Esl Scheme of Work

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Pearson Edexcel
International GCSE English as a Second Language (ESL) Scheme of Work
How to use the scheme of work
This scheme of work (SoW) has been made available as a word document rather than PDF, allowing you to edit the document in a way that suits your
teaching style and student needs.
International GCSEs have 120-140 guided learning hours.
Guidance provided within the course planners, schemes of work and lesson plans are suggested approaches that centres can adapt to suit
their particular context.
The columns in this lesson plan indicate:

 an overview of the time allocated to lessons
 assessment objectives covered
 exemplar classroom activities with supporting material in the Appendix on page 24
 suggested resources to teach the lesson
 transferable skills support (more information on this can be found below).
Why transferable skills?
In recent years, higher education institutions and global employers have consistently flagged the need for students to develop a range of transferable skills to
enable them to respond with confidence to the demands of undergraduate study and the world of work. To support the design of our qualifications, we have
mapped them to a transferable skills framework. The framework includes cognitive, intrapersonal skills and interpersonal skills and each skill has been
interpreted for each specification to ensure they are appropriate for the subject. Further information on transferable skills is available on the website.
Pearson materials, including this scheme of work, will support you in identifying and developing these skills in students.
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In the final two columns of this scheme of work we have indicated which transferable skills are explicitly assessed, and also where there are opportunities for
them to be developed through teaching. Our intention is that teachers can use these columns to increase opportunities for transferable skills development in
students.
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Term 1 (Year 1)
Assessment Exemplar classroom activities Resources Which skills could

Week(s) Objectives be acquired
through teaching
and delivery in this
lesson
Introduction to the course Specification
1-2 - Examination overview -
Quiz on the content of the examination
Testing / Needs analysis of students
AO1 A and B Reading – Skimming and scanning / Understanding Appendix Problem Solving
3-4 the overall message Analysis
Reasoning
Refer to Appendix for activities Interpretation
Appendix 1.1 / 1.2 / 1.3 Adaptive Learning
Adaptability
Writing - Sentence level / Punctuation Communication
AO2 A and C
Team work
Appendix 2.1 / 2.2 / 2.8 Interpersonal Skills
These can be extended to include a writing task Innovation
Collaboration
Listening – Prediction
This is useful subskill involved in listening
AO3 A
Appendix 3.1 / 3.2 / 3.3
All activities should be rounded off with the question

‘What was the listening about?’
Speaking – General conversation
AO4 A and C Appendix 4.1 / 4.2 / 4.3 / 4.4
Grammar – Adjectives and adverbs / Intensifiers /

Word Formation / Transformations
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4
AO2 A and C General English course books

AO4 C Vocabulary – Friendships and Relationships /
Spelling Word Formation
http://www.flo-joe.co.uk/fce/students/tests/
AO2 A and C Appendix 2.9 print5c.htm
AO4 C
Transformations
http://www.flo-joe.com/teachers/resources/
fce.htm
General Grammar and Vocabulary
https://quizlet.com/class/114523/
http://www.esl-lounge.com/student/
AO1 B Reading – Deducing the meaning of unknown Appendix Problem Solving

5-6 words via context and grammar Analysis
Reasoning
Appendix 1.4 / 1.5 / 1.6 / 1.7 / 1.8 Interpretation
Adaptive Learning
AO2 A and C Writing – Paragraph level / Spelling Adaptability
Communication
Appendix 2.3 / 2.4 / 2.5 / 2.9 + Team work
writing activity Interpersonal Skills
Critical Thinking
Listening – Prediction / Overall message Innovation
AO3 A Collaboration
Appendix 3.1 / 3.2 / 3.3
All activities should be rounded off with the question

‘What was the listening about?’
Speaking – General conversation / Asking and

AO4 A/B/C answering questions
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5
Appendix 4.1 / 4.2 /4.4 + students write and

conduct a class survey
Grammar – Tense review / Question tags

AO2 A and C Word Formation / Phrasal Verbs
AO4 C General English course book
Vocabulary – Leisure time
Phrasal Verbs
AO2 A and C
AO4 C http://learnenglish.britishcouncil.org/en/english-
grammar/verbs/phrasal-verbs
7-8 words via affixes Analysis
Reasoning
Appendix 1.9 / 1.10 Interpretation
Adaptive Learning
AO2 A/B/C Writing – Informal Register / Unity Adaptability
Communication
Appendix 2.6 / 2.12 / 2.13 + writing activity Team work
Interpersonal Skills
Listening – Listening for detail Critical Thinking
AO3 B Listening websites: Innovation
Collaboration
Appendix 3.4 / 3.5 / 3.6 http://www.bbc.co.uk/learningenglish/
http://www.esolcourses.com/content/
topicsmenu/listening.html
AO4 A/B/C Speaking – General conversation / Register
Appendix 4.1 – 4.6

General English course book
Grammar - Comparatives and superlatives
AO2 A and C
/ Prefixes and Suffixes / Phrasal Verbs
AO4 C
Prefixes and Suffixes
Vocabulary – Sport / Spelling
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6
AO2 A and C
AO4 C Appendix 2.9 http://www.englishrevealed.co.uk/FCE/
fce_vocabulary2/prefixes_and_suffixes.php
AO1B Reading – Reading Practice Paper Part 1 / Appendix Problem Solving

