.g. for making a simple
kite, origami figure.
Ask students to listen to people giving simple directions or instructions, with ear pinning
activities for sequential markers. Students are asked to follow the directions on a simple
map, say where places are on a map or order pictures following instructions given.
Sample activities
language and intonation, and also mainly through their intonation. In pairs students play
who feels what matching game. Elicit how they can tell. Identify rising or falling intonation,
stress and pitch, how these relate to emotions. Ask students to practise with their own
examples.
Ask students to listen to role-play and dialogues with people expressing a number of
different feelings and emotions. Students are then asked to match the key words, phrases
with the feelings/emotions or answer open questions, multiple choice, true/false, yes/no
Use multiple choice questions and open/closed questions e.g. Are the speakers friends?
Why do you think this?
Sample activities

context clues;
listen for key words or words recently learnt in class, new structures, particular to specific situations
e.g. future structures in weather forecasts;
listen for the main points in documentaries, discussion programmes and news;
use teletext version where students have access;
listen for idiomatic usage, variations in accents and informal register in TV drama, quiz shows and sports
programmes, soaps.
special offers and numbers.
common functions.
by the teacher.
6. Use English-speaking friends and/or relatives to do short listening activities in English, e.g. with their own
requested.
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Listening Level 1
listen and respond to spoken language, including information and narratives, and follow explanations and
instructions of varying length, adapting response to speaker, medium and context;
speak to communicate information, ideas and opinions, adapting speech and content to take account of
the listener(s) and medium;
engage in discussion with one or more people in familiar and unfamiliar situations, making clear and relevant
contributions that respond to what others say and produce a shared understanding about different topics.
listen for and identify relevant information from explanations and presentations on a range of
straightforward topics;
listen for and understand explanations, instructions and narratives on different topics in a range of contexts;
use strategies to clarify and confirm understanding (such as facial expressions, body language and
verbal prompts);
provide feedback and confirmation when listening to others;
make contributions relevant to the situation and subject;
speak clearly in a way which suits the situation;
respond to questions on a range of topics;
express clearly statements of fact, explanations, instructions, accounts and descriptions;
present information and ideas in a logical sequence and include detail and develop ideas where appropriate;
follow and contribute to discussions on a range of straightforward topics;
respect the turn-taking rights of others during discussions;
use appropriate phrases for interruption.
Issues which may affect the delivery of the curriuculum at this level
Students can expect a little support in terms of repetition and re-phrasing. Speech should be delivered at
normal speed and students should be able to cope with a limited range of distractors, e.g. background
noises, music, interruptions.
Students should have the opportunity to hear a variety of accents and varieties of English.
listening material.
The importance of non-verbal signalling, and the difficulties encountered when it is not present, should
not be underestimated.
than their reading or writing unless writing is specified in the standards e.g. listening and note taking.
As some students, even at this level, may have basic literacy skills, activities should be devised which can
be performed orally and/or in writing, where possible or appropriate.
Under Examples of application and level, see Speaking Level 1 for examples of language in use and text range.
Sample activities are examples and should not be used as a prescriptive list.
Listening at this level is contextualised in exchanges between two or more people in a range of familiar and
unfamiliar situations in narratives and explanations of ranging length and detail.
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Listening Level 1
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Identify information contained in a range of

spoken texts, e.g. news item, narratives.
Identify key words and phrases in a given context,

e.g. in interviews, previous experience, skills,
pension scheme.
L1.6 understand key words and

phrases;
Follow the interactive nature of discussion.
Identify the subject/topic of discussion.
L1.5 extract information;
Component Skills
Listen for detail.
L1.4 understand the gist of a

in familiar and unfamiliar situations.
L1.3 predict unknown words;
Predict the content of a dialogue, narrative or

explanation, prior to listening.
L1.2 predict general meaning;
Predict the possible ending of a sentence, chunk

of text or ending.
dialogue narrative or explanation using context
and the whole text.
Identify the genre, situation and/or speakers in a

range of interactive and narrative discourse types,
e.g. discussions, conversations, short presentations,
announcements.
L1.1 recognise context;
Component Skills
Listen for gist.
Pre-teach/elicit key words prior to listening and ask students to listen for as many as possible
and note them down in order.
Elicit the words after listening.
Give students a list and ask them to identify the words they hear from the list, numbering
them as they hear them.
Open questions, multiple choice, true/false, yes/no questions, ticking or filling in a simple
Sample activities
Open questions, multiple choice, true/false, yes/no questions.

clues, using pictures, flashcards or synonyms within multiple choice.
Elicit the possible content of a dialogue prior to listening, having established the general
situation. Stop the dialogue at a given point and ask students to predict the end of a
sentence or text.
Sample activities
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Listening Level 1
97

L1.11 extract the main points from

narratives, explanations and discussions;
L1.12 identify where statements include


L1.9 identify stressed/unstressed words

within sentences;

elision

syllables.
L1.8 identify stress within words;
L1.10 identify stress-timed rhythm;
Use of passive constructions, relative pronouns
L1.7 identify key grammatical features;
Component Skills
Listen for detail.
Use closed/open questions, simple questionnaires.
In pairs, ask students to say who thinks what.
Ask students to listen to dialogues or discussions with people expressing facts and opinions.
Ask students to listen to a range of spoken texts and answer true/false questions relating to
the main points, or transfer information onto a table.

Ask students to compare numbers of syllables in the place names and discuss the differences.
Ask them to listen and repeat, beating out the rhythm.
Ask students to mark the stressed words with dots/circles.
Students read short sentences, listen to them on tape and mark the stressed words.
Students copy and then practise with other examples from the tape or dialogue.
and Marias a teacher and mark the stressed syllable with a dot/circle. Practise with
students own sentences.
Gap-fill a short paragraph with missing auxiliaries.
Multiple choice comprehension
Ask concept question and give ear-pinning activities.
Sample activities
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Listening Level 1
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L1.16 recognise how intonation carries

meaning.

intonation.

L1.15 understand a range of feelings and

attitudes;
Component Skills
Recognise and respond to requests for

clarification or confirmation.
L1.14 provide feedback and

confirmation.

structure, phrasing, and use of vocabulary.
L1.13 recognise relationship between

speakers in formal and informal situations;
Component Skills
Listen for detail.
language and intonation, and also mainly through their intonation.
In pairs students are asked to say who feels what matching game.
Elicit how they can tell.
Identify rising or falling intonation, stress and pitch, how these relate to emotions.
Ask students to practise with their own examples.
Ask students to listen to role-play, dialogues with people expressing a range of different
feelings and emotions.
Students are then asked to match the key words and phrases with the feelings/emotions or
answer open questions multiple choice, true/false, yes/no questions/questionnaires.
Sample activities
Confirming and checking back exercises e.g. ask students to repeat arrangements/a set of
instructions. What have we arranged?
Open/closed questions e.g. Are the speakers friends? Why do you think this?
Use multiple choice questions.
Sample activities
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L1.18 understand and respond to

instructions.
L1.17 understand the order of a set of

straightforward instructions;
Component Skills

Recognise and respond to the sequential markers

in a set of straightforward orders.
Listen to and follow straightforward instructions in familiar and unfamiliar situations.
Give students a set of instructions and ask them to carry them out, e.g. fill in an order form,
draw a simple map.
Ask students to listen to people giving complex directions or instructions, and give ear
pinning activities for sequential markers.
Students are asked to follow the directions on a map, say where places are on a map or
order written instructions in a jumbled order following the oral instructions.
Sample activities

context clues;
listen for key words or words recently learnt in class, new structures, particular to specific situations;
listen for main points in factual programmes;
use a teletext version where students have access;
special offers, numbers.
common functions.
by the teacher.
6. Use English-speaking friends and/or relatives to do short listening activities in English e.g. with your own
requested.
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Listening Level 2
listen and respond to spoken language, including extended information and narratives, and follow detailed
explanations and multi-step instructions of varying length, adapting response to speaker, medium and context;
speak to communicate straightforward and detailed information, ideas and opinions clearly, adapting
speech and content to take account of the listener(s), medium, purpose and situation;
engage in discussion with one or more people in a variety of different situations, making clear and effective
contributions that produce outcomes appropriate to purpose and topic.
listen for and identify relevant information from extended explanations or presentations on a range of topics;
listen to, understand and follow lengthy or multi-step instructions and narratives on a range of topics and in
a range of contexts;
speak clearly and confidently in a way which suits the situation;
respond to detailed or extended questions on a range of topics;
respond to criticism and criticise constructively;
make requests and ask questions to obtain detailed information in familiar and unfamiliar contexts;
express clearly statements of fact, explanations, instructions, accounts, descriptions using appropriate
structure, style and vocabulary;
present information and ideas in a logical sequence and provide further details and development to clarify or
make relevant contributions and help to move discussions forward;
adapt contributions to discussions to suit audience, context, purpose and situation;
use appropriate phrases for interruption and change of topic;
support opinions and arguments with evidence.
Speech is to be delivered at normal speed or faster. Students should be able to cope with distractors, such as
background noise, music, interruptions.
Students should have the opportunity to hear a wide variety of accents and varieties of English.
The importance of non-verbal signalling , and the difficulties encountered when it is not present, should not
be underestimated.
than their reading or writing.
Under Examples of application and level, see Speaking Level 2 for examples of language in use and text range.
Listening at this level is contextualised in a range of exchanges, some of them complex and detailed, between
two or more people in familiar and unfamiliar situations, in narratives and explanations of varying length.
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complex dialogue, narrative or explanation using
context and the whole text.
L2.3 predict unknown words;
L2.4 understand the gist of a narrative

in a variety of situations.
Identify information contained in a wide range of

spoken texts.
Identify key words and phrases in a range of

formal contexts, e.g. in the context of news
broadcasts:
allegation, fears of further..., members of the
parliamentary committee, gobsmacked.
L2.6 understand key words and

phrases;
Follow the interactive nature of discussion.
L2.5 extract straightforward and

complex information;
Component Skills
Listen for detail.
Predict content of a range of speech acts, prior to

listening.
text or ending.
L2.2 predict general meaning;
Identify subject/topic of the discussion.
Identify the genre, situation and/or speakers in a

wide range of interactive and narrative discourse
types, e.g. discussions, lectures, news broadcasts,
announcements, recorded messages.
L2.1 recognise context;
Component Skills
Listen for gist.
Elicit the words after listening.

Give students a list and ask them to identify the words they hear from the list, numbering
them as they hear them.
Pre-teach/elicit key words prior to listening. Ask students to listen for as many as possible
and note them down in order.
Open questions, multiple choice, true/false, yes/no questions, transferring information onto
a table, or grid if students are literate
Sample activities

clues, using pictures, flashcards and synonyms within multiple choice.
Elicit possible content of a dialogue prior to listening, having established general

situation.
Stop the dialogue at a given point and ask students to predict the end of a sentence or
text.
Sample activities
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103
For example, the use of passive v. active, use of

present perfect v. past simple, cohesive devices.

syllables.


elision

L2.8 identify stress within words;
L2.9 identify stressed/unstressed words

within sentences;
L2.10 identify stress-timed rhythm;
L2.11 extract main points from complex

narratives, explanations and discussions;
L2.12 identify where statements include

L2.7 identify key grammatical features;
Component Skills
Listen for detail.
Use closed/open questions, simple questionnaires.
Ask students to listen to dialogues or discussions with people expressing facts and/or
opinions. In pairs, ask students to say who thinks what.
Students listen to complex narratives, explanations and answer true/false questions relating
to the main points or transfer information onto a table.

Ask students to compare numbers of syllables in the place names and discuss the differences.
Ask them to listen and repeat, beating out the rhythm.
Ask students to mark the stressed words with dots/circles.
emphasising the stressed information words. Students copy and then practise with other
examples from the tape or dialogue. Students read short sentences, listen to them on tape
and mark the stressed words.
and Marias a teacher and mark the stressed syllable with a dot/circle or repeat the phrases,
stressing the stressed syllables.
Multiple choice comprehension

Gap-fill a short transcript with missing auxiliaries or other grammatical features.
Ask concept questions and do ear-pinning activities.
Sample activities
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L2.17 recognise how intonation carries

meaning.

intonation.

L2.16 understand a range of feelings and

attitudes;
Component Skills
Recognise and respond to requests for

clarification or confirmation.
Elicit how they can tell. Identify rising or falling intonation, stress and pitch, elicit how these
relate to the emotions.
Ask students to practise with their own examples.
Students listen to people expressing a number of different feelings through their language
and intonation, and also mainly through their intonation. In pairs students are asked to say
who feels what matching game.
Ask students to listen to role play, dialogues with people expressing a range of different
feelings and emotions. Students are then asked to match the key words, phrases with the
feelings/emotions or answer open questions, multiple choice, true/false, yes/no
Sample activities
Confirming and checking back exercises e.g. ask students to repeat arrangements/a set of
instructions, What have we arranged?
Open/closed questions e.g. Are the speakers friends? Why do you think this?

structure, phrasing, and use of vocabulary.
L2.15 provide feedback and

confirmation.
Use multiple choice questions.
Identify differences in intonation.
L2.14 recognise relationship between a

wide range of speakers in formal and
informal situations;
Ask students to listen to a discussion with people expressing a range of ideas and opinions,
some of which are not stated overtly. Use multiple choice questions to check students
comprehension.
Sample activities
Identify an idea, opinion or fact which is not

overtly stated.
L2.13 listen for inference;
Component Skills
Listen for detail.
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Recognise different ways of giving oral

instructions/directions.
Recognise implicit and explicit instructions.
Recognise and respond to the prepositional
phrases, sequential markers, commands.

L2.19 understand and respond to

instructions.
L2.18 understand the order of lengthy or

multi-step instructions in a range of
contexts;
Component Skills
Listen for and follow instructions.
Give students a set of instructions and ask them to carry them out, e.g. drawing a graph,
filling in a pie chart or table.
Students are asked to follow the directions on a map, say where places are on a map and
order written instructions given in a jumbled irder or vice versa.
Ask concept questions to identify implict questions.
Give ear pinning activities for key grammatical structures and non-sequential ordering.
Ask students to listen to people giving lengthy directions or multi-step instructions.
Sample activities

1. Students can be encouraged to listen to the television and radio and:
context clues;
listen for key words or words recently learnt in class.
listen for the main points in factual programmes;
use a teletext version where students have access;
2. Listen to announcements in their daily lives and try and pick out specific information, e.g. times, prices,
platforms, special offers, numbers.
common functions.
4. Record their lessons or parts of them and play them back outside the classroom.
by the teacher.
6. Use English-speaking friends and/or relatives to do short listening activities in English e.g. with own
children, play a guessing game, where the child describes an object and the student has to identify/name it.
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The ESOL Curriculum

read and understand short texts with repeated language patterns on familiar topics;
read and obtain information from common signs and symbols.

follow a narrative on a familiar topic or experience;
recognise the different purposes of texts at this level;
possess a limited, meaningful sight vocabulary of words, signs and symbols;
decode simple, regular words;
recognise the letters of the alphabet in both upper and lower case;
in texts such as public signs and notices, lists, forms, notes, records, simple narratives.
Issues of which may affect the delivery of the curriculum at this level
Texts at this level consist of single words or signs, very simple forms, very simple sentences and familiar
vocabulary.
The pacing of lessons and ordering of items will vary according to students level of literacy and the type of
script they can read.
The students knowledge of written conventions and texts in their own language will be a useful basis for
development/comparative work.
The spoken competence of some students may well be considerably more advanced than their literacy skills,
enabling useful discussion and cross-cultural comparisons to take place.