9 - 10 Deducing the meaning of unknown words via Analysis
affixes Past Paper Reading Part 1 Reasoning
Interpretation
Appendix 1.9 / 1.10 Adaptive Learning
Adaptability
Writing – Writing Practice Paper Part 4 Past Paper Writing Part 4 Communication
AO2 A/B/C
Team work
Listening – Listening for overall message / Critical Thinking
AO3 A Past Paper Listening Part 1 Executive Function
Listening Practice Paper Part 1
Creativity
Innovation
Personal and Social
Responsibility
All activities should be rounded off with the question Productivity
‘What was the listening about?’ Collaboration
Speaking – Speaking Practice Part 1
AO4 A/B/C Past Paper Speaking Part 1
Grammar – Prefixes and Suffixes / Active and

AO2 A and C Passive / Phrasal Verbs / Word Formation General English course book
AO4 C
Vocabulary – Food / Spelling
AO2 A and C
AO4 C Appendix 2.9
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Term 2 (Year 1)

Week(s) Objective be acquired
through teaching
and delivery in
this lesson
1-2 words via reference words Analysis
Reasoning
Appendix 1.11 / 1.12 Interpretation
Adaptive Learning
AO2 B Writing – Register – semi-formal Adaptability
Communication
Based on activities in Appendix 2.12 / 2.13 + writing Team work
task Interpersonal Skills
Critical Thinking
Listening – Listening for essential and finer points Argumentation
AO3 B Executive Function
of detail
Creativity
Innovation
Collaboration
Speaking – Semi-formal language
AO4 A/B/C
Grammar – Conditionals / Reference words /

AO2 A and C Transformation General English course book
AO4 C
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Vocabulary – Ages and stages / Spelling

AO2 A and C
AO4 C Appendix 2.9

3-4 words via discourse markers and ellipsis Analysis
Reasoning
Appendix 1.13 – 1.16 Interpretation
Adaptive Learning
Writing – Discourse markers Adaptability
Communication
AO2 A and C
Appendix 1.14 – 1.16 / 2.7 + writing task Team work
Listening – Listening for essential and finer Self-Presentation
points of detail Critical Thinking
AO3 B Executive Function
Creativity
Innovation
Personal and
Speaking – Introduction to presentations Social
AO4 A and C Responsibility
Appendix 4.8 – 4.10 Collaboration
Grammar –Discourse markers and Linking Words /

Transformation
AO2 A and C General English course book
AO4 C Vocabulary – The Natural World / Spelling
AO2 A and C Appendix 2.9
AO4 C
AO1 C Reading – Deducing the meaning of unknown Appendix Problem Solving
5-6 words via text organisation / Reading Paper Analysis
Practice Part 2 Past Paper Reading Part 2 Reasoning
Interpretation
Based on activities in Appendix 1.4 – 1.18 Adaptive Learning
Adaptability
Writing – Collocations Communication
AO2 C
Team work
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Appendix 2.11 + writing task Self-Presentation

Past Paper Listening Part 2 Critical Thinking
AO3 B Listening – Listening for essential and finer points Executive Function
of detail / Listening Paper Practice Part 2 Creativity
Innovation
Appendix 3.4 – 3.6 Personal and
Social
Speaking – Preparation for presentations Responsibility
Collaboration
AO4 A and C
Grammar – Future tenses / Transformation / Word
Formation
AO2 A and C
AO4 C
Vocabulary – Technology / Spelling
AO2 A and C
AO4 C Appendix 2.9
AO1 A and B Reading – General review – skimming and Appendix Problem Solving
7-8 scanning / Deducing meaning of unknown words Analysis
Reasoning
Based on activities in Appendix 1.1– 1.18 Interpretation
Adaptive Learning
Adaptability
Writing – Writing Paper Practice Part 5 Communication
Team work
AO2 A/B/C Past Paper Writing Part 5 Interpersonal Skills
Self-Presentation
Critical Thinking
Listening – Understanding a conversation where Argumentation
AO3 C information is being negotiated Executive Function
Creativity
Appendix 3.7 / 3.8 Innovation
Personal and
Speaking – Give a presentation Social
Grammar – Modals / Prefixes and Suffixes / Productivity
Transformation / General English course book
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AO2 A and C Collaboration

AO4 C Vocabulary- Culture / Spelling

AO4 C
AO1 A/B/C Reading – General review – Skimming and Appendix Problem Solving
9 - 10 scanning / Deducing meaning of unknown words Analysis
Reasoning
Based on activities in Appendix 1.1– 1.18 Interpretation
Adaptive Learning
Writing – Text editing Adaptability
Communication
AO2 A and C
Prepare a short text with errors of grammar, Team work
spelling, punctuation, wrong word, Interpersonal Skills
In pairs, students identify and correct the errors. Self-Presentation
Class discussion of errors. Critical Thinking
Executive Function
Listening – Understand a conversation where Creativity
information is being negotiated Innovation
AO3 C Personal and
Social
Based on activities in Appendix 3.7 / 3.8
Responsibility
Collaboration
Speaking – Speaking Paper Practice Part 2
AO4 A and C Past Paper Speaking Part 2

Grammar – Perfect Aspect / Transformation /
Phrasal Verbs General English course book
AO2 A and C
AO4 C Vocabulary – Travel and transport / Spelling

AO4 C
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Term 3 (Year 1)

Week(s) Objective be acquired
through teaching
and delivery in
this lesson
AO1 C and D Reading – Distinguishing fact from opinion Appendix Problem Solving
1-2 Analysis
Appendix 1.19 /1.20 Reasoning
Interpretation
AO2 D Writing – Paraphrasing / Text editing Adaptive Learning
Adaptability
Appendix 2.16 / 2.17 + writing task Communication
Team work
Listening – Understanding a conversation where Interpersonal Skills
AO3 C Past Paper Listening Part 3 Critical Thinking
information is being negotiated / Listening Paper
Practice Part 3 Argumentation
Creativity
Innovation
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Collaboration
Speaking – Critical thinking activities http://iteslj.org/Techniques/ Halvorsen-
AO4 A/B/C CriticalThinking.html
Appendix 4.7 / 1.19 / 1.20 http://www.eslflow.com/ Criticalthinking.html
Grammar – Articles / Transformation / Word

AO2 A and C Formation
AO4 C
Vocabulary – Work and Business / Spelling
AO2 A and C
AO4 C Appendix 2.9
AO1 C and D Reading – Distinguishing facts from opinion Appendix Problem Solving
3-4 Analysis
Based on activities in Appendix 1.19 / 1.20 Reasoning
Interpretation
AO2 D Writing – Paraphrasing Adaptive Learning
Adaptability
Based on activities in Appendix 2.16 / 2.17 + Communication
writing task Team work
Listening - Understanding a conversation where Critical Thinking
AO3 D Argumentation
information is being negotiated
Creativity
Based on activities in Appendix 3.7 / 3.8 Innovation
Collaboration
Speaking - Critical thinking activities
AO4 A/B/C
Appendix 4.7 / 1.19 / 1.20
Grammar – Tense review / Transformation

AO4 C Vocabulary – Education / Spelling
Appendix 2.9
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AO2 A and C
AO4 C
AO1 C and D Reading – Inference Appendix Problem Solving
5-6 Analysis
Appendix 1.21 – 1.24 Reasoning
Interpretation
AO2 D Writing – Summarising Adaptive Learning
Appendix 2.14 / 2.15 + writing task Adaptability
Communication
Listening - Understanding a conversation where Team work
AO3 D
information is being negotiated / Identify a Interpersonal Skills
speaker’s opinion stated and implied Self-Presentation
Critical Thinking
Appendix 3.7 – 3.10 Executive Function
Creativity
Personal and
Speaking – Give a presentation
Social
Grammar – Modals of deduction / Transformation Innovation
AO2 A and C Productivity
Vocabulary – Money / Spelling General English course book
AO4 C Collaboration
Appendix 2.9
AO2 A and C
AO4 C

7-8 Analysis
Appendix 1.21 – 1.24 Reasoning
Interpretation
AO2 D Writing – Summarising / Writing Paper Practice Past Paper Writing Part 6 Adaptive Learning
Part 6 Adaptability
Communication
Appendix 2.14 / 2.15 + writing task Team work
Listening - Understanding a conversation where Self-Presentation
AO3 D Past Paper Listening Part 4 Critical Thinking
information is being negotiated / Identify a
speaker’s opinion stated and implied / Listening Argumentation
Paper Practice Part 4 Executive Function
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Creativity
Based on activities in Appendix 3.7 – 3.10 Innovation
Personal and
Speaking – Speaking Paper Practice Parts 1, 2 Past Paper Speaking Parts 1, 2 and 3 Social
AO4 A/B/C and 3 Responsibility
General English course book Productivity
Grammar – Mixed Conditionals / Transformation Collaboration
AO2 A and C
AO4 C Vocabulary – Fashion / Spelling

AO4 C
9 - 10 - End of year examination - -
Term 4 (Year 2)
Assessment Exemplar classroom activities Resources Which skills

Week(s) Objective could be
acquired
through
teaching and
delivery in this
lesson
1-2 words Analysis
Reasoning
Based on activities in Appendix 1.4 – 1.16 Interpretation
Adaptive Learning
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AO2 D Writing – Paraphrasing Adaptability

Communication
Based on activities in Appendix 2.16 / 2.17 + Team work
writing task Interpersonal
Skills
AO3 A and B Listening – Understanding the overall message / Critical Thinking
Listening for essential and finer points of detail Argumentation
Creativity
Collaboration
Speaking – Discussion/ Problem solving / Critical

thinking
AO4 A/B/C http://www.eslcafe.com/idea /index.cgi?Speaking
Based on activities in Appendix 4.5 / 4.6 and
those online https://www.britishcouncil.org/voices-magazine/few-
discussion-activities-english-language-students

Grammar – Linking devices / Transformation
AO2 A and C
AO4 C Vocabulary – Describing feelings
AO2 A and C
AO4 C
AO1 C and D Reading - Distinguishing facts from opinion Appendix Problem Solving
3-4 Analysis
Interpretation
Adaptability
Interpersonal
Listening - - Understanding a conversation where Skills
AO3 C and D Critical Thinking
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information is being negotiated / Identify a Argumentation

speaker’s opinion stated and implied Executive
Function
Based on activities in Appendix 3.7 – 3.10 Creativity
Innovation
Speaking – Discussion / Critical thinking Personal and
Social
AO4 A/B/C Responsibility
Based on activities in Appendix 1.19 / 1/20
Productivity
Grammar – Tense review / Transformation Collaboration