Under Knowledge and understanding, see Speaking Entry Level 1 for grammar. Under Examples of
application and level, see Speaking Entry Level 1 for examples of language in use and text range.
Sample activities are examples only and should not be used as a prescriptive list.
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be aware that text on a page goes from left to

right and top to bottom;
recognise that print carries meaning and that

words on the page represent words that can
be spoken;
E1.1 track texts in right order, left

to right, top to bottom;
E1.2 use a range of strategies to

get meaning from text;
recognise that different types of text will look

different;
recognise that Monday in a calendar is written

in the same way as Monday on an
appointment card;
E1.3 identify purpose of some

texts from their format;
E1.4 recognise print in a variety

of settings;
be aware that it is not always necessary to read

every word in order to comprehend or gain
information from text;
Component Skills
Text Focus: Read and understand short texts.
Hospital on a sign or in a letter.
Signs and symbols e.g. ladies, no

smoking, exit, very simple letter, very
simple narrative on a familiar subject, (for
example see above), very simple form,
appointment card, advert.
Take part in language experience activity,

where teacher writes down students
words and reads them back to the
student, e.g.
Ive got 3 children.
Ive got 1 girl.
Ive got 2 boys.
Follow a simple narrative, with repeated
language patterns, on a familiar topic or
experience, e.g.
This is Amina. She comes from Somalia.
This is Mohamed. He comes from
Somalia too. They are married.
Identify sender and recipient of letter.
Use information in illustrations to aid
understanding.
Read own composition that someone

else has written down.
Suggest where else that word may appear.
Circle same word in different texts.
Ask if text types look the same in students' languages.
Sort texts into different text types.
Show a variety of texts and ask what they are for.
Look at bill and answer oral questions on specific

information e.g. What kind of bill is it? How much is
there to pay? When must the payment be made?
Answer questions about a text to demonstrate

understanding, e.g.
Where does Amina come from?
Mohamed is married (true/false).
Read back own words written down by teacher.
Follow text read by teacher, other student, or on tape.
Follow familiar text with finger, from left to right and

listen to text being read at same time.
Sample activities
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be aware of the concept of a sentence;
be aware of what the different punctuation

marks mean, i.e. that a full stop indicates the
end of the sentence and that a new sentence
will follow, and that a new sentence is likely to
be about a new point.
E1.5 read and recognise simple

sentence structures;
E1.6 recognise how simple

punctuation, capital letter and a
full stop aids understanding.
Simple sentence punctuation, e.g. capital

letter at beginning and full stop at end.
I come from Malaga. I live in Bradford. I

have two children.
Soy de Malaga. Vivo en Bradford.
Tengo dos hijos.
recognise that letters of the alphabet can be

represented in different ways;
be aware that symbols represent sounds;
be aware that as readers become more fluent

at reading they read familiar words as whole
words.
Component Skills
E1.7 recognise letters of the

alphabet, lower and upper case;
E1.8 use basic sound/symbol

association to aid decoding;
E1.9 recognise common whole

words and some personal key
words.
Common social sight vocabulary, own

name, name of town, days of the week.
Initial and final sounds and common

consonant digraphs (such as ch, sh, th).
Words written in different type styles or

handwritten
Word Focus: Develop understanding and use of vocabulary, morphology and phonics.
Component Skills
Sentence Focus: Read and recognise simple sentence structures.
Match words against words in sentences.
Match words against same word in different type style.
Games such as pelmanism, bingo.
Identify words starting with same initial sound, e.g.

names of students in class Marta, Massimo, Miriam.
Match picture of object with letter representing its

initial sounds.
Match letters written in different type styles.
Match sets of words written in upper and lower case:

TOILET
toilet
Match upper and lower case letters.
Sample activities
Read simple, familiar text aloud (see E1.2 above for

example), and discuss function of capital letters and full
stops in the sentences.
Compare with students' own languages.
Substitute own words into model sentence.
Put parts of sentence (each on different colour card) in

order to make sentences.
Sample activities
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read captions to illustrations in magazines and newspapers and try and work out meaning.
find ways of remembering common words for instance pin up at home;
look at signs while out and about and try and work out meaning;
Suggest that students:
Develop strategies for independent learning

read and understand short, straightforward texts on familiar topics;
read and obtain information from short documents, familiar sources and signs and symbols.

trace and understand the main events of chronological or instructional texts;
identify common sources of information;
use illustrations and captions to locate information;
read and understand linking words and adverbials in instructions and directions such as next, then, right and
straight on;
read and understand words on forms related to personal information (such as first name, surname, address,
postcode, age, date of birth);
recognise high frequency words and words with common spelling patterns;
use phonic and graphic knowledge to decode words;
use a simplified dictionary to find the meaning of unfamiliar words;
use initial letter to find and sequence words in alphabetical order;
in texts such as public signs and notices, lists, forms, notes, records, emails, simple narratives, letters
and diagrams.
Issues at this level

Texts at this level consist of a few, simple sentences or short paragraph, simple signs and forms with clear
layout, using familiar vocabulary.
The pacing of lessons and ordering of items will vary according to students' level of spoken English and their
print stamina.
The students' knowledge of written conventions and texts in their own language will be a useful basis for

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recognise that it is not always necessary to read

every word to get meaning from text;
recognise that different texts which share a

common purpose will share common features;
E2.2 recognise some common

text types from key generic
features;
E2.4 use a range of strategies to

get meaning from text, e.g. skim
to get the gist, scan for specific
information or main events, read
thoroughly where necessary;
be aware of the concept of purpose and

audience;
E2.1 identify the purpose of a

variety of short, straightforward
texts such as to inform, to sell
something, to request action, to
tell a story;
as above;
E2.3 use these key features to

predict meaning and aid
understanding;
Component Skills
Word Focus: Read and understand short, straightforward texts.
Be able to answer question, Whats it

about?
Be able to pick out T.V. programmes at
8.00 o'clock from T.V. guide.
Follow written instructions (e.g. on test
paper or domestic products such as
cooking instructions) accurately.
Use of headline or illustration in

newspaper, format of a letter, use of word
I in personal narrative, layout of a form
(i.e. name usually comes before address).
Key generic features include:

format;
layout;
graphics;
illustrations;
structure;
grammatical features;
key vocabulary.
Short personal narrative, form, letter,

message, simple newspaper article,
advert or notice.
Comprehension activities true/false, questions, circle

correct answer, gap fill.
Match instructions against illustrations or diagrams.
Give students a limited time to skim text and give gist or

specific information.
Look at form and predict what information is likely to be

needed and where it should be put.
Look at illustrations and discuss what the text will be

about.
Look at two or more texts of the same type and analyse

key features, for example, take 2 formal letters and ask
Is the layout the same? How do they open and close?
Look at different texts. Ask What does the writer want?

Why has s/he written it? Who is it written to?
Sample activities
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be aware of the importance of shared

background knowledge and knowledge of the
world in obtaining meaning from texts;
recognise use of key reference features of texts;
E2.9 use own knowledge of the

world to help get meaning from
text;
E2.10 identify and use simple

reference tools and features to
get information from texts.
be able to use simple alphabetical order.
be aware that opinions and information are not

always overtly stated in texts;
recognise that the purpose of reading is to get

meaning from text;
E2.6 use context to monitor

meaning;
E2.8 infer information that is not

stated;
be aware of the cohesive nature of discourse

markers in achieving meaning;
E2.5 use knowledge of links

between sentences to aid
meaning;
be aware that it is possible to react to texts in

different ways;
E2.7 interact with text;
Component Skills
Text Focus: Read and understand short, straightforward texts.
Contents list, answer key, simplified or

bilingual dictionary,
Read and understand a newspaper

headline about events in students country.
Read a recipe for a familiar dish.
Where I live is a very good area and I like

it very much.
Sometimes I leave my money to pay the
milkman on the window in an envelope
no problem.
Infer that the last line means no one
stesols the money.
Express opinion about text.

Say whether or not text is accurate.
Say whether agree or disagree with text.
In narratives, instructional texts
She comes from...
This is a story about my best friend .
Cohesive ties, discourse markers

When I first started... Then I... In the end...
Look up unfamiliar words in a simplified or bilingual

dictionary.
Sort flash cards in alphabetical order of initial letter.
Questionnaire, quiz, games to find information, can be

competitive.
Identify key words in advance of reading.
Look at illustration or heading and predict content.
Discussion to activate prior knowledge.
Ask students to justify their answers

What part of the text makes you think that?
Comprehension activities (see above).
Debate.
Discussion in pairs, groups, whole group.
Stop at regular intervals and ask students to say what the

text is about and to say if it makes sense.
Put sentences from a narrative in order to re-tell the story.
Show links between pronouns and nouns they represent.
Underline discourse markers which are relevant to genre

being read, e.g. then, next for chronological narrative.
Sample activities
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recognise common sentence patterns and

features;
be aware of what the different punctuation

marks mean;
E2.11 use knowledge of simple

and compound sentence
patterns to work out meaning
and to confirm understanding;
E2.12 recognise how simple

punctuation aids understanding.
Capital letters for proper nouns and

beginning of sentences, full stops,
commas in a list, question marks.
He likes Dover but he doesnt like

London.
Learn Computing and improve your
English.
Word endings, vowel digraphs such as

ea, ai, some common blends.
be able to use alphabetical order;
be aware that there are more sounds than

letters of the alphabet;
Look up simple words in a dictionary,

using the initial letter.
recognise that sounds and names of letters

are different;
E 2.13 name all the letters of the

alphabet and learn alphabetical
order;
E2.14 use increasing sound/

symbol association to aid
decoding;
Spell words aloud, such as name and

address.
Skills
be aware of some common rules such as

capital letters for proper nouns.
Component Skills
Sentence Focus: Read and recognise simple and compound sentence structures.
Discuss whether that sound exists in students' languages

and if so, how many letters are used to represent it.
Teach in context look for recurring sounds in a text, think

of other words that sound the same.
Read a text, students underline words they do not understand and look them up in a simplified or bilingual
dictionary.
Compare with students other languages (e.g. number of

letters, are sounds and names different? Is script
different?).
Dictate spelling of name and address to partner.
Sample activities
Read aloud to a partner, making use of punctuation.
Identify names in a narrative.
Identify questions in a text.
Gap-fill exercises.
Predict what the next word will be from the sentence

structure, using a sentence jigsaw.
Identify sentences with similar structures.
Sample activities
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be aware of simple, inflected forms of verbs;
E2.15 identify the function of

common letter combinations;
be aware of the structure of words such as

adjectives and adverbs quick, quickly, slow,
slowly, happy, happily etc.
be aware that as readers become more fluent

they read familiar words as whole words and
develop a range of social sight vocabulary;
use a simple or bilingual dictionary to check meaning of unfamiliar words.
keep a vocabulary notebook and learn new words;
read aloud to children in English as well as own languages;
practice reading as much as possible outside the classroom;
E2.17 work out meaning of

unfamiliar vocabulary from
context and knowledge of
word families.
E2.16 extend sight vocabulary;
recognise common prefixes;
Component Skills
He arrived quickly. It only took him three

minutes.
Forms.
A range of text types and topics.
ing, ed, un.
Fill in table of past/present tenses or adjectives/adverbs

taken from a text compare and generalise.
Transform adjectives to adverbs.
Word association games.

Look at word families.
Classify vocabulary (e.g. transport words to do with sea,
air, land).
Vary text types to get a range of vocabulary.
Words on forms related to personal information, such as
first name, surname, address, postcode, age, date of
birth.
Think of opposites of words such as happy, tidy, etc.

generalise from the examples.
Underline all the words with ed in a narrative say what

the ed tells them.
Sample activities

read and understand short, straightforward texts on familiar topics accurately and independently;
read and obtain information from everyday sources.

trace and understand the main events of chronological, continuous descriptive and instructional texts of
more than one paragraph;
recognise and understand the organisational features and typical language of instructional texts (such as use
of imperatives and second person);
identify the main points and ideas, and predict words from context;
understand and use organisational features to locate information (such as contents, index, menus);
skim read title, headings and illustrations to decide if material is of interest;
scan texts to locate information;
obtain specific information through detailed reading;
relate an image to print and use it to obtain meaning;
recognise and understand relevant key specialist words;
read and understand words and phrases commonly used on forms;
use a dictionary to find the meaning of unfamiliar words;
use first and second place letters to find and sequence words in alphabetical order;
in texts such as forms, notes, records, emails, narratives, letters, diagrams, simple instructions, short reports.
Students will begin to read longer and more complex texts. However, the density and language of the text
will still affect reading fluency.
Students need to become more familiar with different text types and authors.
The students' knowledge of written conventions and texts in their own language will be a useful basis for

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be aware of the concept of purpose;
E3.1 identify purpose of a variety

of straightforward texts such as
to inform, to sell something, to
request action, to tell a story, to
instruct, to persuade, to make
contact;
E3.3 recognise some

common text types from key
generic features;
be aware that different texts which share a

common purpose will share common features,
for instance that a description is often written
in the present tense, that memos have a
particular layout;
be aware of changes in register depending on

the degree of formality;
be aware of the concept of audience and

outcome;
E3.2 identify the audience,

register and outcome of
straightforward texts;
Component Skills
As above.
As above.
Key generic features include:

format;
layout;
organisational structure;
discourse markers;
register;
key vocabulary.
Newspaper article, biography, folk tale,

short report, e-mail, simple instructions,
descriptive writing, review, form, formal
and informal letter, memo.
Look at two or more texts of the same type and analyse

key features.
Look at examples of formal and informal letters.

Ask who is it written to? Is it a formal or informal letter?
What does the writer hope will happen?
Look at different texts.

Ask what does the writer want?
Why has s/he written it?
Sample activities
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Get the gist of letter, report,

autobiographical narrative, folk tale,
simple newspaper article.
Scan for information from a time-table,
places to visit from a brochure.
Read thoroughly to understand details of
procedure or have in-depth appreciation
of narrative.
be aware that it is not always necessary to read

every word to get meaning from text;
E3.6 use a range of strategies

to get meaning from text, e.g.
skim to get the gist, scan for
specific information, read
thoroughly where necessary;
Use of headline or illustrations in a

newspaper article, common structure of a
folk-tale (e.g. usually has a happy ending),
use of past tense in straightforward
narrative, use of linguistic markers first,
next, then, finally to indicate sequence,
use of times and dates in chronological
narrative, use of numbering in a set of
instructions.
Menus, icons, teletext pages
As above;
E3.4 use these key features to

understanding;
understand IT concepts underlying the texts,

e.g. concept of a series of menus;
E3.5 recognise and use features

of IT texts;
Component Skills
Comprehension activities true/false, questions, circle

correct answer, gap fill, discussion, re-tell.
Match instructions against illustrations or diagrams.
Give students a limited time to skim text and give gist or

obtain specific information.
Match icon with description.
Exercises to find specific information, using IT textual

features.
Read title and first paragraph of narrative and discuss

what may follow.
Look at letter and decide the relationship (formal or

informal) between writer and reader.
Look at form and predict what information is likely to be

needed and where it should be put.
Look at illustrations and discuss what the text will be

about.
Sample activities
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recognise that it is possible to react to texts in

different ways and that texts may be wrong or
inconsistent;

world in obtaining meaning from texts;
E3.9 use context to monitor

meaning and interact with text;
E3.10 use own knowledge of

the world to help get meaning
from text;
be aware of the concept of a paragraph,

common structure of paragraphs and how
paragraphs link together;
E3.7 use knowledge of links

between sentences and
paragraphs to aid meaning;
be aware that texts of the same type share

common structural features and how this aids
understanding;
E3.8 pick out main points or

events in a text;
Component Skills
Previous knowledge about subject matter

(for instance reading a child-care text,
having brought up children), cultural
understanding (for instance knowing how
the education system works before
reading a college prospectus).
Stop at regular intervals and ask students to say what the

text is about and to say if it makes sense.
Express opinion about text.
Identifying key phrases and vocabulary (e.g. for a

prospectus: GNVQ, assessment, portfolio).
Self-questioning what do I know already about this

subject?
Discussion.
Debate.
Discussion in pairs, groups, whole group.
Re-tell narrative or explain content of text to another

person.
Put sentences from a narrative in order to re-tell the story.
Transfer key information from text to other format

e.g. table, flow chart, mind-map.
Highlight main points in a text, compare with another

students main points.
Fill in gaps in texts with suitable linking words and

phrases.
Label paragraphs in a text and discuss structure of text.
Identify words which show links between sentences and

between paragraphs.
Sample activities
Check what is being read makes sense.
Chronology from an autobiographical

account, action to be taken from a letter.
Another feature of the weather ...
During the hot weather ...
At the moment outside my classroom

window it is raining.
This makes
me think of the weather in my own country,
Sudan. In Sudan the winter weather is like
summer in England, but the summers are
very hot ...
Later on we will go on to show....
Cohesive ties, discourse markers
120
Draft
Be aware of the conventions of simple tabular

formats.
E3.12 read and, interpret

information in a graphical form.
develop awareness of sources of information;
E3.13 use a range of reference

tools and sources to get
information from texts;
E3.14 use alphabetical ordering

skills to access information.
develop understanding of of alphabetical

order.
Component Skills
Contents page, index, answer key,

dictionaries, grammar books, phone book,
street atlas (A-Z).
Timetables, simple graphs, bar charts.
be able to use and interpret information in

graphical form.
E3.11 use images to aid

understanding;
Text Focus: Read and obtain information from everyday sources.
Map to accompany address on a leaflet.
Component Skills
Check own or partners work in answer key.
Put words in alphabetical order.
Jigsaw reading activities (where one student has some

information and another has the rest).
Questionnaire, quiz, games to find information.
Sample activities
Using local train or bus timetables, discuss the layout,

use of columns and rows. Set some true/false questions,
such as
The last train is at 23.48.
The trains on Sundays run every 45 minutes.
Take various simple leaflets and discuss how images and

graphical information help in understanding the texts.
Sample activities
Draft
121
recognise simple and complex sentence

patterns and grammatical features see
Speaking Entry 3 for grammar at this level;
E3.15 use knowledge of syntax

and grammar to work out
meaning and to confirm
understanding;
Capital letters, full stops, commas, question

and exclamation marks, bullet points,
numbering.
Although you have worked hard this term,

you need to read more widely i.e. that
although indicates the first clause will be
followed by a contrasting one
When she was twelve she used to help her
brother and father to bring in the fish.
The used to means she did it regularly
See Speaking Curriculum for more
examples of sentences at this level.
recognise that there are more sounds than

letters of the alphabet;
E3.18 where possible use phonic

strategies to decode unfamiliar
words;
Learn the phonetic symbol for some

common sounds, such as the symbol for
the schwa vowel.
Single sounds, blends, digraphs.
be aware that certain letter patterns are

common in English;
E3.17 recognise a range of letter

combinations and silent letters;
begin to use the phonetic alphabet to find the

pronunciation of a word;
tion, ough, cial, wr, kn
Skills
recognise what the different marks mean.
E3.16 recognise how