AO4 C
Vocabulary – Crime and punishment
AO2 A and C
AO4 C

5-6 Analysis
Based on activities in Appendix 1.22 – 1.24 Reasoning
Interpretation
Writing- Writing Paper Practice Part 6 Past Paper Writing Part 6 Adaptive Learning
Adaptability
Communication
Listening – Listening Paper Practice Parts 1,2, 3 Team work
Past Paper Listening Parts 1, 2, 3 and 4
and 4 Interpersonal
Skills
Critical Thinking
AO4 A/B/C Speaking – Critical thinking
Argumentation
Executive
Based on activities in Appendix 1.19 / 1.20 Function
General English course book Creativity
Grammar – Wishes and regrets / Word formation Innovation
AO2 A and C
AO4 C Personal and
Vocabulary - Fame Social
Responsibility
AO4 C Collaboration
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7-8 Analysis
Interpretation
Adaptive Learning
AO2 AB/C Writing – Informal writing (Group and individual Adaptability
writing) / Text editing Communication
Team work
Interpersonal
Skills
AO3 B and C Listening - Listening for essential and finer points
Critical Thinking
of detail / Understanding a conversation where
Executive
information is being negotiated
Function
Creativity
Personal and
Speaking – General conversation / Problem Social
solving Responsibility
AO4 A/B/C
Productivity
Based on activities in Appendix 4.1 – 4.7 Collaboration
Grammar – Reported speech / Word Formation /

Phrasal Verbs
AO4 C
Vocabulary – The media
AO2 A and C
AO4 C
9 - 10 Analysis
Interpretation
AO2 A/B/C Writing – Semi-formal writing (Group and Adaptive Learning
individual writing) / Text editing Adaptability
Communication
Listening - Identify a speaker’s opinion stated Team work
AO3 B and C
and implied Interpersonal
Skills
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Self-Presentation
Based on activities in Appendix 3.9 / 3.10 Critical Thinking
Argumentation
AO4 A and C Speaking – Group presentations Executive
Function
AO2 A and C Grammar – Reporting verbs / Word Formation / Creativity
AO4 C Phrasal Verbs Innovation
Productivity
Vocabulary – Human Achievements Collaboration
AO2 A and C
AO4 C
Term 5 (Year 2)

acquired
through
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teaching and
delivery in this
lesson
1-2 - Mock Examination Past Papers -
AO1 A and B Reading – Skimming and scanning Appendix Problem Solving

3-4 Analysis
Interpretation
AO2 D Writing – Paraphrasing Adaptive Learning
Adaptability
Interpersonal
Listening – Understanding the overall message Skills
AO3 A Critical Thinking
Creativity
Based on activities in Appendix 3.1 – 3.3
Innovation
Collaboration
Speaking – General conversation / Asking and
answering questions
AO4 A/B/C
Based on activities in Appendix 4.1 – 4.5
Grammar – Unreal tenses / Transformation

AO4 C
Vocabulary – Advertising
AO2 A and C
AO4 C
5-6 Analysis
Interpretation
Adaptability
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AO3 C and D Listening - Understanding a conversation where Communication

information is being negotiated / Identify a Team work
speaker’s opinion stated and implied Interpersonal
Skills
Based on activities in Appendix 3.7 – 3.10 Critical Thinking
Argumentation
Speaking – Critical thinking Executive
Function
AO4 A/B/C Creativity
Innovation
Grammar – Transformation / Phrasal Verbs Personal and
Social
AO2 A and C General English course book Responsibility
AO4 C Productivity
Vocabulary - Celebrations Collaboration
AO2 A and C
AO4 C
Reading – Reading Paper Practice, Part 3 Past Paper Reading, Part 3 Problem Solving
7-8 Analysis
Past Paper Writing, Part 6 Reasoning
Writing – Writing Paper Practice, Part 6 Interpretation
Past Paper Listening, Parts 1, 2, 3 and 4 Adaptive Learning
Adaptability
Listening – Listening Paper Practice, Parts 1, 2, Communication
3 and 4 Team work
Interpersonal
Skills
AO4 A and C Speaking – Individual presentations
Self-Presentation
Critical Thinking
AO2 A and C Grammar – Transformation / Phrasal Verbs Executive
AO4 C Function
Creativity
AO2 A and C Vocabulary – Health and fitness Innovation
AO4 C Personal and
Social
Responsibility
Productivity
Collaboration
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AO1 A/B/C/D Reading – General review / Distinguishing facts Appendix Problem Solving
9 - 10 from opinion / Inference Analysis
Reasoning
Adaptive Learning
AO2 A/B/C/D Writing – General review / Informal writing / Adaptability
Semi-formal writing / Summary writing Communication
Listening – General review Team work
Interpersonal
AO3 A/B/C Skills
Speaking – General review
Critical Thinking
AO4 A/B/C Argumentation
Grammar – General review
Executive
AO2 A and C General English course book Function
AO4 C Creativity
Vocabulary – General review Innovation
AO2 A and C Personal and
AO4 C Social
Responsibility
Productivity
Collaboration
Term 6 (Year 2)

acquired
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through
teaching and
delivery in this
lesson
AO1 B Reading – Deducing meaning from context / Appendix Problem Solving
1-2 Practice in exam question types Analysis
Reasoning
Adaptive Learning
AO2 A/B/C Writing – Review Informal Writing / Writing Paper Past Paper Writing, Part 4 Adaptability
Practice, Part 4 Communication
Team work
Listening - Understanding the overall message / Interpersonal
AO3 A and B Skills
Listening for essential and finer points of detail /
Practice in exam question types / Review Part 1 / Self-presentation
Critical Thinking
Based on activities in Appendix 3.1 – 3.6 Executive
Function
Creativity
Speaking – Review Part 2 / Give presentation
Innovation
AO4 A and C Personal and
Grammar – Transformation / Prefixes and suffixes / Social
Word formation Responsibility
Vocabulary - Communication Collaboration
AO4 C
AO2 A and C
AO4 C
AO1 C and D Reading - Distinguishing facts from opinion / Appendix Problem Solving
3-4 Reading Paper Practice, Part 2 / Practice in exam Analysis
question types Past Paper Reading, Part 2 Reasoning
Interpretation
Based on activities in Appendix 1.19 / 1.20 Adaptive Learning
Past Paper Writing, Part 5 Adaptability
Writing – Review Semi-formal writing / Writing Communication
AO2 A/B/C
Paper Practice, Part 5 Team work
Interpersonal
Listening - Listening for essential and finer points of Skills
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AO3 B and C detail / Understanding a conversation where Critical Thinking

information is being negotiated / Practice in exam Argumentation
question types / Review Part 2 Executive
Function
Based on activities in Appendix 3.4 – 3.8 Creativity
Innovation
Personal and
Speaking – Review Part 3 / Discussion Social
Responsibility
Grammar – Transformation / Prefixes and Suffixes / Productivity
AO4 A/B/C General English course book Collaboration
Word Formation
AO2 A and C
AO4 C Vocabulary - Globalisation
AO2 A and C
AO4 C
AO1 C and D Reading – Inference / Practice in exam question Appendix Problem Solving
5-6 types / Reading Paper Practice, Part 3 Analysis
Past Paper Reading, Part 3 Reasoning
Adaptive Learning
Writing – Review summary / Writing Paper Practice, Past Paper Writing, Part 6 Adaptability
Part 6 Communication
AO2 A/B/C/D
Team work
Listening - Understanding a conversation where Interpersonal
information is being negotiated / Identify a speaker’s Skills
AO3 C and D Critical Thinking
opinion stated and implied / Practice in exam
question types / Review Part 3 Argumentation
Executive
Based on activities in Appendix 3.7 – 3.10 Function
Creativity
Innovation
Speaking – Review Part 3 / Critical thinking
Personal and
Social
Grammar – General review Responsibility
AO4 A/B/C General English course book
Productivity
Vocabulary – Describing the future Collaboration
AO2 A and C
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AO4 C
AO2 A and C
AO4 C
Reading – Reading Paper Practice Past Paper Reading, Parts 1, 2 and 3 Problem Solving
7–8 Analysis
AO2 A/B/C/D Writing – General writing review Reasoning
Past Paper Listening, Parts 1, 2 3 and 4 Interpretation
AO3 B and D Listening – Listening for essential and finer points Adaptive Learning
of detail / Identify a speaker’s opinion stated and Adaptability
implied / Review Part 4 / Listening Paper Practice Communication
Team work
Based on activities in Appendix 3.1 – 3.6 /3/9 /3.10 Interpersonal
Appendix Skills
Speaking – Review Part 3 / Critical thinking Critical Thinking
Argumentation
Executive
Grammar – General review General English course book
AO4 A/B/C Function
AO2 A and C Creativity
AO4 C Innovation
Vocabulary – Characteristics and behaviour Personal and
AO2 A and C Social
AO4 C Responsibility
Productivity
Collaboration
9 - 10 - International GCSE 4ES1 Examination - -
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APPENDIX
Reading:page25
Writing:page45
Listening:page58
Speaking: page62
The assessment objectives for this qualification are:
AO1 – Understand and respond in writing to a range of English texts.
A. Understand the overall message of a text.
B. Understand in detail a range of texts, identifying finer points of detail.
C. Distinguish between facts, ideas and opinions.
D. Identify a writer’s viewpoint and attitude, stated and implied.
AO2 - Write clear, relevant texts in English on a range of subjects.
A. Demonstrate appropriate use of paragraphing, punctuation and spelling.
B. Write in a range of registers to fit the contexts and the audience.
C. Demonstrate a control of a range of vocabulary and a variety of grammatical structures.
D. Summarise information provided in text form for a given purpose and audience.
AO3 – Understand a wide range of recorded material spoken at normal speed.
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A. Understand the overall message of a spoken passage.
B. Identify essential and finer points of detail in spoken material.
C. Understand a conversation where information is being negotiated and exchanged.
D. Identify a speaker’s viewpoint and attitude, stated and implied.
AO4 – Communicate in speech comprehensibly and fluently.
A. Give information and express opinions on a range of topics at different levels of complexity.
B. Respond to a range of questions on a variety of topics.
C. Use a range of vocabulary, grammar and structures appropriately.
The tasks, activities and strategies outlined below will provide students with opportunities to prepare for the examination’s assessment objectives. Some
activities may cover more than one objective. It is suggested that a general English course book be used in class to review, practise and extend students’
grammatical and lexical resources. The following tasks, activities and strategies can be included at appropriate points of the teaching programme. The
activities in this document are not an exhaustive list, but it is hoped they suggest other types of similar tasks which can be developed and used in class.
READING
Strategies to assist reading in general reading and reading speed
Scanning
Scanning is used to locate specific information in texts. Readers may need to find the answer to a particular question and, rather than read the entire text,
they scan it to locate the required information. An ability to scan will increase reading speed.
Common examples of scanning include using a timetable to find out the times of trains or buses, searching for a name in a phone directory or checking the
football results.
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Activity 1.1
 Find at least eight short advertisements in the newspaper. Small ads and job advertisements are ideal. One or two of the advertisements should be
about the same subject e.g. a job, or an item that has been found.
 Assemble these on a sheet of paper.
 Prepare at least 10 questions which require students to find specific information. Write each question on a piece of card.
 Put the class into groups.
 Place the cards at the front of the class.
 One student from each group takes one card only and returns to the group. Students find the answer and write it down.
 The student returns the card and takes another. This continues until the answers to all questions have been found.
If appropriate, make this activity into a race between groups.
Example advertisement and question:
Reward Where was the cat last seen?
Lost – beautiful black male