Skills
Sentence Focus: Read and recognise simple and complex sentence structures.
Discuss the differences between words as spoken in

connected speech and in isolation, such as
a bottle of milk/of.
Discuss whether that sound exists in students' languages

and if so, which letters are used to represent it.
Teach in context look for recurring sounds in a text, think

of other words that sound the same.
Contrast with students other languages.
Think of further words with these patterns.
Highlight words with these patterns in texts.
Sample activities
Discuss use of punctuation in a text.
Read aloud to a partner, showing how pauses and

information correspond to punctuation.
Gap-fill.

structure.
Identify sentences with similar structures.
Sample activities
122
Draft
start to use a dictionary to check pronunciation.
use a dictionary to check meaning of unfamiliar words;
keep a vocabulary notebook and learn new words organise them in word families or subject categories;
look at newspapers and magazines, join the library read as much as possible outside the classroom;
Develop strategies for independent learning
A variety of forms
have an awareness of the structure of words

e.g. verb, noun, gerund
Teach/teacher/teaching
Farm/farmer/farming;
E3.20 extend sight vocabulary

and work out meaning of
unfamiliar vocabulary from
context and knowledge of word
families;
be aware of form filling conventions and

language commonly used on forms.
A range of text types and topics
recognise the form and function of common

prefixes;
E3.19 identify the function of

common suffixes and prefixes;
E3.21 read and understand

words commonly used on forms.
(help)less, (reception)ist, every(body),

re(turned)
Component Skills
Discuss the way in which the same information is asked

for in different ways, such as first name, forename,
other names and the way instructions are given, stated
and unstated.
Bring in examples of forms and discuss words and

phrases commonly found.
Vary text types to get a range of vocabulary.
Classify vocabulary.
Look at word families (sign/signature, photograph,/

photographer/photography).
Compare with word structure in students' own

languages.
Underline words with common suffixes and prefixes in a

narrative discuss what they mean.
Sample activities
Reading Level 1
read and understand straightforward texts of varying lengths on a variety of topics accurately and
independently;
read and obtain information from different sources.

trace and understand the main events of continuous descriptive, explanatory or persuasive texts;
recognise how language and other textual features are used to achieve different purposes (such as to
instruct, explain, describe, persuade);
identify the main points and specific detail, and infer meaning from images, which is not explicit in the text;
use organisational and structural features to locate information (such as contents, index, menus,
subheadings, paragraphs);
use different reading strategies to find and obtain information (such as skimming, scanning,
detailed reading);
use reference material to find the meaning of unfamiliar words;
in reports, instructional, explanatory and persuasive texts.
Issues at which may affect the delivery of the curriculum at this level
Students need to read a variety of text types and authors.

Under Knowledge and understanding, see Speaking Level 1 for grammar. Under Examples of application
and level, see Speaking Level 1 for examples of language in use and text range. Sample activities are
examples only and should not be used as a prescriptive list.
Draft
Reading Level 1
123
124
Reading Level 1
Draft
L1.4 recognise and use features

of IT texts;
be aware of IT concepts underlying the texts,

e.g. what hypertext links actually do;
be aware that meaning is not always stated.

overtly in texts and needs to be infered;
Hypertext links, menus, icons, teletext

pages.
Use of headings in report to give

structure, use of graphics and headlines
in newspaper article to predict content
and/or point of view of writer (e.g.
Refugees flood Dover), paragraphing to
make a series of points, use of summary
at end of each chapter in text book.
as above;
Report, simple essay, text book,

straightforward instructional newspaper
article, short story, autobiographical
narrative, brochure, poem, review,
description, e-mail, web-site, instructions,
application form, formal letter
L1.3 use these key features to

predict, infer meaning and aid
understanding;

common purpose will share common features
such as format, layout, discourse markers,
grammar, key vocabulary, structure, register;
L1.1 identify purpose, audience

and outcome in texts of varying
lengths;
Key features include:

format;
layout;
organisational structure;
discourse markers;
register;
key vocabulary.
L1.2 recognise a range of text

types from their key generic
features;
Component Skills
Text Focus: Read and understand straightforward texts.
Match icon with description.

features.
Text analysis (i.e. look at generic features of different

text types).
Look at different types of text and identify what features

will help predict content, point of view etc.
Discussion
Look at various texts and say what they are, what their
purpose is and what their key features are.
Sample activities
Draft
Reading Level 1
125

common structure of paragraphs, and how
be aware that good readers 'read between the

lines' in certain types of texts;
L1.7 use knowledge of links

L1.8 infer information that is not

stated, including author's
opinion;
recognise that different strategies are useful

for different purposes;
L1.5 use a range of strategies for

getting meaning from text such
as surveying, skimming, scanning,
thorough reading;
be aware of usual structure of that type of text;
L1.6 pick out main points or

events from a text;
Component Skills
Poetry, narrative, newspaper articles,

advertisements:
I had my operation on Friday. On
Thursday morning I checked my will, said
my prayers and kissed the children
goodbye.
Discourse markers, e.g.

In the last paragraph we discussed...
Cohesive ties, e.g.
London is a very busy city. However,
because of its huge population and its
position in the world financial market...
Arguments for or against GM food from

an instructional article.
Key features from a description.
Key historical events from a chronological
account of something.
Survey to decide which part of an

academic text to read (e.g. introduction
and conclusion), skim a magazine to see
if it is worth buying, scan mail-order
brochure to find correct price, read the
topic sentence of each paragraph in an
article to understand the main points,
read thoroughly to understand detailed
instructions or have in-depth appreciation
of argument or narrative.
Ask students to justify their answers which part in the

text makes you think that?
Comprehension activities: Why did she check her will?
Fill in gaps with suitable linking words and phrases.
Say what pronouns etc. refer to in text.
Identify discourse markers in different texts.
Transfer key information from text to other format e.g.

table, flow chart, mind-map.
Highlight main points in a text, compare with another

students main points.
Variety of exercises to test comprehension and extraction

of information, including questions, multiple choice, cloze
etc.
Exercises to test and develop speed of skimming and

scanning.
Discuss strategies for surveying.
Discuss when it is helpful to use different strategies.
Sample activities
126
Reading Level 1
Draft
recognise what makes a good text;

be aware of how language is used to create
different effects (e.g. descriptive language,
formal register);

world in obtaining meaning from texts.
L1.9 interact with text;
L1.10 use own knowledge of

the world to help get meaning
from text.
Encyclopaedias book and CD, atlases,

dictionaries, grammar books.
Illustrations, straightforward graphs
As above
Bar charts, tables, pie charts, scatter

graphs
be aware of key sources of reference and be

able to choose appropriate reference tools for
purpose of task;
knowledge of alphabetical ordering;
recognise different types of graphs and how

they represent data.
L1.11 read and obtain

information from a variety of
sources;
L1.12 use reference material to

find the meaning of unknown
words;
L1.13 obtain information from

simple graphical sources.

(e.g. science learnt in own country),
cultural understanding, (for instance
knowing what CV, application form etc. are
in job advertisements)
Say whether story is enjoyable, whether

information is accurate, whether
information is biased.
Component Skills
Text Focus: Read and obtain information from different sources
Component Skills
Compare different ways of presenting information

graphically.
Transfer information from one source to another.
Exercises to practice finding the meaning of unknown

words, alphabetical ordering skills.
Exercises comparing information from different sources.
Sample activities
Identify key phrases and vocabulary (e.g. for job application,

permanent, temporary, sessional staff).
Self-question what do I know already about this subject?
Discussion to activate previous knowledge.
Review texts.
Identify parts of text that work particularly well (or not)

giving reasons.
Discuss what makes text 'successful' or not.
Discuss reaction to text.
Sample activities
Draft
Reading Level 1
127
Wide range of punctuation, including full

stops, question and exclamation marks,
commas, colons, semi-colons, bullets,
numbering, speech marks, apostrophes,
brackets.
recognise what different punctuation marks

mean.
be aware of the origin of common prefixes and

suffixes;
Component Skills
L1.17 use prefixes and suffixes to

aid understanding;
For instance anti, pro, bi, tri, ology

That if sociology is the study of society,
climatology is the study of climate.
Word Focus: Extend understanding and use of vocabulary, morphology and phonics.
L1.16 recognise how

Compare with other languages.
Discuss origin of some prefixes and suffixes.
List words with same prefix/suffix.
Match prefix/suffix with meaning.
Sample activities
Discuss use of punctuation and how it aids understanding.
Gap-fill.
Match halves of sentences together.

structure.
Identify different types of sentence structures in different

types of texts.
The words because or as are likely to

link two halves of a sentence in a causal
relationship e.g. Please ensure you
arrive in good time as we cannot allow
anyone to enter the room after the start
of the exam.

within sentences to aid meaning;
Recognise a range of past, present and

future tenses to establish when an event
occurred and which occurred first in a
sequence of events.
for grammatical knowledge see Speaking

Level 1;
see Speaking Level 1 for range of grammar at

this level;
L1.14 use knowledge of simple

and compound sentence
structures to work out meaning
and to confirm understanding;
Sample activities
Gap-fill.
Recognise the use of the present simple

and past simple passive in reports.
Component Skills
Sentence Focus: Read and recognise simple and compound sentence structures.
128
Reading Level 1
Draft
be aware of the phonetic alphabet and choose

whether or not to learn to use it to aid
pronunciation.
L1.19 where possible use phonic

strategies to decode unfamiliar
words;
Compare word with own language

Is there a direct translation or not? Would the usage be the
same?
Vary reading to get a range of vocabulary.
Word families.
If relevant, match symbols of phonetic alphabet to sounds

of words.
Compare sounds to students' own languages.
Gap-fill with correct form of word.
Build word families.
Sample activities
with longer texts, employ PQ4R preview, question, read, recite, reflect, review.
compare text, sentence and word structures with structures in other languages, noting similarities and differences;
keep vocabulary book and learn new vocabulary;
extend range of vocabulary through reading widely and checking meaning and pronunciation of unfamiliar words in a dictionary or asking someone;
for example:
Develop strategies for reading
In all topics, including specialist

vocabulary for work or study.
Reading regular unfamiliar words

Use phonetic alphabet to work out
pronunciation of unfamiliar words.
recognise how words change to form different

parts of speech;
L1.18 work out meaning of

unfamiliar words by using
derivations, word families etc;
L1.20 extend sight vocabulary.
Photograph/photographer/photography
Hot/hotter/hottest.
Component Skills
Reading Level 2
read and understand a range of texts of varying complexity accurately and independently;
read and obtain information of varying length and detail from different sources.

trace and understand the main events of continuous descriptive, explanatory or persuasive texts;
identify the purpose of a text and infer meaning which is not explicit;
identify the main points and specific detail;
read an argument and identify the points of view;
read critically to evaluate information, and compare information, ideas and opinions from different sources;
use organisational features and systems to locate texts and information;
use different reading strategies to find and obtain information (such as skimming, scanning,
detailed reading);
summarise information from longer documents;
read and understand technical vocabulary;
in a wide range of text types.
Students need to read a wide variety of text types, by different authors. Students should be tackling texts of
different lengths and density.
The spoken competence of some students may well be more advanced than their literacy skills, enabling
useful discussion and cross-cultural comparisons to take place.

Under Knowledge and understanding, see Speaking Level 2 for grammar. Under application and level, see
Speaking Level 2 for examples of language in use and text range. Sample activities are examples only and
should not be used as a prescriptive list.
Draft
Reading Level 2
129
130
Reading Level 2
Draft

common purpose will share common features
such as format, layout, discourse markers,
grammar, key vocabulary, structure, register,
graphic features;
L2.1 identify purpose and

authors intentions of a wide
range of texts;
Use of topic sentences to see if need to

read the whole paragraph; use of 'blurb'
on back of book, contents page and
date of publication to predict content
and relevance of book; use of graphs in
statistical article to illuminate text.
Hypertext links, menus, icons, teletext
pages, www features such as search,
Home-page.
as above;
be aware of IT concepts underlying the texts,

e.g. what the Home-page on a web-site
actually does;
L2.4 recognise and use features

of IT texts;
Key features include

Format;
Layout;
Organisational structure;
Grammatical features;
Discourse markers;
Register;
Key vocabulary.
Report, essay, text book, straightforward

journal or instructional newspaper or
magazine article, narrative, description,
advertisement, poem, evaluation,
description, e-mail, web-site, technical
instructions, complex form, formal letter.
Some of the texts should include
idiomatic and spoken usage and be
written by modern authors.
L2.3 use these key features to

understanding;
L2.2 recognise a range of text

types from their key generic
features;
Component Skills
Text Focus: Read and understand a range of texts.
Match word and/or icon with definition.

features.
Text analysis (i.e. look at generic features of different

text-types).
Look at different types of text and identify what features

will help predict content, point of view etc.
Discussion.
Examine different text types and identify generic features.
Look at a range of texts and say what they are, what their
purpose is and what the authors wanted the readers to get
out of them.
Sample activities
Draft
Reading Level 2
131
Summarise the main points in longer

texts.
Discourse markers that link and contrast

arguments, e.g. On the one hand...
Another point of view is... Some people
think...
Or link ideas and examples, e.g. for
instance, an instance of this was...
Or show structure of text, e.g.
This chapter will explore... To sum up...
recognise that different strategies are useful

for different purposes;
recognise the importance of being able to

show understanding of texts by summarising
the main points.

common structure of paragraphs, and how
L2.5 use a range of strategies for

getting meaning from text such as
surveying, skimming, scanning,
getting main points or events,
thorough reading; varying speed
and thoroughness of reading
depending on purpose and type
of material being read;
L2.6 read and summarise

information;

be aware of meaning of different discourse

markers;
Survey to decide whether or not to read a

particular text.
Skim an newspaper article to get idea of
content.
Scan a reference text to find specific
information (for instance UCAS booklet to
find if a university runs a particular course).
Extract main points from chapter in text
book.
Read thoroughly to appreciate argument,
be absorbed by description or narrative,
take in detailed information.
Component Skills
Say what pronouns etc. refer to in text.
Using discourse markers, predict what will come next.
Highlight discourse markers in different texts.
Jigsaw reading exercise Two students read different

halves of a text and summarise the missing sections for
their partner.
Variety of exercises to test comprehension and extraction

of information, including discussion, comprehension
questions, multiple choice, transfer of information etc.
Exercises to test and develop speed of skimming and

scanning.
Discuss strategies for surveying.
Discuss when it is helpful to use different strategies.
Sample activities
132
Reading Level 2
Draft
recognise that meaning can be inferred as well

as stated explicitly;
recognise what makes a good text of a

particular genre;
L2.8 use context and syntax to

monitor meaning and make
inferences about unstated
information, including author's
point of view;
L2.9 evaluate and compare texts

for success in achieving purpose,
accuracy, clarity of argument, ease
of understanding, style;
L2.10 use own knowledge of the

world to help get meaning from
text.

world in obtaining meaning from texts.
be aware of how language is used to create

different effects (e.g. descriptive language,
formal register);
Component Skills

(e.g. using knowledge from previous
employment as doctor when reading a
journal article about medicine), cultural
understanding, (e.g. knowing what buying a
round means in a narrative).
Journal article for accuracy of

information, poetry for achieving effect,
web-site for ease of navigation.
Discuss balance of argument.
Identify bias in newspaper article,

expositional or persuasive text.
Identify key phrases and vocabulary.
Self-question what do I know already about this

subject?
Discussion to activate previous knowledge.
Review texts.
Identify parts of text that work particularly well, (or not)

giving reasons.
Discuss what makes text successful.
Compare more and less successful texts of same genre.
Read part of text and predict next part.
Re-tell text to another person.
Discuss meaning and authors point of view, in pairs, small

groups, whole groups.
Discuss inferences from text, giving reasons for making

inferences.
Comprehension questions.
Check texts for inconsistencies.
Sample activities
Draft
Reading Level 2
133
Illustrations, straightforward graphs, tables
be aware of key sources of reference and

which reference tools are best for purpose of
task.
be aware of the conventions of a range of

tabular formats.
L2.11 choose and use a wide

range of reference tools
appropriate to the task;
L2.12 obtain and evaluate

information from graphical
sources.
Passive voice indicates emphasis on action

rather than person performing it.
The post is sorted twice a day...
Wide range of punctuation, including full

stops, question and exclamation marks,
commas, colons, semi-colons, bullets,
numbering, speech marks, apostrophes,
brackets.
for sentence structures see Speaking Level 2;
recognise what the different punctuation marks

mean.
L2.13 use knowledge of simple,

compound and complex sentence
structures and discourse markers
to work out meaning and to
L2.14 recognise how punctuation

aids understanding.
Component Skills
Sentence Focus: Read and recognise simple compound and complex sentence structures.
Encyclopaedias book and CD, atlases,

dictionaries, grammar books, Internet,
household reference books such as recipe,
gardening, DIY books, car manuals etc.
Component Skills
Text Focus: Read and obtain information from a range of sources.
Discuss use of punctuation and how it aids understanding.
Discuss use of grammar.

structure.
Identify different types of sentence structures in different

types of texts.
Sample activities
Critical analysis of graphical information.
Comparison of different ways of presenting information

and evaluation of more and less effective ways.
Exercises to obtain information.
Discuss best source for particular information, evaluating

ease of access/navigation, clarity of information, accuracy
and amount of information etc.
Compare information from different sources.
Sample activities
134
Reading Level 2
Draft
be aware of the origin of a range of prefixes

and suffixes;
recognise how words change to form different

parts of speech.
L2.15 identify the function of a

range of common prefixes and
suffixes;
L2.16 be able to work out

meaning of a range of unfamiliar
words by using derivations, word
families etc.
As appropriate to students' interests and
needs and including technical and
specialist vocabulary where appropriate.
For instance, micro, macro, ex meaning out

of, ism, trans etc.
Look up derivation of word.
Gap-fill with correct form of word.
Build word families.
Discuss origin of some prefixes and suffixes.
List words with same prefix/suffix.
Match prefix/suffix with meaning.
Sample activities
develop knowledge of IT language through practice where possible.
with longer texts, employ PQ4R preview, question, read, recite, reflect, review;
compare text, sentence and word structures with structures in other languages, noting similarities and differences;
keep vocabulary book and learn new vocabulary;
extend range of vocabulary through reading widely and checking meaning and pronunciation of unfamiliar words in a dictionary or asking someone;
For example:
Develop strategies for reading,
Component Skills
The ESOL Curriculum

At this level adults can write to communicate information to an intended audience.
use written words or phrases to record or present information;
construct a simple sentence;
punctuate a simple sentence with a capital letter and a full stop;
use a capital letter for personal pronoun I;
spell correctly some personal keywords and familiar words;
write the letters of the alphabet using upper and lower case;
in documents such as forms, lists, messages, notes, records.
Students writing may consist mainly of copying and inserting key information into a model, or simple form.
Pacing of lessons and ordering of items will be quite different with students who are not literate in their
own language.
The need for and degree of accuracy should be determined by the purpose of the writing and its
application, feature and level, see Speaking Entry Level 1 for examples of language in use and text range.
Draft
135
136
Draft
develop understanding of different kinds of

simple written texts: very simple letters/notes,
lists, forms;
E1.1 compose simple text for an

intended audience using a
model;
E1.2 copy name and address

correctly;
Name:.......................................................
develop understanding of basic conventions of

form-filling;
Write/copy words of personal

importance: childrens names, country
of origin.
Copy important names and addresses

accurately.
Address an envelope or copy the

address accurately onto the envelope.
Telephone no:..........................................
...................................................................
Address:....................................................
Write/copy name and address in space

on a simple form.
Write/copy short personal statements

using a model:
My name is Salma.
I come from Somalia.
I am a student.
Write/copy a list of items from board

or sheet.
Write/copy a note to school using

a model:
Dear teacher,
Maria is ill today. Sorry.
Mrs Gonzales.
develop understanding of the layout of names

and addresses on envelopes, letters;
develop understanding of the basic

conventions and layout of different kinds of
simple written texts;
develop awareness of possible readers: self,

teacher, official bodies;
Component Skills
Text Focus: To communicate information in very short, simple texts.
Students to copy/write own details on a simple form.
Matching activities: name/surname/address to a simple

form, or own details, pelmanism game.
Discuss basic conventions of forms: e.g. no sentences,

use of capitals, black ink.
Students are read a short text about a person and shown

a simple form with his/her basic details filled in.
Bring in examples of forms and discuss with students.

Are forms important in UK? Are forms important in
students countries?
Work with the class model: students to trace over, copy,

gap-fill key words, do dictation, as appropriate.
Collectively compose a note, using language experience

approach.
Discuss letters/notes you need to write to schools. Elicit

students experience. Bring in examples and read.
Sample activities
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137
develop understanding of ways of writing

dates;
E1.3 write numbers accurately.
develop awareness of the structure of a simple

sentence;
develop understanding of the use of capital

letters at the start of sentences and a full stop
at the end;
E1.4 write a simple sentence

from a model;
E1.5 use full stop and capital

letters in a simple sentence.

letter for pronoun I.
Component Skills
Sentence Focus: Recognise and use simple sentence structure in writing.

letters for days and months.
Component Skills
Text Focus: To communicate information in very short, simple texts.
In all types of writing given as examples

of application at this level, e.g.
My name is Salma.
I come from Somalia.
I am a student.
Soy de Malaga.
Vivo en Bradford.
Tengo dos hijos.

of application at this level, e.g.
I come from Malaga.
I live in Bradford.
I have two children.
Elicit/teach ways of writing dates and discuss differences

in students languages.
Telephone number, postal code
Use language experience, resulting in students being

able to copy/write simple, high frequency sentences for
personal writing in familiar contexts.
Discuss and compare use of capitals and full stops in

English with students languages using model sentences.
Compare with students own languages.
Substitute own words into model sentence.
Put parts of sentence (each on different colour card) in

order to make sentences.
Sample activities
Gap-fill date in a simple note/form.
Students to copy/write date from board, own dates of

birth.
Elicit date, students birthdays.
Sample activities
Todays date, date of birth
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develop awareness of the importance of

hand/eye coordination and of positioning of
hand and body in relation to the paper and
desk/table;
develop awareness of the direction of Roman

script and of accompanying hand movements;
start to develop knowledge of upper and

lower case shape, position and formation;
E 1.6 hold and control pen

effectively;
E 1.7 write from left to right;
E1.8 form the letters of the

alphabet with some accuracy
(upper and lower case);
E.1.9 form numbers

1 to 9 with some accuracy;
start to develop knowledge of position and

formation of numbers;
start to develop knowledge of the names of

the letters;
Component Skills
Word Focus: Develop handwriting, vocabulary and spelling.
Write telephone numbers said aloud
Write date, house number, telephone

number on a simple form.
Write names spelt aloud by another

person.
Fill in/copy own name and address on

a simple form, using upper and lower
case.
Students to ask each other their telephone numbers and

write them down.
Games for learning to write numbers.
Copy/write house number, telephone number on a

simple form.
Trace numbers.
Discuss the formation of numbers, where to start each

number, direction, which ones have bodies, legs etc.
Fill in dotted outline of numbers.
Draw shapes of numbers in the air.
Students to ask each other to spell their names to

each other.
Games for learning to name the letters.
Copy/write name and address on a simple form.
Trace letters and trace short words.
Discuss the formation of letters: where to start each

letter, direction, which letters have bodies, legs etc.
Fill in dotted outline of letters.
Draw shapes of letters in air.
Discuss the direction of other scripts and languages ask

students to write simple sentences on board in their
languages and compare with English.
Use finger to follow direction of writing.
Copy or complete patterns/shapes.
Pattern completion
In all types of writing given as

examples of application at this level
Trace patterns/shapes of letters.
Sample activities
Pattern tracing
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develop awareness of word spacing and line

positioning conventions;
develop knowledge of context-based personal

vocabulary;
develop understanding of the phonic

relationship between certain sounds and
letters and letter combinations;
develop understanding of the importance of

strategies for the development of spelling.
Component Skills
E 1.10 space letters and words

appropriately and proportion
letters in relation to line;
E 1.11 copy and understand

basic personal vocabulary;
E1.12 use basic sound symbol

association to help spelling;
E 1.13 spell some personal key

words and familiar words
correctly.
Identify letters linked to initial sounds of personal key

words, using matching activities, personal vocabulary
books, gap-filling exercises.
Language experience approach to word and sentence
writing skills.

of application at this level
Personal key words
of application at this level
Familiar words: live, come
Words of importance to learner:
childrens names, own name, country of
origin, language
Discussion of some basic spelling strategies: e.g.

Look-say-cover-write-check, using mnemonics, words
within words, using colour or split up words to highlight
visual features, e.g. Lee ds.
Language development and language experience work

around a context e.g. family, talking about own family.
Use a model listening/reading text and ask students to
identify key words: mother, father, brother etc.
Use activities for developing whole word recognition
e.g. picture/word matching.
Show students own simple family tree and read it
together. Use this as a model for gap-filling and devise
simple worksheets with key words for tracing/ copying or
gap-filling key vocabulary.
Help students to draw, and fill in their own simple family
tree if appropriate.
Ask students to write a sentence in their language and

compare the spacing conventions with English.
Put up sentences on board or OHT and analyse space

between words, show students examples of badly spaced
words within sentences and of words not well positioned
on the line. Ask them to say what the problem is.
Write words within lined spaces using double lined paper.
Sample activities
Build a context based personal

vocabulary e.g.
School: teacher, lesson
Family: mother, son
Country: Somalia, Mogadishu
Write/copy short personal statements

using a model, spacing words
appropriately and positioning them on
the line.

Suggest that students do the following.
Choose 5 words to learn to copy/write after every lesson.
Practise joining letters to help with the flow, if needed.
Ask teacher for handwriting patterns to practise outside of the classroom, if needed.
Find out which ways of remembering how spelling works for them, i.e. try various ways:
look-say-cover-write-check, sounding out words phonetically, learning a mnemonic etc.
Ask a friend or relative to give them a spelling test.
Word-process texts they have handwritten.
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At this level, adults can write to communicate information with some awareness of the intended audience.
use written words and phrases to record or present information;
construct simple and compound sentences using common conjunctions to connect two clauses
(such as and, but);
use adjectives;
use punctuation correctly (such as capital letters, full stops and question marks);
use a capital letter for proper nouns;
spell correctly the majority of personal details and familiar common words;
produce legible text;
in documents such as forms, lists, messages, notes, records, personal writing, email, simple narratives.
The writer can expect guidance for simple personal writing and the use of models to develop mastery of new
formats/text types.
Students not literate in their own language will continue to need a lot of support.
The other skills of speaking, reading and listening will be used to stimulate, develop and model writing
wherever possible.
Students will be becoming more aware of the differences between spoken and written language.
The need for accuracy will be determined by the purpose of the writing.
Under Knowledge and understanding, see Speaking - Entry Level 2 for grammar at this level. Under
Examples of application, feature and level, see Speaking - Entry Level 2 for examples of language in use and
text range. Sample activities are examples only and should not be used as a prescriptive list.
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develop awareness of the concept of purpose

and audience;
E2.1 identify the purpose and

audience of writing;

applying knowledge of purpose and audience
when composing text;
develop awareness of conventions and

common features of different text types;
E 2.2 compose simple texts;
Component Skills
Text Focus: To communicate information in short, simple texts.
Key features are:

purpose
audience
grammatical features word order in
simple and compound sentences, use
of tense
structure of the text.
Records of learning
E-mails
Dear Helen,
I hope you have a very happy birthday,
Best wishes,
Harri
Notes/simple letters
Greetings cards
Key features are:

purpose
audience
personal writing e.g.
short descriptions,
chronological narratives
Last Saturday I went to see a friend and
we went for a walk. On Sunday I watched
TV. Now it is Monday, back to work.
Students to write own text, following a model if

necessary.
Give students a writing frame to practise writing their

own text.
Practise with gap-fill texts.
Discuss structure and content.
Bring in models of the text type being focused on, e.g.

greetings card and discuss the purpose, audience and
common features: e.g. layout, use of tense or structures,
opening/closing sentences, a middle.
Identify possible resol-life readers, e.g. friend, teacher,

official, and consider why writing to them is necessary.
Match different kinds of writing to different readers, e.g.

form, letter, note.
Bring in examples of different types of text and discuss

the purpose and who the intended audience is. Ask how
they are able to tell.
Sample activities
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develop understanding of form conventions,

including stated and unstated instructions.
Component Skills
E 2.3 fill in/copy information,

including personal details,
accurately and legibly on forms.
Text Focus: To communicate information in short, simple texts.
Date of Birth................................................
Postcode:.....................................................
......................................................................
......................................................................
Address:.......................................................
First Name:..................................................
Surname:......................................................
Title: Mr/Mrs/Miss/Ms
USE BLACK INK
Key features are:

basic form filling categories and
terminology,
stated and simple unstated
instructions.
Fill in a form with their own details.
Ask students to ask each other questions and fill in forms

for each other.
Repeat with a different text and a blank form.
Give students a short text about someone, containing

personal details, and a form with their details filled in.
Match oral questions to form filling categories.
Bring in examples of simple forms and discuss the

conventions and importance of form- filling in Britain,
comparing it with students own countries. Discuss overt
and implied instructions, e.g. ask what students should
do with Title.
Sample activities
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develop awareness of simple and compound

sentence structure;
E 2.4 compose simple and

compound sentences using
appropriate grammatical
features;
develop knowledge of grammar in Speaking

Entry Level 2;
E 2.5 use adjectives in simple

and compound sentences;
Component Skills
Sentence Focus: To construct simple and compound sentences.
Range of texts, see text focus
Key features are:

use of adjectives, word order,
comparatives.
Key features are:

simple and compound sentence
structure,
use of simple conjunctions.
Give students nouns and adjectives and ask them to

write simple sentences using them.
Gap-fill multiple choice exercises, using adjectives from

text.
Read a range of descriptive texts with students and

discuss the meaning of the adjectives.
Language development activities to build knowledge of

adjectives, e.g.
Play language games to develop ability to expand kernel

sentences, e.g. incremental drills.
Work on expanding kernel sentences, using examples in

speech and in texts
I live in a flat.
I live in a council flat.
I live in a big council flat.
I live in a big council flat in Bolton.
Using coloured card students are asked to join simple

sentences into compound ones using and, but or.
Discuss how sentences are joined using and, but and or.
Students make own sentences using cards, then copy

into notebooks.
Bring in examples of short texts with similar common

structures in simple and compound sentences and
identify key features using coloured cards for key parts of
sentence e.g. subject, verb, object/complement,
conjunction.
Sample activities
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develop awareness of the use of correct basic

punctuation and capitalisation.
Component Skills
E2.6 use basic punctuation and

capitalisation correctly.
Sentence Focus: To construct simple and compound sentences.
Key features are:

use of capital letters at the beginning
of sentences, with proper nouns e.g.
names, places, days, months, titles
the use of full stops
question marks
commas in a list.
Give students texts with punctuation/capitalisation

mistakes to correct.
Gap-fill missing punctuation marks in simple texts.
Dictations with days of week, months, place names

included.
Ask students to bring in examples of texts in their own

languages to compare and share with other students.
Discuss and compare the use of capitals, full stops,

question marks and commas in students own
languages.
Sample activities
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develop awareness of the impression

handwriting gives and of personal features of
own handwriting;
E. 2.7 increase legibility and

fluency of handwriting, as
appropriate to student needs;
E 2.8 use vocabulary relevant to

context;
develop knowledge of context-based

vocabulary;
identify situations where legible, correctly

formed handwriting is important;
Component Skills
See examples of text application above.
Topics of interest to the students
Key features are:

consistency of direction and formation
of letters
spacing between words
size of letters
writing on the line.
Set a free writing task around the context.
Gap-fill texts, using new vocabulary specific to the

context.
Use vocabulary-building materials: labelled pictures,

definition matching exercises, crosswords.
Read a text with examples of vocabulary relevant to

context.
Ask students for synonyms and different ways of

expressing the same idea/action/object.
Use a variety of stimulus to set a context (photos,

pictures, video) and elicit vocabulary from students,
noting down key vocabulary on the board.
Where needed, students to be given exercises to

improve direction, consistency etc.
Students to analyse their own handwriting using the

criteria applied in the previous exercise.
Give students examples of good and bad handwriting

and discuss why they are good or bad, e.g. inconsistency
of direction, spacing, the impression handwriting gives
and occasions of particular importance
e.g. job applications.
Sample activities
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develop knowledge of the importance of

pattern recognition, phonics and joined up
handwriting for correct spelling;
E 2.9 spell familiar known

vocabulary and personal key
words correctly;
develop awareness of strategies for spelling.
E2.10 develop and practise

strategies for learning spelling.
Component Skills
Spelling strategies e.g.