cat with white patches on
front.
Missing from Stanwell area

since 6th July.
Please help.
Tel: (018742) 974233
Skimming
Skim reading is used to get a general idea about the content of the text. This is a particularly useful technique in reading examinations. It often involves
reading only the first sentence of each paragraph.
Activity 1.2
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 Find seven or eight brief articles on a related topic of between 50 – 100 words.
 Create a worksheet and add a number of different headings listed together at the top. There should be at least 3 more headings than articles.
 In groups, students match the article with an appropriate heading.
Give the students a time limit for the activity. In this way, they will need to skim read the articles in order to match them with the headings.
Example articles and headings:
Read these articles quickly and then match the article with an appropriate heading. You may need to use the same heading more than once or not at all.
1. Fossil fuels are not used efficiently
2. Natural resources use threatens the planet
3. Protect the environment and maintain economic growth
4. Energy choices influence our future
5. Using renewable natural resources will save the earth
6. Natural resources are not managed sustainably
A.
In 2005 over 60 billion tons of materials were extracted from the earth. These included fossils fuels, minerals, metals and biomass. By 2050 the extraction rate
is estimated to reach 140 billion tons. The reasons for this increased demand for resources include a growing population, economic development and
increasing global trade, and changing patterns of consumption. The consequences are resource scarcity, loss of biodiversity and water and air pollution.
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B.
Over 20% of the world’s aquifers are overexploited and many of the water systems on the earth’s surface have been contaminated. One third of the world’s
soils are moderately to highly degraded due to erosion and heavy farm machinery pressing down on the soil causing it to compact. Other threats include
chemical pollution and acidification. Seventy per cent of the world’s fish stocks are exploited or fully exploited. Twenty-nine per cent are overfished.
C.
A growing population, industrialisation and an increase in global trade have been the main reasons for an increasing demand for energy. This is expected to
double by 2050. The key to energy security is to find the right mix of technologies for each local and regional situation. For example, in an area with limited
land available, wind power and roof-mounted solar power may be preferable as they have low land use requirements, whereas coal-fired power plants and
ground-mounted solar power require larger areas of land.
Scanning and skimming
Activity 1.3
These two reading strategies are usually employed at the same time when reading. This activity combines both techniques.
 Find a reading text such as an infographic or fact sheet with short paragraphs on the same topic. Paragraphs or sections should have headings.
 Prepare 10 questions. These should require students to find specific information as well as finer points of detail. Write each question on a piece of
card.
 Put the class into groups.
 Place the cards at the front of the class.
 Give the students a time limit for the activity.
 One student from each group takes one card only and returns to the group. Students find the answer and write it down.
 The student returns the card and takes another. This continues until the answers to all questions have been found.
If appropriate, make this activity into a race between groups.
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Deducing the meaning of unknown words in a reading text
These activities are aimed at dealing with unknown words in a reading text. It is inevitable that this will occur in the reading examination and without a
dictionary students need to have strategies to deal with words they cannot ignore.
Using context
Activity 1.4
This activity shows how context can help deduce the meaning of unknown words.
 Create a very short text which contains one nonsense word.

 Use power point to reveal the text one sentence at a time.
 Once a sentence has been revealed, ask students to deduce what the nonsense word may be based on the information available.
Example text:
1. She poured the water into a tock.
Questions:
Is there a word you do not know in this sentence?
What do we learn from sentence 1?
What could a tock be?
2. Then, lifting the tock, she drank.
Question:
How does sentence 2 narrow down the possibilities?
3. Unfortunately, as she was setting it down again, the tock slipped from her hand and broke.
Question:
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What new information do you get from sentence 3?
What might it be made of?
4. Only the handle remained in one piece.
Question:
What is a tock likely to be?
Activity 1.5
In this activity, students need to deduce the meaning of a nonsense word in a series of sentences.
 Create a series of sentences each containing a nonsense word. All nonsense words should be grammatically appropriate, e.g. a plausible suffix for
an adjective. Some of the sentences should repeat the unknown word using the appropriate grammatical form.
 Students read the sentences.
 In pairs, they discuss possible meanings.
 Whole class discussion.
Example sentences:
Gravack boils at 100°C.
She gravacked the garden with a gravacking can.
You are selteranded to send in your applications by Monday, 19th February.
During the interview she played with her hair progonly.
She was a very marlious woman.
Before he went on stage, the actor had a bad attack of proges.
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The driver was so immarlious that as soon as the lights went green he sounded his horn.
Activity 1.6
This activity follows on from Activity 1.5. However, this time, actual words are used. Create sentences containing one word that students are unlikely to know.
Example sentences:
The following words in italics are words that exist in English. Read the following paragraph or sentences and decide what the word could mean.
1.
Smoke from wildfires in the Canadian provinces of Alberta and Saskatchewan thickened on Saturday, but government officials said the fires themselves were
subsiding. Thick smoke continues to rise in huge columns above the fires.
SUBSIDING:
2.
The loss of a pencil is too trivial a matter to report to the police.
TRIVIAL:
Using grammar
It is important for students to use their understanding of the grammatical structures of the language to deduce meaning.
Activity 1.7
 Create a sentence of nonsense words. Only the keys words (verbs, nouns, adjectives and adverbs) should be nonsense words. These words must
follow the appropriate grammatical form e.g. a plausible suffix for an adjective.
 Ask students to identify which parts of speech each word could be.
 Then ask the students comprehension questions about the sentence.
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Example sentence:
The sploony urdle kneafed.
Grammar Questions:
Which word is probably the verb? (kneaf)
What tense is it? Why? (past –ed)
What usually comes between the definite article and a verb? (noun/adjective/adverb)
What could sploony be? (noun / adjective)
What could urdle be? (adverb / noun)
What makes you decide that sploony is an adjective? (The suffix –y)
Comprehension Questions:
What sort on an urdle was it? (sploony)
What did the urdle do? (It kneafed.)
Activity 1.8
This activity follows on from Activity 1.7. However, this time actual words are used. Create sentences containing one word that students are unlikely to know.
Example sentences:
In the following sentences, there is one word that you probably do not know. Look at the grammatical structure of the sentence and decide whether the word
is a noun, verb, adjective or adverb. Then guess the meaning. Do not forget to use the context to help you.
1.
Due to the unflagging efforts of the rescue team, the children were found after only a few hours.
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Grammatical function of UNFLAGGING:
Possible meaning:
2.
‘What a slipshod job this is!’ Mr Jenkins shouted. ‘Go back and do it again more carefully.’
Grammatical function of SLIPSHOD:
Possible meaning:
3.
The unhappy girl continued to carp at her mother, blaming her for all her problems.
Grammatical function of CARP:
Possible meaning:
4.
It is the convention in many countries to take off your shoes when you enter someone’s house.
Grammatical function of CONVENTION:
Possible meaning:
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Using affixes
Prefixes and suffixes are important building blocks of English and students need to understand their role in the language. A knowledge of these affixes helps
to reduce the number of words students need to learn. Prefixes change the meaning of the root word in some way e.g. negative (unimportant) or that
something is repeated (redo). Suffixes often change the word class of the root word e.g. like (verb) – likeable (adjective).
There are many activities which provide practice in prefixes and suffixes; here is an example of each.
Activity 1.9
Suffixes
 Give students a list of common suffixes.

 In pairs, students decide which part of speech they make.
 Students add an example of a word with the suffix.
Example:
Look at the suffixes below and decide which part of speech they make. Put the suffix in the appropriate box and write a word which uses the suffix. One of the
suffixes below can go in more than one box.
- ness -ly -hood -ish
-wise -ment -en -ship
-y -ous
VERBS NOUNS ADJECTIVES ADVERBS
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Activity 1.10
Prefixes
Add a prefix to each of the words below. Each word may have more than one prefix. Each prefix can be used more than once.
PREFIXES
in- re- un- dis- pre-
paid active load like appear correct
Using links in the reading text to deduce meaning
Using reference words
An understanding of reference words in a text helps students to follow the development of ideas and concepts contained in a text. It is also important to
understand that the same person or thing can be referred to in several different ways.
Activity 1.11
 Prepare a short story in which the characters are referred to in several different ways.
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 In groups, students find all the ways that the same person is referred to.
Example:
Last month, John’s wife, Laura had an accident. John’s youngest son, Max, was at home when it happened. He was playing in the living room with his
building set which his father had given him for his fourth birthday the day before.
Suddenly the little fellow heard his mother cry out. He rushed to the kitchen and found that his mother had burnt herself on the iron. She was lying on the floor
in pain. Laura’s husband was at work and both the other children were at school. Max was too young to help his mother and she was not able to talk to her
son. He decided to run to a neighbour’s house and ask her to come and help his mother. She soon phoned the ambulance. The crew assessed the woman’s
injuries and decided to take the patient to hospital.
Which words or phrases in the passage are used to refer to John, Laura and Max?
Activity 1.12
 Find a factual reading text of about 800 words.