look - say - cover - write - check
using mnemonics
words within words
using colour or split up words to
highlight visual features, e.g.
sinc ere ly or
sin cere ly.
Key features are:

common patterns
common bends
whole word recognition.
Play spelling games.
Give students examples of mnemonics and words

within words.
Give students sheets for LSCWC, with columns for first,

second and third try and practising the words within
sentences.
Discuss different strategies for spelling familiar

vocabulary, ask students to discuss how they learnt
spellings in their own language and how they do it in
English. Ask students what the differences are between
spelling in English and their own language.
Link syllable identification with common patterns and

blends.
Work on training students ear to hear stressed syllables

and to identify the number of syllables in words,
counting and beating out syllables.
Practise common patterns and blends with gap-fill

exercises, dictation, language experience work.
Identify common patterns, e.g. ing and blends.
Elicit vocabulary from students, noting down key

vocabulary on the board.
I love swimming and I enjoy cooking.
Use a variety of stimuli to set a context (texts, photos,

pictures, video), choosing from topics of interest to the
students.
Sample activities

Practise joining letters to help with the flow, if needed.
Ask teacher for handwriting patterns to practise outside the classroom, if needed.
Find out which ways of remembering spelling work for them, i.e. try look-say-cover-write-check, sounding
out words phonetically, learning a mnemonic etc.
Write a little everyday, for example keep a simple diary in English.
Go over corrected homework, checking for spelling and punctuation, do a second draft where necessary.
Keep a vocabulary book and/or make their own bilingual dictionary.
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At this level, adults can write to communicate information and opinions with some adaption to the
intended audience.
plan and draft writing;
organise writing in short paragraphs;
sequence chronological writing;
write in complete sentences;
use correct basic grammar (such as appropriate verb tense, subject - verb agreement);
use punctuation correctly (such as capital letters, full stops, question marks, exclamation marks);
spell correctly common words and relevant key words for work and special interest;
proof-read and correct writing for grammar and spelling;
in documents such as forms, notes, records, e-mail, letters, narratives, simple instructions, short reports.
Writers will be beginning to produce text independently for personal writing and simple text formats;
They will be beginning to use proof-reading strategies. Writers in other languages will do this from Entry
Level 1.
They can expect guidance and modelling for new and more complex text formats.
They will be aware of some major differences between spoken and written English.
The skills of speaking, reading and listening will be used to stimulate, develop and model writing
wherever possible.
Comparative approaches will be used where appropriate.
application, feature and level, see Speaking Entry Level 3 for examples of language in use and text range.
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audience, purpose and outcome, the readers
knowledge and expectations;
E3.1 identify the purpose,

audience and outcome of
writing;
develop awareness of appropriate formats and

accompanying features of layout for different
text types;
E3.2 identify appropriate format;
Component Skills
Simple texts e.g.

sets of instructions
recipes
reports
articles
letters
narratives
Key features are:

paragraphing
listing
columns
use of headings, numbering, bullet
points.
Ask students to work in small groups and

a) identify the intended audience/reader;
b) state the authors purpose;
c) state the authors desired response.
Simple, paragraphed texts e.g.

simple narratives
articles
folk stories
letters
Ask students to bring in examples of different text types

in their languages and compare text format conventions.
As a group, compile a checklist of format conventions for

different text types.
Set multiple choice exercise focusing on format, e.g.

newspaper articles
a) usually have headings and numbers;
b) are usually written in columns;
c) begin Dear Reader.
Bring in examples of various text types which use a

range of different formats and read them with the
students.
Compare with texts in students own languages: focus on

differences and similarities e.g. where an author
conventionally states the purpose.
Take feedback and ask students to compare the texts in

terms of audience, purpose and outcome.
Bring in examples of different types of simple,

paragraphed texts a covering letter for a job
application, a newspaper article, a folk story and read
them with the students.
Sample activities
Purpose
Audience
Outcome
Text Focus: Write short texts, using paragraphs to communicate information and opinions.
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develop awareness of differences between

spoken and written English;
E3.3 identify appropriate register

for task and audience;
E3.4 plan the content of writing;
develop understanding of the planning

process and its importance;
develop understanding of the differences

between formal/informal register in both
writing and speaking in terms of linguistic
features;
Component Skills
Simple narratives e.g.:

descriptions of events, people,places
reports
e-mails
letters
Key features of planning are:

getting ideas
selecting and ordering ideas
vocabulary and structures
making a written plan.
Simple formal and informal letters
Key features of formal and informal

writing including:
short forms
vocabulary
idiomatic expressions
mode of address
Bring in examples of different types of texts, read and

discuss the purpose and content, whether they are
successful pieces of writing and why.
Use a variety of stimuli to set a context (photos,
discussion, pictures, video).
Stimulate ideas.
Use different techniques to note down ideas: listing,
spidergraphs, mind maps.
Discuss main ideas and possible order.
Elicit key vocabulary and structures.
Discuss the option of planning in own language.
Bring in examples of simple, formal and informal letters,

e.g. invitation to a party from a class mate, letter to the
hospital confirming an appointment and read them with
students.
Ask students to compare the differences between
spoken and written English by asking them to role-play
the two situations and then compare the language used
in the letters and the role-play. Focus on structure,
vocabulary, idiom, intonation.
Compile a checklist of the differences and similarities:
Ask students to compare the two letters, focusing on the
structure, vocabulary and idiom and to complete a grid
which contrasts the use of English in formal and informal
writing.
Discuss the completed grid and the earlier checklist and
contrast formal spoken/written usage with informal
spoken/written usage.
Sample activities
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develop understanding of the concept of

paragraphing;
E3.5 organise writing into

paragraphs and write a first draft;
E.3.6 compose chronologically

sequenced text;
develop understanding of the importance of

chronological sequencing of events in narrative
writing;
develop awareness of key aspects of basic

paragraphing structure;
Skills
Simple narratives e.g:

descriptions of events
reports
e-mails
letters
Key features are:

use of time words, markers and links
tense
paragraphing.
I made another appointment for Friday.

I hope I do not have an infection.
Last weekend I felt miserable. My tooth

ached all the time so I made an
appointment to see the dentist on
Monday. She told me I needed a filling.
She filled my tooth but it still hurts.
A basic model of paragraph structure e.g:

topic sentence or general statement
explanation (cause, effect, result etc.)
examples.
Use of paragraphs for making new points,

developing a narrative.
Examples
Using a simple, paragraphed, chronological narrative, ask

students to:
a) underline all the time words, phrases and markers,
b) underline and identify the tenses,
c) discuss why the above are important.
Ask students to work on a text and identify sequence of
events.
Students to work on correcting the tenses in a
chronological narrative.
Students to work on an unparagraphed text, marking
where the paragraphs should be.
Working with a picture story, ask students to plan,
compose and draft a chronological narrative. Guided
practice and a writing frame to be given to students
needing more support.
Read short paragraphed texts and identify topic

sentences with students and discuss their function.
Discuss the reason for using paragraphs in writing.
Using other example paragraphs, ask students to:
a) underline the topic sentence;
b) circle explanation or examples which develop the
topic sentence.
Give students paragraphs with gapped sentences.
Ask students to fill with appropriate topic sentences or
explanation/example sentences.
Plan a classroom assignment, personal writing, letter or
e-mail with 3 short paragraphs, either:
a) guided writing using a writing frame;
b) free writing.
Sample activities
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153
develop awareness that proof-reading is part

of the writing process;
E3. 7 proof-read simple text;
Produce a final draft of texts.
Key features of basic note taking are:

content words
abbreviations
numbering
listing.
develop awareness of when material is ready

for presentation;
Develop awareness of different ways of taking

notes and
writing key content words
using abbreviations, symbols, numbering,
listing
note-taking format for chronological
narrative;
E3. 9 make notes;
Discuss the importance of students proof-reading own

writing and the importance of identifying own strengths
and weaknesses.
Students use own writing and examples

of writing with a limited range of
mistakes.
Take notes from a text read out, using a chart where some
information is missing.
Students to interview each other and take notes. Each
student then feedbacks to whole group, using notes.
Students to write a short paragraph using the information
in their notes.
Ask students to produce a final draft before handing in

for marking.
Ask students to work in pairs or individually to plan and

produce a first draft, then to proof read own or each
others work.
Set up a writing activity in class, e.g. a short report on a

class trip.
Set students a short writing task and ask them to

proof-read and amend before handing it in.
Discuss techniques for proof-reading, e.g. proof-reading

for one thing at a time, checking at the end of each
paragraph, checking incorrect versions against a
correct version.
Using examples of writing with mistakes, ask students to

work individually and correct the writing. Tell them how
many and what kind of mistakes to look for. Ask students
to circle/underline mistakes in a different colour. Ask
students to work in pairs discussing the mistakes they
have found and saying what the correct version should
be and why. Discuss with the whole group.
Sample activities
Key features are:

use of full stops, capital letters
spelling
paragraphing errors and personal
areas of grammatical weakness, e.g.
tenses, singular/plural agreements.
E3. 8 produce final legible

version of text, word-processed
or handwritten;
develop awareness of areas of personal

strengths and weaknesses in terms of basic
punctuation, spelling, layout and grammar so
that proof-reading is focused and
personalised;
Component Skills
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develop awareness of the cultural conventions

which underpin certain types of questions/
categories in certain types of forms.
E3.10 complete forms with some

complex features.
develop knowledge of the grammatical

features of simple, compound and complex
Component Skills
E3.11 compose simple,

compound and complex
sentences;
Sentence Focus: Write simple, compound and complex sentences.
Component Skills
Key features are:

accuracy in basic grammar
appropriate simple verb tense and
subject verb agreement.
knowledge of simple, compound and
complex sentence structures as
itemised in Entry Level 3 Speaking.
Discuss the cultural conventions around the readers

expectations of the different sections of application
forms, records of work etc.
Application forms, records of work
Give short dictations focusing on particular grammatical

elements.
Range of grammar practice activities, including

differences in grammatical structures according to
register.
Sample activities
Practise filling in parts of forms where whole sentences

and short paragraphs are required, instead of short
answers, using a range of language exercises: matching
structures to functions, gap-filling.
Compare a filled in library application form (only factual

information is required) and a job application form
(candidate is asked to fill in a section giving reasons for
applying for the job).
Sample activities

cultural convention related to
expectations of reader in certain types
of questions.
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develop knowledge of the use of correct, basic

punctuation.
E 3.12 use basic punctuation

correctly.
develop knowledge of appropriate special

interest vocabulary;
develop knowledge of word stems and

common prefixes and suffixes;
Component Skills
E 3.13 use a range of special

interest vocabulary appropriately;
E 3.14 build word families

through addition of prefixes and
suffixes;
Word Focus: Develop vocabulary and spelling.
Component Skills
Examples of features at this level include:

suffixes
- adjectives and adverbs -er, est, ful/ly
- nouns -ment, ability, ness, er
prefixes Un, dis, re, ir
Knowledge of specialised vocabulary
Key features of punctuation are:

capital letters
full stops
question marks
exclamations
use of commas for listing items in
connected prose.
Write sentences giving positive and negative qualities of

a person or place.
Working from texts, identify groups of common prefixes

and suffixes and develop exercises around them:
e.g. give the opposite meaning of...
Discuss meanings of prefixes and suffixes.
Encourage students to compile personal dictionaries,

vocabulary books.
Work on the use of vocabulary, using a range of

language development exercises.
Introduce a topic, choosing a context of interest to the

students, which requires specialised vocabulary, e.g.
education: subjects, options, level, exam boards, mocks.
Sample activities
Give students incorrect versions of text to correct/add

missing punctuation.
Set up practice exercises, e.g. short dictations with

pauses to indicate sentence breaks.
Bring in examples of texts which illustrate the various

features of punctuation. Discuss and compare them with
punctuation conventions in students own languages.
Sample activities
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develop understanding of situations where

legible, correctly formed handwriting is
important.

own handwriting;
E3. 17 produce legible text.
develop knowledge of common spelling

patterns;
E3.15 spell accurately;

independent strategies to aid spelling;
E3.16 use independent

strategies to aid spelling;
Component Skills
Key features are:

size of letters
Key features are:

look-say-cover-write-check
mnemonics
sounding out the word phonetically
look for words within words
identify part of the word the student
misspells and invent personal mnemonic
use colour or split up words to
highlight visual features,
e.g. r ece ive.
Examples of common patterns at this

level include:
walk, talk,
could, would,
silent e.
Where needed, students are given exercises to improve

direction, consistency etc.
Ask students to analyse their own handwriting using the


of direction, spacing, the impression handwriting gives
and occasions of particular importance e.g. job
applications.
Discuss strategies for improving spelling, e.g.

keep a personal vocabulary or word book;
LSCWC;
sound out words phonetically;
identify the part of word the student gets wrong and
invent a personal mnemonic;
students personal strategies for remembering
spellings.
Give further practice with dictation, multiple choice and

gap-fill exercises.
Ask students to compare difference in sound and

meaning. Give other examples and ask students to
analyse the pattern.
Practise spelling of common and relevant key words,

identifying patterns from language in texts, e.g. silent e.
Take a sentence from a text: I hope to see you soon.
Compare with: I hop and jump when I dance.
Sample activities

Practise joining letters to help with the flow.
Ask teacher for handwriting patterns to practise with outside the classroom, if they need to improve their
handwriting.
Find out which ways of remembering spelling works for them, i.e. try various ways:
look-say-cover-write-check or sounding out words phonetically or learning a mnemonic etc.
Write a little everyday, for example keep a simple diary in English.
Go over corrected homework, checking for spelling and punctuation, do a second draft where necessary.
Ask their teacher for self-checking materials for further practice with particular areas they feel they need to
improve, e.g. spelling, punctuation, grammar.
Ask about joining a local Open Learning Centre.
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Writing Level 1
At this level adults can write to communicate information, ideas and opinions clearly using length, format and style
appropriate to purpose and audience.
judge how much to write, and the level of detail to include;
present information in a logical sequence, using paragraphs where appropriate;
use language suitable for purpose and audience;
use format and structure for different purposes;
write in complete sentences;
use correct grammar (such as subject-verb agreement, correct use of tense);
punctuate sentences correctly, and use punctuation so that meaning is clear;
spell correctly words used most often in work, studies and daily life;
proof-read and revise writing for meaning and accuracy;
in documents such as forms, records, e-mail, letters, narratives, instructions, reports, explanations.
Writers will be producing text independently for personal writing and short formal and informal texts.
They will be using proof-reading and self-correction strategies.
They can expect guidance and modelling for extended writing, particularly non-fiction/non-narrative writing,
and more complex text types or genres.
They will be aware of the major differences between spoken and written English.
They will have general control of the features of Standard English. However, students use of English may
reflect the variety of English commonly used in their community rather than standard English. Teachers need
to ensure that these issues are discussed.
wherever possible.
Under Knowledge and understanding, see Speaking Level 1 for grammar at this level. Under Examples of
application, feature and level, see Speaking Level 1 for examples of language in use and text range. Sample
activities are examples and should not be used as a prescriptive list.
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be aware of the importance of audience,

purpose and outcome, the readers knowledge
and expectations;
L1.1 identify the purpose,

audience and outcome of
writing;
be aware of what assignment titles actually

mean and the cultural implications behind
them, e.g. essay titles in question form do not
require a simple answer but a discussion of
pros and cons;
LI. 2 generate ideas for writing;
Component Skills
Text Focus: Write to communicate information, ideas and opinions.
Key features are:

analysing assignment title, brief or
purpose
deciding what to include and in how
much detail.
Key features are:

purpose
audience
outcome.
Short, paragraphed texts e.g.
personal and other narratives
short reports
simple instructions (e.g. how to get to
a place)
articles
folk stories
formal and informal letters.
Simple texts e.g.
e-mails, messages and memos
CV
complex forms (e.g. application for job
or course).
Look at a variety of assignment titles and identify key

words which indicate purpose.
Compare assignment titles with assignments in students
previous learning.
Use a variety of stimuli to set context and generate ideas,
such as discussion questions, other texts, pictures, audio
and video tapes.
Stimulate ideas.
Discuss main ideas, level of detail required and logical
order.
In pairs, groups or alone, write a list of points about a
different topic, compare with others.
Tell students they are going to write something

themselves (e.g. one of the above). Ask them to consider
who the audience will be, why they are writing it and
what effect they want the writing to have.
Compare with texts in students own languages: focus on

differences e.g. where an author conventionally states
the purpose.
Take feedback and ask students to compare the texts in

terms of audience, purpose and outcome.
Ask students to work in small groups and:

a) identify the intended audience/reader
b) state the authors purpose
c) state the authors desired response.
Bring in examples of different types of short,

paragraphed texts a recipe, a newspaper article, an
extract from a text-book, a short story.
Sample activities
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be aware of key features of note-taking

using abbreviations, symbols
numbering
listing
different note-taking formats for different
texts;

writing and speaking;
L1.3 make notes from written

and oral sources for different
purposes;
L1.4 identify appropriate register

for task and audience;

spoken and written English;
Component Skills
Contrasting registers are needed for:

memo and e-mail
formal and informal letters
story and report.
Key f1eatures of formal and informal

writing are:
short forms
vocabulary
mode of address
differences in structure for the same
function, e.g. requests
Can you send me a map?
I would be most grateful if you would
send me . . . ?
Key features of note taking are:

content words
abbreviations
numbering
layout, e.g. listing, spidergram,
mindmap etc.
Discuss differences between spoken and written English

by asking students how they would tell someone about
the office procedure.
Compile a checklist of the differences.
Ask students to compare the two, focusing on the

structure, vocabulary, idiom and ways of making requests
and to complete a grid which contrasts the use of
English in formal and informal writing.
Bring in examples of short texts with contrasting

registers e.g. memo to all staff regarding office
procedure and e-mail to one colleague and read them
with students.
Students compare their final versions.
Students write a short paragraph using the information in

their notes.
Students feed back orally, using their notes.
Students take notes from a text or oral presentation,

using a pre-set format, as appropriate.
Sample activities
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Writing Level 1
161

L1.5 plan writing, using

appropriate structure and format
to communicate information,
ideas and opinions clearly and
effectively;
L1.6 organise writing into

paragraphs, and show the links
between paragraphs;
develop awareness of key aspects of different

paragraphing structures;
develop understanding of the concept of

paragraphing;
develop awareness of different ways of

planning and be aware of ways that suit them;
Component Skills
The first problem when we came to

England....
However....After that....The next day....
As a result...
Identify and discuss structure of paragraphs in a variety

of different text types.
Different features of paragraph structure

are:
general statement followed by
elaboration and examples
chronologically sequential points
about a single topic or cluster of topics
statement of argument followed by
points for and against.
Links between paragraphs
....Anyway, I came to England.
Insert words and phrases to link paragraphs in short

texts.
Read short texts and examine links between paragraphs.
Ask students to put texts into paragraphs discuss

reasons for inserting new paragraph.
Work according to the needs of the students as a whole

group, in small groups or individually.
Decide on purpose and audience.
Discuss and decide on main ideas, level of detail required
and logical order.
Elicit/decide on key vocabulary and structures.
Discuss and decide on format conventions for the
particular text type.
Consider the option of planning in students own
languages.
Compare and try out different ways of planning so that
students can find ways that suit them.
Sample activities
Use of paragraphs for making new points,

developing a narrative,
Key features of planning

Identify purpose and audience
Decide what to write
Select and order ideas
Assemble points in logical order to
achieve effect
Identify level of detail required
Identify key vocabulary and structures
Identify appropriate register
Choose format
Make a written plan
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be aware of the process of composing text;
L1.7 compose texts, choosing

appropriate format for different
text types;
produce final draft;
L1.8 proof-read and edit writing

on paper or on screen;
develop awareness of required standards of

accuracy and presentation for final draft;

strengths and weaknesses so that proofreading is focused and personalised;


text types;
Component Skills

Creative and secretarial aspects
a) creative effectiveness in achieving
purpose, style, register, expression.
b) secretarial use of punctuation,
spelling, paragraphing, and personal
areas of grammatical weakness, e.g.
tenses, prepositions, passive/active
voice.
Ask students to bring in examples of different text types

in their languages and compare text format conventions.
Paragraphing as in 1.6.
Use reference tools such as spell-check on computer or

in book form.
Group discussion of suggested amendments.
Use a proof-reading key.
Combine with critical reading strategies

(see Reading Level 1) to identify more and less effective
ways of writing.
Students to work in pairs or individually to plan and

compose a first draft.

and video tapes.

Ask students to identify features of different

text types e.g. reports
a) usually have headings
b) are sometimes written in columns
c) are often illustrated with diagrams or visuals.
Bring in examples of various text types which use a range of

different formats and read them with the students.
Sample activities
Planning as in 1.5.
Key features of layout include:

paragraphing
listing
columns
use of headings
numbering, bullet points
diagrams, illustrations.
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163

which underpin certain types of questions/
categories in certain types of forms;
L1.9 complete forms with some

complex features.

Component Skills
L1.10 write using a variety of

sentence patterns;
develop ability to give very clear accounts

without ambiguity, with illustration if
appropriate.
Component Skills
Key features are:

accuracy in basic grammar appropriate verb tense and subject
verb agreement
complex sentence structure as
itemised in Level 1 Speaking.

elements.
Listening, reading and speaking exercises, focusing on

particular grammatical elements
Range of grammar practice activities
Sample activities
Practise drawing diagrams to clarify descriptions such as

exact location of accident or part of body injured.
Practise filling in parts of forms where whole sentences

and short paragraphs are required, instead of short
answers, using a range of language exercises: matching
structures to functions, gap filling.
Discuss the cultural conventions around the readers

expectations of the different sections of application
forms, records of work etc.
graphic/diagram illustrating text, e.g.

showing exact location of accident
application forms, records of work,
accident report form.
Compare a filled-in library application form (only factual

information is required) and a course application form
(candidate is asked to fill in a section giving reasons for
applying for the course).
Sample activities
Key features are:

of questions
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develop knowledge of the use of correct

punctuation.
L1.11 punctuate sentences

effectively and correctly.
develop knowledge of appropriate special

interest vocabulary;
L1.12 use a range of vocabulary

appropriately;
be aware of a range of common collocations;
be aware of what vocabulary is appropriate for

which audience;
Component Skills
Component Skills
Use a thesaurus to find words.
Look at origin of words, compare with students own

languages, be aware of false friends (e.g. words which
look the same but have different meanings).
Work on the use of vocabulary, using a range of language

development exercises.
Include abstract vocabulary class nouns

and phrasal verbs.
Include idiomatic English and slang.
Introduce new vocabulary in a variety of ways, through a

range of texts, brainstorming, video and listening
exercises.
Sample activities
Set up practice exercises, e.g.

short dictations with pauses to indicate sentence
breaks;
give students incorrect versions of text to correct/add
missing punctuation.

Sample activities
Knowledge of general and specialised

vocabulary.
Key features of punctuation are:

capital letters
full stops
question marks
exclamations
commas for listing items in connected
prose
punctuation for connectives such as
However, etc.
apostrophe for possession and
omission
speech marks.
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develop knowledge of word stems and

common prefixes and suffixes;
develop knowledge of a wide range of spelling

patterns;
L1.13 build families of related

words;
L1.14 improve accuracy of

spelling;
L1.16 produce legible text.
L1.15 use independent

strategies to aid spelling;
develop a critical awareness of personal

features of own handwriting.
be aware of a range of occasions when legible

handwriting is essential;
develop understanding of need to practise

regularly and to join up handwriting in order to
utilise motor memory;
develop understanding of personal learning

style and an awareness of the importance of
independent strategies to aid spelling;
be able to use dictionary or spell-checker for

correct spelling;
Component Skills
Key features are:

of letters
size of letters
Key features are:

look-say-cover-write-check
sounding out the word phonetically
look for words within words
identify part of the word you misspell
and invent personal mnemonics
use colour or split up words to highlight
visual features, e.g. r ece ive.
Be able to spell relevant key words,

familiar technical terms and other
common vocabulary items accurately.
Key features are:

suffixes
prefixes.

improve direction, consistency etc...


of direction, spacing , the impression handwriting gives
and occasions of particular importance e.g. job
applications.
keep a personal vocabulary or word book;

find ways of remembering spellings that match
individual learning style;
look, say, cover, write, check;
regular writing practice joined up handwriting.
Discuss strategies for improving spelling, e.g.
Give further practice with dictation, multiple choice and

gap fill exercises.
Practice spelling of common and relevant key words,

identifying patterns from language in use in texts.
Look at synonyms and opposites.
Working from texts, identify groups of common prefixes

and suffixes and develop exercises around them.
Discuss meanings of prefixes and suffixes.
Sample activities

Learn a new word each day and use it in conversation and writing.
Learn to spell 10 new words each week.
Analyse what they could improve about their handwriting and practise that element (e.g. too big, too small,
not regular).
Find out which ways of remembering spelling works for them, i.e. try various ways: sounding out words
phonetically, learning a mnemonic etc.
Write a little everyday, for example keep a simple diary in English, write for the student magazine, find
someone to write to or e-mail in English.
Go over corrected homework, checking for spelling and punctuation, do a second draft or third where
necessary.
Use a thesaurus to expand their vocabulary.
improve, e.g. spelling or punctuation, or ask about joining a local Open Learning Centre.
When writing, use similar text types as models until they are confident to break away from the model.
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Writing Level 2
At this level, adults can write to communicate information, ideas and opinions clearly and effectively, using length,
format and style appropriate to purpose, content and audience.
judge how much to write, and the level of detail to include;
present information and ideas in a logical or persuasive sequence using paragraphs where appropriate;
use format and structure to organise writing for different purposes;
use formal and informal language appropriate to purpose and audience;
use different styles of writing for different purposes (such as persuasive techniques, supporting evidence,
technical vocabulary);
construct complex sentences;
use correct grammar (such as subject-verb agreement, correct and consistent use of tense);
use pronouns so that their meaning is clear;
punctuate sentences correctly and use punctuation accurately (such as commas, apostrophes,
inverted commas);
spell correctly words used most often in work, studies and daily life, including familiar technical words;
proof-read and revise writing for meaning and accuracy;
in a wide range of documents.
Writers will be producing text independently for personal and academic writing, and for formal and
informal texts.
They will be using proof-reading and self-correction strategies.
They can expect guidance and modelling for extended writing, particularly academic and non-fiction writing
and more complex text types or genres.
They will be aware of the differences between spoken and written English.
They will be aware of and be able to use the features of standard written English.
wherever possible.
Under Knowledge and understanding, see Speaking Level 2 for grammar at this level. Under Examples of
application, feature and level, see Speaking Level 2 for examples of language in use and text range. Sample
activities are examples and should not be used as a prescriptive list.
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be aware of the importance of audience,

purpose and outcome, the readers knowledge
and expectations;
L2.1 identify the purpose,

audience and outcome of writing;
be aware of what assignment titles actually

mean and cultural implications behind them,
such as that essay titles in question form do
not require a simple answer but a discussion of
pros and cons;
L2.2 generate ideas for writing;
Component Skills
Analyse assignment title, brief or

purpose of the writing.
Decide what to include and in how
much detail.
Decide how to get information (e.g.
from books, world-wide web, talking to
people, thinking things through).
A wide variety of audiences employer,

examiner, teacher, magazine readers,
official agencies etc.
Other texts:
e-mails, messages and memos, CV,
complex forms (e.g. application for
nationality, UCAS form), posters.
A wide range of texts including

paragraphed texts:
personal and other narratives, poems,
reports, essays, brochures, instructions
(e.g. how to use a piece of equipment),
articles, formal and informal letters.
Purpose
Audience
Outcome
Draw up an action plan for gathering information what

is needed and how to get it.
In pairs, groups or alone, write a list of points about a

particular topic, compare with others.
Use a variety of stimuli to set context and generate ideas

(discussion questions, other texts, pictures, audio and
video).
Discuss meaning of abstract verbs

e.g. discuss, evaluate, compare.
Compare assignment titles with assignments

in students previous learning.
Look at a variety of assignment titles and identify key

words which indicate purpose.
See Level 1, L1.1 for expansion of these and other ideas

of activities.
For each piece of writing that students do, use this

checklist:
purpose;
who for;
result or effect required;
text type or genre;
amount of detail and length.
Look at a range of texts written for different audiences

and decide:
what their purpose is;
who they are aimed at;
what effect they have;
what response they expect;
whether the amount of detail is appropriate.
Sample activities
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be aware of key features of note-taking

using abbreviations, symbols
numbering
listing
different note-taking formats for
different texts;
develop understanding of skills involved in

summarising information and be aware that it
is a skill that can be learnt;
Component Skills
L2.3 make notes from written

and oral sources for different
purposes;
L2.4 summarise and synthesise

information;
Key features of summarising are to:

identify main points
delete unimportant points
include important details
delete repeated information
use general statements to cover
several points.
Key features of note taking are:

content words
abbreviations
numbering
layout, e.g. listing, spidergram,
mindmap etc.
Practise summarising
using chapter headings and subheadings as an aid to
summary;
highlighting key words in a passage;
identifying topic sentences;
inventing topic sentences when they are missing;
labelling paragraphs;
selecting general statements from a list of mixed
general and particular statements;
writing relevant general statements to cover a number
of examples.
Students discuss different ways of taking notes and

identify which one works best for own learning style.
Students write a short paragraph using the information in

their notes.
Students feed back orally, using their notes.
Students take notes from a text.
Sample activities
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writing and speaking;
L2.5 identify appropriate register

for task and audience.
L2.6 plan writing, using

appropriate structure to
communicate information,
ideas and opinions clearly
and effectively;
develop awareness of different ways of

planning.


spoken and written English.
Component Skills
Key features of planning are to:

identify purpose and audience
decide what to write
select and order ideas
assemble points in logical order to
achieve effect
identify level of detail required
identify key vocabulary and structures
choose format
make a written plan.
Contrasting registers, needed for:

formal letter and e-mail
description in a letter as opposed to a
literary piece of writing
personal diary
report.
Key features of formal and informal

writing are:
short forms
vocabulary
mode of address
differences in structure for the same
function, e.g. requests
Can you send me a map?
I would be most grateful if you would
send me . . .
passive/active voice.
Working according to the needs of the students as a

whole group, in small groups or individually
decide on purpose and audience;
use different techniques to note down ideas: listing,
spidergraphs, mind maps;
discuss and decide on main ideas, level of detail
required and logical order;
elicit/decide on key vocabulary and structures;
discuss and decide on format conventions for the
particular text type;
consider the option of planning in students own
languages;
compare and try out different ways of planning so that
students can find ways that suit them.
Discuss differences between spoken and written English

by asking students how they would tell someone about
the colleges enrolment procedure. Compare this with a
formal written account, taken from the prospectus.
Classify formal and informal, academic and everyday use

of vocabulary and expressions e.g. food/nutrition,
washing/laundry, give someone a lift/to take.
Compile a checklist of the differences.
Ask students to compare the two, focusing on the

structure, vocabulary, idiom and ways of making requests
and to complete a grid which contrasts the use of
English in formal and informal writing.
Bring in examples of short texts with contrasting registers

e.g. a diary entry about your child at nursery and a report
about the nursery and read them with students.
Sample activities
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develop understanding of the conventional

way to structure an argument in English for
particular text types;
Component Skills
L2.7 construct effective

arguments;
A report recommending a particular

course of action.
An essay arguing a particular point of view.
A letter of complaint to an official giving

reasons for complaint and request for
action.
Structural features:
Introduction, main body, conclusion
Use of paragraphs for making new
points, developing a narrative,
developing an argument
Different features of paragraph structure
a. General statement followed by
elaboration and examples
b. Chronologically sequential points
about a single topic or cluster of
topics
c. Statement of argument followed by
points for and against.
Linguistic features:
Discourse markers linking clauses,
sentences and paragraphs.
Key features include the following.
Insert words and phrases to link paragraphs in short

texts.
Read short texts and examine links between paragraphs.
Identify and discuss structure of paragraphs in a variety

of different text types.
Ask students to put texts into paragraphs discuss

reasons for inserting new paragraph.
Compare with structure of an argument in own language.
Read texts of same type and analyse key linguistic and

structural features for that type. Linguistic features:
The main advantage is...As a result, x is happening.
Structural features: introduction, first point, contrasting
point, second point, contrasting point, conclusion.
Examine the issue in graphical form, e.g. draw up chart

with arguments for and against, make notes using flow
chart showing sequence of events leading to particular
effect.
Sample activities
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text types/genres;
L2.8 compose texts, choosing

appropriate format and layout for
different text types/genres;
Key features are:

Creative and secretarial aspects
a) Creative effectiveness in achieving
purpose, style, register, expression.
b) Secretarial use of punctuation,
spelling, paragraphing, and personal
areas of grammatical weakness,
e.g. tenses, prepositions, passive/
active voice.


strengths and weaknesses so that proofreading is focused and personalised;
L2.9 proof-read and edit writing

on paper or on screen;
produce a final draft;
develop awareness of required standards of

accuracy and presentation for final
presentation;
Key features are:

planning as in L2.6,
paragraphing and developing
argument as in L2.7.
Features of format and layout include:

paragraphing
listing
columns
use of headings
numbering, bullet points
diagrams, illustrations.
identify elements of style that aid

in achieving purpose;
develop awareness of how elements of style

can help writing achieve its purpose.
Component Skills
Use reference tools such as spell-check or thesaurus on

computer or in book form.
Group discussion of suggested amendments.
Peer-edit each others work.
Combine with critical reading strategies (see Reading

Level 2) to identify more and less effective ways of
writing.
Students to work in pairs or individually to plan and

compose a first draft.
Stimulate ideas.

and video.
Identify what does or does not make them successful

content, clarity of expression, style, register, form.
Read short texts and discuss how successful. they are in

terms of achieving their purpose.