 Delete between 20 to 30 of the pronouns and similar reference words in the text.
 Mark the first half of the text Part 1 and the second half Part 2.
 Give the students the text and a worksheet with a list of the reference words missing in Part 1 of the text.
 In pairs, students insert the correct reference word(s) in the text.
 For Part 2, students provide the appropriate reference word(s).
Using ellipsis
Ellipsis is similar to reference words because it is used to avoid unnecessary repetition. However, instead of using a different word or phrase, a word or series
of words is left out.
Activity 1.13
 Prepare a series of sentences which contain examples of ellipsis.

 In pairs, students locate where ellipsis has occurred and what has been left out.
Example:
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1.
I carried the bag, and my friend the suitcase.
2.
It is important that you have a clear purpose when you read. If not, you may waste time unnecessarily.
3.
Most of us are so used to high levels of noise pollution in our lives that we hardly give it a second thought. Perhaps we should though, because prolonged
exposure to very intense sounds can produce permanent hearing loss.
Using discourse markers
Discourse markers are words in texts which signal the relationship between different parts of the text.
Activity 1.14
This is a straightforward categorisation activity in which students group discourse markers with a similar meaning together.
 Create a worksheet similar to the example.

 In pairs, students decide which category each discourse marker should be in.
 Students can add to the table when they find a new discourse marker.
Example:
There are always words in texts which signal the relationship between different parts of the text. These signals can be divided into a number of broad
categories:
INCLUSION / ADDITION
e.g. I’d like a CD and a bag for my birthday. and
ALTERNATIVE
We could go to the beach or we could go to the or
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mountains this summer.

TIME / ORDER OF IDEAS
The price of coffee goes up when there is high when
demand.
REPHRASE / CLARIFICATION /
EXPLANATION in other words
In other words, a clock is an instrument for telling
the time.
EXAMPLE
I can play a number of musical instruments, for for example
example, the piano, the violin and the guitar.
SUMMARY / CONCLUSION
To sum up, air pollution is of greatest danger to to sum up
the very old and the very young.
CAUSE-EFFECT / REASON
He came to the house because he wanted to see because
his brother.
CONTRAST
I have the time but I don’t have the energy. but
EXCLUSION
If he wants to succeed he should study hard rather than
rather than spend all his time playing games.
Put the following words and phrases into the appropriate category.
namely also in short such as
although as a result alternatively instead
firstly that is to say however for instance
consequently nor in brief furthermore
then in addition subsequently in order to
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Activity 1.15
This activity follows on from Activity 1.14. Here, discourse markers in a text must be replaced with others. The activity highlights that sometimes it is
necessary to make other changes to the text. Simple substitution is not always possible.
 Prepare a reading text and underline some of the discourse markers. Make sure there is one instance where part of the text needs to be changed to
accommodate the new discourse marker.
 In pairs, students replace the underlined words.
Example paragraph:
Find words or expressions to replace the words underlined in the text. Remember, you may need to make other changes.
The most important event last year was the opening of a new sports centre. It took some years to be built, but it finally opened in March. Most local people are
very happy with it because they no longer need to travel to a nearby town. However, other people say that membership is far too expensive. To sum up, it
seems that there are advantages and disadvantages to the new centre, and that while most members of the community are pleased to see it open, others are
not.
Activity 1.16
In this activity, students have to select the correct discourse marker.
 Prepare a reading text which includes alternative discourse markers at a number of points in the text.
 In pairs, students select the correct discourse marker.
Example paragraph:
Select the correct discourse marker or phrase from the two alternatives given.
Our attitude to sweets weakened with each child that we had. Jessica, the eldest, didn’t have any sweets at all until/by the time she was four. Jamie, our
youngest experienced an entirely different approach. Since/If he didn’t want porridge for breakfast, he got chocolate cake. This is terrible, I know, but/on the
contrary he is no fatter than his sister, and/or less active. The truth is it takes a lot of effect to encourage a child to eat healthily for two reasons. At
first/First, it takes time to cook good food from scratch. Next/Second, you still have to try and get the child to eat something.
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Text organisation
Students should be able to follow the links and connections between events, facts, ideas and opinions in a reading text.
Activity 1.17
In this activity, students need to follow the ideas or development of a text by putting the paragraphs into the correct order. This activity also gives additional
practice in understanding the links between ideas.
 Find a suitable text with a number of paragraphs. One that has a clear development of ideas works best.
 Cut up each paragraph and number each one randomly.
 In pairs or groups, students reassemble the paragraphs in the correct order.
Activity 1.18
This activity also requires students to follow the ideas or development of a text, but this time, the first sentence of each paragraph has been removed.
 Find a suitable text with at least four or five paragraphs. One that has a clear development of ideas works best.
 Type up the text. Remove the first sentence of each paragraph. Cut up the paragraphs.
 Prepare a worksheet with the first sentence of each paragraph in the correct order.
 In pairs, students put the paragraphs into the correct order.
Distinguishing between facts, ideas and opinions
The