Ask students to identify features of different text types.
Bring in examples of various text types which use a range

of different formats and read them with the students.
Sample activities
Draft
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173

which underpin certain types of
questions/categories in certain types of forms;
L2.10 use a variety of pre-set

and outline formats to present
or fill in information in graphical
form.

Component Skills
L2.11 write using a wide range

of sentence patterns;
be aware of expectations and conventions of

presentation in pre-set formats.
develop ability to give very clear account

without ambiguity, with illustration if
appropriate;
Component Skills
Key features are:

complex sentence structure;
accurate use of tenses, subject-verb
agreement, pronouns, pronoun
referencing and other features of
grammar at this level, as appropriate
to the purpose of the writing.
Application forms, records of work,

accident report or incident form
Key features are:

of more complex forms, tables
graphic/diagram illustrating text, e.g.
showing part of body injured.

elements.
Listening, reading and speaking exercises, focusing on

particular grammatical elements
Range of grammar practice activities
Sample activities
Summarise the points to be made to fit into available

space or required number of words.
See L1.9 for more detailed activities.
Sample activities
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develop knowledge of the use of punctuation

for effect as well as clarity.
L2.12 punctuate sentences

effectively and correctly.

own handwriting;
L2.16 produce legible text.
develop understanding of situations where

legible, correctly formed handwriting is
important.
Skills
Component Skills
Key features are:

consistency of direction and formation;
spacing between words;
size of letters;
Examples
Punctuation including:
capital letters
full stops
question marks
exclamations
commas for listing items in connected
prose
punctuation for connectives such as
However, etc.
colon and semi-colon
apostrophe for possession and
omission
speech marks.

improve direction, consistency etc.


and discuss why they are good or bad, e.g.
inconsistency of direction, spacing , the impression
handwriting gives and when good handwriting is
particularly important e.g. job applications.
Sample activities
Set up practice exercises, e.g.

short dictations with pauses to indicate sentence
breaks;
give students incorrect versions of text to correct/add
missing punctuation;
discuss with students how they punctuate.

Sample activities

Learn a new word each day and use it in conversation and writing.
Learn to spell 10 new words each week.
Analyse what they could improve about their handwriting and practise that element (e.g. too big, too small,
not regular).
Find out which ways of remembering spelling works for them, i.e. try various ways: sounding out words
phonetically, learning a mnemonic etc.
Write a little everyday, for example keep a simple diary in English, write for the student magazine, find
someone to write or e-mail in English.
Go over corrected homework, checking for spelling and punctuation, do a second draft or third where
necessary (this is where they learn).
Use a thesaurus to expand their vocabulary.
improve, e.g. spelling or punctuation, or ask about joining a local Open Learning Centre.
When writing, use similar text types as models until they are confident to break away from the model.
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176
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Section 6:
ESOL Glossary
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177
accent
features of pronunciation which vary according to the speaker's regional and social origin. All oral
language, including standard English, is spoken with an accent. The term accent refers to
pronunciation only.
accuracy
using standard and grammatically correct English
active
(see verbs - voice)
adjective
a word that describes somebody or something. Adjectives come either before a noun, or after
some verbs, e.g. a busy day, Im busy
adjectival phrases
a group of words, organised around an adjective, e.g. very good indeed; too expensive for me
adverb
a word that gives extra meaning to a verb, an adjective, another adverb or a whole sentence, e.g.
I resolly enjoyed the party; shes resolly nice; he works resolly slowly; resolly, he should do
better
Adverbs: demonstrate how, where, when or how often something happens or is; revesol the
degree of intensity of a feeling, action or opinion; give the attitude of the speaker to what he or
she is saying; provide connections in meaning between sentences.
Many adverbs, but not all, are formed by adding -ly to an adjective, e.g. quickly, dangerously,
nicely. However, some -ly words are adjectives, not adverbs (e.g. lovely, silly, friendly).
adverbs of frequency
adverbs such as sometimes, often, usually, never. The word order differs from that of other
adverbs.
adverbial phrase
a group of words that functions in the same way as a single adverb, e.g. by car, to work, last
week, three times a day, first of all, of course.
agreement (or concord)
in some cases the form of a verb changes according to its subject (so the verb and subject
agree), e.g. I am/he is/they are; I was/you were; I like/she likes, I dont/he doesnt
alternative question
(see question)
appropriate
describes a text, word, utterance or style that is suitably phrased for its intended audience and
form. Appropriate accepts that different contexts require different treatments and is in this
respect to be differentiated from correct, which is more concerned with the right grammatical
formulation of an expression.
article
the article is a type of determiner. There is a definite article (the) and an indefinite article (a or
an).
audience
the people addressed by a text. The term refers to listeners, readers of print, film/TV audiences
and users of information technology.
auxiliary (see verbs)

blend
the process of combining phonemes into larger elements such a clusters, syllables and words.
Also refers to a combination of two or more phonemes, particularly at the beginning and end of
words, st, str, nt, pl, nd.
causality (see discourse)

concept questions
a teaching or checking technique, to make sure that students have understood the meaning of a
grammatical form they are learning. An example might be Does he still work there?, to check
understanding of the meaning of the sentence Bob has worked there for 20 years.
chunk
a manageable unit of language for analysis or for students to work on
clause (see also syntax)
a group of words that expresses an event (she drank some water) or a situation (she was
thirsty/she wanted a drink), usually containing a subject (she in the examples) and verb
(drank/was/wanted)
A main clause is complete on its own and can form a complete sentence (e.g. It was raining.).
A subordinate clause (when we went out) is part of the main clause and cannot form a complete
sentence on its own. Some subordinate clauses do not require a subject and verb, but in many
such cases the verb be can be understood (When in Rome, do as the Romans do).
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closed questions
(see questions)
cloze
a kind of assessment task, which involves taking a written text and deleting words at regular
intervals, e.g. every 7th word, for students to fill the gaps
cohesive devices
(see discourse)
cohesive ties
(see discourse)
communication strategy
a strategy adopted by a learner of a language to get meaning across when linguistic ability is not
adequate to the task, e.g. miming, or asking for explanation
comparative
comparative sentences usually involve an adjective or adverb. Comparison can be unequal, e.g.
She is tidier than me; He works more quickly than I do, or equal comparison, e.g. She is as
tidy as me.
complement
(see syntax)
complex sentence
(see syntax)
compound sentence
(see syntax)
comprehension
questions
conditional sentence
a teaching or testing technique, whereby teachers ask students questions to check understanding of a reading or listening passage
a conditional sentence normally consists of two clauses, one of which is introduced by a word
such as if or unless. It is often asserted that there are three types of conditional:
first conditional (future possibility) If it rains, I'll take my umbrella;
second conditional (improbable or hypothetical) If I had the money, Id go with you;
third conditional (impossible) If you had worked harder, you would have passed.
In fact, many conditionals are mixed, i.e. combinations of the above, e.g. If you had worked
harder at school, you would be in a better job now.
conjunction
a word used to link clauses within a sentence. Co-ordinating conjunctions (and, but, or and so)
join (and are placed between) two clauses of equal weight; subordinating conjunctions (e.g.
when, while, before, after, since, until, if, because, although, that) go at the beginning of a
subordinate clause.
consonant
a consonant is a speech sound which obstructs the flow of air through the vocal tract; for
example, the flow of air is obstructed by the lips in p and by the tongue in l. The term also refers
to those letters of the alphabet whose typical value is to represent such sounds, namely all except
a,e,i,o,u. There are 21 consonant letters in the alphabet, (i.e. all except the five vowels - see
below) but 24 distinctive consonant sounds in English, which are normally represented in writing
by the above letters, singly or in combination. The letter y can represent a consonant sound (yes)
or a vowel sound (happy).
consonant digraph
a combination of two consonant letters to represent a single consonant sound, e.g. ch in chess,
th in thanks
content words/
information words
context
content words, or information words, carry the meaning of the sentence. They are usually nouns
or verbs and contrast with grammatical words such as the and to. In sending a telegram, the
content words would be the ones included.
context can refer to situation or to language
A description of the situational context takes into consideration the place, the type of
interaction, the number of people involved and the relationship between them, etc. The context
can play a large part in the choice of language, e.g. choice of vocabulary, or choice of formal or
informal register.
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The term linguistic context refers to the language surrounding a particular item of language
which is under discussion, e.g. when discussing the meaning of a word, it is often necessary to
consider it in the context of its sentence or of the text as a whole.
context clue
a context clue enables a learner to use either situational or linguistic context (see above) to infer
the meaning of a linguistic item, which is not otherwise clear
convention
(see discourse)
countable noun
(see noun)
cross-cultural features
this refers to the fact that languages and cultures may of communication be similar or different
in conventions of communication. The conventions may be linguistic, e.g. in how often and when
please and thank you are used, or non-linguistic, e.g. in whether or not people normally stand
close together in conversation.
decode
to translate the visual code of the letters into a word
definite article
(see article)
demonstrative
this and that may be referred to as demonstrative pronouns, e.g. in This is mine. If followed by
a noun they are sometimes referred to as demonstrative adjectives, e.g. This book is mine.
derivation
this term refers to the process whereby one word is derived from another, usually by the addition
of prefixes and suffixes, e.g. unhappy and happiness are derived from happy.
descriptive
defines text that attempts to describe an event, a process or a state without passing judgement
on it, or offering an explanation of it. Because of its concern to convey an experience as
accurately as possible, descriptive text often makes greater use of adjectives and figurative
language than other forms of writing.
detailed listening
attentive listening, in order to extract specific information and to get as complete an

understanding of the listening passage as possible
detailed reading
indicates a form of reading that is at the opposite end of the spectrum from skimming or
scanning. Detailed reading involves careful reading in order to extract specific information, but
also to gain a complete understanding of the texts intentions and the way in which language
choice and syntax combine to produce a particular message.
determiner
the term refers to a class of words, occurring before a noun. The definite and indefinite article
(the, a, an) are a type of determiner. Other examples are this, some, every.
Determiners include:
articles
a/an, the
demonstratives
this/that, these/those
possessives
my/your/his/her/its/our/their
quantifiers
some, any, no, many, much, few, little, both, all, either, neither,
each, every, enough

numbers
three, fifty, three thousand etc.
some
which (which car?), what (what size?)
question words
whose (whose coat?)
When these words are used as determiners, they are followed by a noun (though not necessarily
immediately):
This book is yours.
some new houses
Which colour do you prefer?
Many determiners can also be used as pronouns. These include the demonstratives, question
words, numbers and most of the quantifiers. When used as pronouns, these words are not
followed by a noun their reference includes the noun:
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This is yours. (= this book, this money, etc).

I've got some.
Which do you prefer?
discourse
a stretch of language larger than a sentence. Discourse analysis involves studying these larger
units of language, and concerns the relationship between language and the contexts in which it
is used, as well as relationships between different parts of the text.
The term discourse type refers to the type of text under consideration, e.g. a formal letter, a
newspaper article, a poem, a prepared speech, an interview, a social conversation. Terms
similar in meaning are text type and genre. NB The term text is not only used to refer to a
written text, but can also refer to a stretch of spoken language. The term discourse convention
refers to the ways in which discourse is traditionally organised in a particular language and
culture, e.g. the conventional way to close a formal letter, or open a telephone conversation.
An important feature of discourse is cohesion. Cohesive devices or ties help to make clear the
relationships between parts of a longer text, e.g. when a pronoun is seen to refer to a noun in
another part of the text. Discourse markers are another type of cohesive device. Words or
phrases such as however, but, on the other hand to show contrast, and, moreover to indicate
additional information, because, as to show causality, for example are types of discourse
marker that may be referred to as linking words. Some, but not all of these are conjunctions.
Other common types of discourse marker are sequence markers (sequencing adverbs), e.g.
firstly, after that, finally, and discourse markers which indicate the purpose of a part of the text,
e.g. for example, to sum up, to cut a long story short.
Discourse skills is a term often used to describe students' ability to organise their speaking or
writing (particularly longer stretches) coherently, and includes appropriate use of the cohesive
devices mentioned above.
discourse marker
(see discourse)
discourse skills
(see discourse)
discourse type
(see discourse)
drill
a practice technique used for developing accuracy in spoken English, where students are asked
either to repeat a given sentence exactly or make minimal changes to it. Types of drill include
repetition, substitution (in which students are asked to change one word of a given sentence, and
incremental, (in which students add a word or phrase to a given sentence).
ear-pinning
the equivalent in listening of scanning in reading. The listener is interested only in a specific
item of information and will concentrate on listening for that, e.g. when listening for railway
announcements.
echoing
the tendency for speakers to repeat, in part, the previous speaker's words, to show agreement,
or to show surprise: Wheres Bob? Hes gone to India. Hes gone to India?
eliciting (elicitation)
a technique used to encourage students contribution when new language is taught, and to find
out how much students already know. Rather than being presented with information, students
are given a stimulus and encouraged to provide the information themselves.
elision
this term refers to the omission of certain sounds in connected, and especially rapid speech, e.g.
Gnight; gmorning; snice; fishnchips.
embedded question
(see question)
explanatory
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an adjective used to describe text written to explain how or why something happens.
Explanatory text tends to use connectives expressing cause and effect (e.g. so, therefore, as a
result) and time (e.g. later, meanwhile) and the passive voice (e.g. Tax is usually deducted at
source) more than many other forms of text.
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formal
depicts a style of language where the choice of words, syntax and address is determined by a
distance from the audience, which may be dictated by the context (e.g. a letter of application,
official documents) or the result of a lack of knowledge of this audience. Formal language tends
to be characterised by more elaborate grammatical structures and by longer and more
conservative vocabulary (e.g. receive rather than get, gratuity rather than tip).
format
the way in which a text is arranged or presented (e.g. as a book, leaflet, essay, video, audiotape)
or the way in which it is structured (e.g. the use made of headings, sub-headings,
diagrams/photographs with captions)
function
(see language function)
future simple (see tense)
genre (see discourse)
gerund
a gerund is derived from a verb, but behaves as a noun, e.g. I like sport, I like running, where
sport is a noun, and running is a gerund
gist listening
listening to a passage in order to pick out the topic and the main points, but not too much detail
gist reading
the main point or idea of a text. Reading for gist is thus reading for identification of the main point
only.
grammar
(see syntax & morphology)
graphic knowledge
the ability to understand the key features of the English writing system, including the basic shape
of the letters, the plural form of nouns, spelling patterns in verb endings, the difference between
upper and lower case, etc. At its most complicated, this term may also be used to show
understanding of the other features, typographical or visual, of a text that hold a clue to its
meaning.
handwriting patterns
exercises designed to enable students to develop appropriate hand movements for letterformation and make shapes on paper similar to those required for writing
high frequency words
words that occur frequently; someone who is unable to recognise or use these words will
therefore be at a disadvantage
idiom
a group of words whose meaning can not be predicted from the constituent parts, e.g. out of the
blue, learn by heart. An idiom may also be referred to as an idiomatic expression.
idiomatic usage
the use of words or phrases in a sense other than their literal meaning
imperative
a form of the verb that expresses a command or instruction (e.g. Hold this! Take the second left)
incremental drill
(see drill)
indefinite article
(see article)
infer meaning
or information
inflected forms of verbs
meaning is not always stated overtly in a text, but may be implied. Inferring involves picking up
clues to help with reading between the lines.
inflection refers to the way verb forms change, often by a change in ending, e.g. to show
differences in tense
informal
depicts a style of language where choices of words, grammatical construction and address are
determined by a connection with the audience which may be actual or sought. Informal language
tends to be more colloquial and familiar than formal language, to use less technical or complex
vocabulary and to have simple grammatical structures.
information word
(see content word)
instructional texts
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describes text written to help readers achieve certain goals (such texts include recipes, vehicle
repair manuals, self-assembly instructions). Instructional text tends to use imperative verbs
Draft
often placed at the beginning of sentences to form a series of commands, and time-related
connectives e.g. then, next, first.
intensifier
an adverb which increases the impact of another word or phrase (usually adjective or adverb).
Examples of intensifiers are very, extremely, resolly.
interlocutor
a term often used when discussing oral skills. The interlocutor is the person with whom the
student is speaking, e.g. when a student is shopping, the interlocutor is the shop assistant.
intonation
intonation is the aspect of phonology by which changes in the musical pitch of the voice are used
to structure speech and to contribute to meaning. Among other functions, intonation may
distinguish questions from statements (as in Sure? Sure!), or indicate contrastive and emotive
stress (as in I said two, not three, or I just hate that advertisement!).
jigsaw reading
a classroom activity, whereby different students read different texts, or different versions of the
same text, and exchange information gained from their reading
kernel sentence
a kernel sentence may be a simple sentence given to students for them to expand and develop
it. This approach may be used to improve students writing.
key words
the words that carry the substance of a phrase or sentences meaning. Identifying the key words
of a text is therefore a means of understanding its gist. The term is also applied to those words
in any subject that, it is considered, learners have to understand if they are to progress.
language experience
an approach to developing literacy that uses the learners own words to provide the basis for
language work. Typically, a teacher adopting a language experience approach will transcribe
spoken text supplied by the learner, so that there is a written text with which the learner is
familiar, to be used for further work in reading and writing.
language function
the purposes for which the speaker or writer is using the language, e.g. to request action, give
an opinion, express displeasure, invite
language variety
the way in which language can vary according to social context or geographical region. Examples
of varieties are Australian English, Indian English, Black English.
limited meaningful
vocabulary
a person with a limited meaningful vocabulary is able to recognise and use a restricted number
of words only, but these words are important for that persons ability to function effectively in
their everyday and working lives
linking words
(see discourse)
look, say, cover,
write, check
an approach to remembering spellings, in which students read, cover the word(s) they want to
remember, write, then check their own work
lower case
a term used to describe small letters, that is all letters that are not capital, letters. In print, lower
case letters will be of varying size, with some having ascenders and some having descenders
(parts of the letter rising above and below the main body of the letter, respectively), and some
having neither.
mind map
a way of writing ideas as they arise, without organising them into the form of a written text. It is
used in teaching writing to enable students to feel clear about what they want to write, before
thinking about how to write it. A similar technique is a spidergraph.
mnemonic
a device to aid memory, for instance to learn particular spelling patterns or spellings: I Go Home
Tonight; There is a rat in separate.
modal (see verbs)

morphology
the branch of grammar which concerns itself with the structure of individual words. For example,
the grammatical meaning of a word can change through addition of a morpheme (book, books or
wait, waited.)
multiple choice
a method of teaching or testing, in which the students are provided with a number of possible
answers and are required to select the right one.
narrative
describes text that re-tells events, often in chronological sequence. Narrative text may be purely
fictional, or it may include some information; it may be in prose or poetic form.
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non-verbal signalling
the aspects of communication which do not involve language as such, e.g. body language and eye
contact.
Conventions of non-verbal signalling may differ from culture to culture.
noun
a noun is a word that denotes somebody or something (e.g. My younger sister won some
money in a competition).
Proper nouns are the names of people, places, organisations, etc. These normally begin with a
capital letter: e.g. Amanda, Birmingham, Microsoft, Islam, November.
Count, or non-mass nouns can be either singular (only one) or plural (more than one). Mass
nouns do not normally occur in the plural (e.g. butter, cotton, electricity, money, happiness).
A collective noun, a word that refers to a group (e.g. crowd, flock, team), is singular in form, but
is often thought of as plural in meaning. Whether we say The team have won all their games
so far or The team has won all its games so far will depend on whether we are talking about
the team as a collection of individual players (they) or as a collective working together (it).
object (see syntax)

object pronouns
a personal pronoun in object position, e.g. me, you, him, them.
(see also pronoun and object)
open questions
(see question)
organisational features
of text
refers to those aspects of the visual display of text that give a clue to its status and to its relation
to other pieces of text. Such features include: contents pages, chapter headings and other subheadings, bullet-point lists, captions to photographs and illustrations, text presented in special
display boxes, tables, footnotes, indexes, etc.
paragraph
a section of a piece of writing, often containing a single focus, time, place or speaker (in a passage
of dialogue). A new paragraph marks a change in one of these, and begins on a new line, usually
with a one-line gap separating it from the previous paragraph, and occasionally indented.
parts of speech
this term is sometimes used to refer to the grammatical classification of words, e.g. noun, verb,
adjective, adverb, pronoun, conjunction,determiner
passive
(see verbs - voice)
past continuous
(see verb tense)
pelmanism game
a game sometimes used to help students develop memory and recognition in reading. Cards with
words on are placed face down. Students turn up two cards. If the two cards are the same, they
keep the cards. If not, they replace them and try again.
persuasive
describes a text that aims to persuade the reader. A continuous persuasive text typically consists
of a statement of the viewpoint, arguments and evidence for this thesis, possibly some arguments
and evidence supporting a different view, and a final summary or recommendation. Other types
of persuasive texts (e.g. advertisements) use a combination of textual features including words,
sounds and images, and intertextual knowledge in order to persuade.
phonemic alphabet
(see phonetic alphabet)
phonetic alphabet
an alphabet designed to represent the way a language is pronounced. The International Phonetic
Alphabet can be used for describing many languages, whereas the English phonemic alphabet
includes only the distinctive sounds of the English language (phonemes) of which there are 44.
phonetic symbol
a symbol used to denote a particular sound in language
phonic relationship
the relationship between letters of the alphabet and the sounds of the language which they
represent. This may also be referred to as a sound-symbol relationship.
phonics
a method of teaching reading and spelling that is based on establishing the link between the
sound of a word and its graphical representation
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phonology
the study of the sound systems of languages
phrasal verb
a type of verb consisting of two or more words, one a verb and the other a preposition or adverb.
The meaning is contained in the phrasal verb as a whole, and not in its separate parts, e.g. get
up, get on with, put up with.
pitch
the perception of sound as being high or low
possessive adjective
determiners, such as my, your, his, her may be called possessive adjectives. They are also
increasingly known as possessive pronouns (see below).
possessive pronoun
pronouns showing possession and replacing the noun or noun phrase (e.g. mine, yours, hers)
are known as possessive pronouns. The words my, your, her may also be known as possessive
pronouns.
prefix
a prefix is a morpheme which can be added to the stem of a word in the initial position to change
its meaning, e.g.u in unsafe or dis in disconnect
preposition
common prepositions are at, on in under, above. Prepositions may refer to place (in the market,
at the airport, direction or motion (towards me, over the bridge, time (at 6 o'clock, in a
minute) or idiomatic expressions (over 65, in advance).
prepositional phrase
a group of words organised around a preposition, e.g. at home, in front of the TV
present perfect
(see verb tense)
pre-teaching
an approach whereby students are prepared for a listening or reading task, for instance by being
presented with key vocabulary, before having access to the text
pronoun
is a word that stands in for a noun or noun phrase. There are several kinds of pronoun: personal
pronouns (I/me, you, he/him, she/her, we/us, they/them, it), possessive pronouns (mine,
yours, his, hers, ours, theirs, its), reflexive pronouns (myself, herself, themselves), indefinite
pronouns (someone, anything, nobody, everything), interrogative pronouns (who/whom,
whose, which, what) and relative pronouns (who/whom, whose, which, that).
proof-read
to check a piece of work thoroughly before final publication
questions
alternative question
a question requiring a respondent to choose between two options, e.g. Can you help me, or are
you too busy?
closed question
a question which allows only a limited range of responses
embedded question
a question contained within another question or statement
open question
a question which allows a wide range of responses e.g. What do you think?
question tag
a structure, normally consisting of verb and pronoun, attached to a statement, usually

anticipating the listeners agreement, e.g. Shes nice, isnt she? Its not difficult, is it? Changes
in intonation can affect the intended meaning of question tags, in spoken English.
wh questions
a question introduced by a word beginning with wh or h, e.g. what, when, where, how, who
yes/ no questions
a question expecting the answer yes or no, e.g. Do you eat meat? Are you busy? It normally
involves inversion of subject-verb word order.
register
a variety of language selected for use in a specific social situation. In particular, the register
differentiates formal from informal use of language.
regular
an adjective used to describe words, typically verbs and nouns, that conform to general rules. It
is possible to predict the plural form of a regular noun, or the simple past and past participle form
of a regular verb; it is not possible to do so with irregular nouns and verbs.
relative clause
(see syntax)
rhythm (see stress)
role-play
a technique often used to develop fluency and confidence in oral skills. It involves free practice
in a classroom situation which has been designed to simulate, as closely as possible, a resol-life
language use situation.
scan
to look over a text very quickly, trying to locate information by locating a key word
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185
sequence markers
(see discourse)
sequencing adverbs
(see discourse)
schwa (see stress)
script
the alphabet or other writing system used in a particular language
sentence
a group of words that, in writing, is marked by a capital letter at the beginning, and a full stop (or
question mark or exclamation mark) at the end
A sentence can be simple, compound or complex. A simple sentence consists of one clause (e.g.
It was late).
A compound sentence has two or more main clauses of equal weight joined by and, or, but or so
(e.g. It was late, but I wasnt tired).
A complex sentence consists of a main clause that includes one or more subordinate clauses (e.g.
Although it was late, I wasnt tired).
short answer form

(see verbs)
sight vocabulary
words that a learner recognises on sight without having to decode them or work them out
simple past
(see verb tense)
simple present
see verb tense)
skim
to read to get an initial overview of the subject matter and main ideas of a passage.
sound/symbol association
(see phonic relationship)
spidergraph
(see mind map)
stress
a term referring to the prominence with which a syllable is pronounced. In any word, there will
be one stressed syllable, e.g. im port ant. There will also be one or more stressed word(s)
within a sentence, e.g. Ive just been to York.
In the word important, where the second syllable is stressed, the others are referred to as
unstressed syllables. In an unstressed syllable, the vowel is pronounced as a reduced or
unstressed vowel. The most common unstressed vowel in English is the schwa, i.e. the sound
of the last syllable in father or the first syllable in about.
The rhythm of a language refers to the pattern of alternation between stressed and unstressed
syllables. English has a stress-timed rhythm, meaning that stressed syllables occur at regular
intervals, with the unstressed syllables between them being shortened to fit the time between
the stressed syllables. The number of unstressed syllables between two stressed syllables can
vary, but the time taken to articulate them might not.
stressed syllable
(see stress)
stressed word
see stress)
stress-timed rhythm
(see stress)
subject (see syntax)
subject pronoun
a personal pronoun in subject position, e.g. I, you, he, they
(see also pronoun and subject)
subject
verb agreement
186
a term referring to the way a verb form (usually a verb ending) will change according to the
subject of the sentence, e.g. I like, she likes.
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suffix
a suffix is added to the stem of a word in the final position, e.g. ly in quickly, ness in happiness
superlative
a form which expresses comparison between three or more entities, involving adjectives or
adverbs, e.g. He is the youngest of the three brothers, She is the most hard-working student
in the class.
synonym
a word or phrase with the same meaning as another given word or phrase
syntax
the branch of grammar which studies the relationship between words in a sentence and between
the different elements of sentences. (The other principal branch of grammar is morphology see
above).
Word order in English is usually subject verb object. The subject relates directly to the verb.
For example, where the verb indicates an action, the subject is likely to be the doer of the action.
e.g. Ali arrived = subject + verb. The term direct object refers to the person or thing on which
the action indicated by the verb has an effect, e.g. Sam wrote a letter in which a letter is the
object. Verbs such as give, sent may have an indirect object, e.g. Sam sent Ali a letter, where
a letter is direct object, and Ali, the recipient, is the indirect object. Some verbs do not take an
object, but may be followed by a complement, e.g. Jai wants to be a doctor. In this example,
Jai (subject) and a doctor refer to the same person, making a doctor a subject complement.
The verb to be, as well as verbs such as seem or become are commonly followed by a
complement, which may be a noun or noun phrase, or an adjective or adjectival phrase, as in I
am very happy. Another example of a complement is an object complement, e.g. You make
me happy, where me is the direct object and happy the object complement.
(NB the terms subject, object and complement may refer to a group of words, as well as a single
word).
Syntax is also concerned with the analysis of clause structure. A clause is seen as a unit of
grammar smaller than a sentence but larger than a phrase, and normally containing a verb. Some
sentences, known as simple sentences, contain only one clause, e.g. We had a picnic in the
park.
Compound sentences contain more than one clause, but each is capable of existing
independently of the other. The clauses are often joined by a conjunction, e.g. We had a picnic
in the park, but my son stayed at home.
Complex sentences contain more than one clause, commonly one main clause (which could
stand alone) and one subordinate clause (which is dependent on the main clause) e.g. Ill phone
you (main clause) as soon as Im ready (subordinate clause).
A specific type of subordinate clause is the relative clause, often introduced by words such as
who, which, whose, that. A defining relative clause gives information essential to the meaning
of the sentence, e.g. The sister who lives in Canada is getting married. The relative clause
makes it clear which of a number of sisters is being referred to. A non-defining relative clause
gives additional information, which could be omitted, e.g. My eldest sister, who lives in Canada,
is getting married.
text type (see discourse)

turn-taking
this refers to the conventions which govern the way speakers take turns to speak during
conversation. It is concerned with who initiates, who responds, whether interruption is
permitted, etc. Turn-taking convention can vary according to the formality of a situation or
according to the relationship between speakers or to cultural background.
uncountable noun
( see noun)
unstressed syllable
(see stress)
unstressed vowel
(see stress)
upper case
Draft
a term used to describe capital letters. In print, in any given font and font size, all upper case
letters will be the same height.
187
variety
(see language variety)
verbs
a word that expresses an action, a happening, a process or a state. Two or more words may make
up a verb phrase, e.g. are going, didnt want, has been waiting.
An auxiliary verb (be, have or do is sometimes used to form tenses (see below). Have helps
to form present perfect and past perfect, be helps to form present and past continuous, and do
helps to form question and negative in present simple and past simple.
Modal verbs, or modal auxiliaries, express a range of meanings, such as possibility, obligation,
necessity, ability. Examples are can, may, will, must, might. A modal verb is used with another
verb.
Auxiliary verbs, including modal auxiliaries, may be used in short answer forms e.g. Have you
seen it? Yes, I have, Can you swim? No, I cant.
verb tense
verbs voice
a term used to refer to the way a verb changes, in order to indicate the time at which the action,
happening or process expressed by the verb took place. Verb forms or tenses include:
Present simple
I wait, she waits
Past simple
I waited, she waited
Present continuous
I am making
Past continuous
She was driving
Present perfect
I have made
Present perfect continuous
I have been making
Past perfect
He had driven
Past perfect continuous
He had been driving
Future simple
He will be there
besides differing according to tense, verb forms will differ according to whether they are active
or passive voice. In an active sentence, the doer of the action is the subject of the sentence, e.g.
the boy chased the cat.
In a passive sentence, the person or thing affected by the action becomes the subject of the
sentence, e.g. the cat was chased by the boy.
vowel
This term may be used to refer to spelling or to pronunciation. A vowel is a phoneme produced
without audible friction or closure. There are five vowel letters in the alphabet, a, e, i, o, u, but
20 distinctive vowel sounds in English, which are normally represented in writing by the above
letters, singly or in combination.
vowel digraph
a combination of two vowel letters to represent a single vowel sound, e.g. ea in please, oo in
look.
wh question
(see question)
word family
a group of words related through their origin, form and meaning, e.g. farm, farmer, farming
writing frame
a structured prompt to support writing. A writing frame often takes the form of opening phrases
of paragraphs, and may include suggested vocabulary. It often provides a template for a particular
text type.
188
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Adult Basic Skills ESOL Curriculum - Draft

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The Adult Basic Skills

and from the Basic Skills Agency:

The Basic Skills Agency

Section 1: Standards and the New Basic Skills Curriculum

Section 2: A New ESOL Curriculum

1. Skills, Context and Practice

Section 3: The Curriculum Framework

The ESOL Curriculum

Speaking Entry Level 1

Section 4: ESOL Glossary

Longer term action will need to be in three

quality, giving learners a much better chance

the ability to read, write and speak in English,

STAGE 2 Building capacity

The Report recognised that there was a need to

participating in basic skills education by

review the special implications in the ESOL

has announced the first phase of action and funding to

This stage will entail driving up demand in

tackle poor basic skills. Later this year the Secretary of

line with increased capacity and making

State for Education and Employment, David Blunkett,

sure that participation resolly leads to

a number of development and implementation stages.

The consequences of poor basic skills are

affairs, their safety, the support and guidance

Many of the recommendations in A Fresh Start

they can offer their families, and the

Improving Literacy and Numeracy are already

contribution they make to society.

being translated into policy and action. The Adult

Poor basic skills are one of the main

measures to strengthen current programmes. If we

contributory factors to a cycle of poverty and

are to tackle the issues raised by A Fresh Start and

disadvantage which is passed on from

meet the targets that the report proposes, both the

range and quality of current basic skills provision,

Each of the twenty-one recommendations made in

of programmes, approaches and materials that are

A Fresh Start addresses the issue of quality in

designed to raise the level of skills, knowledge and

some way, whether it is the quality of information

capability in their learners. We use the term

available on basic skills or the quality of teaching

available to adults seeking to improve their basic

the skills, knowledge and understanding that an

adult will need to function at work in Britain and in

A critical element in the overall strategy proposed

the progression in the development of these skills,

One of the crucial elements of the proposed

speaking, listening, reading and writing in English.

strategy must be clarity about the skills,

In preparing this Curriculum, we drew heavily on the

needs to be literate and numerate in the

experience of ESOL practitioners in Britain and on

modern world. These skills need to be

existing and planned curricula and strategies in this

enshrined in a new curriculum, with well-

country and overseas. Also, we took into account: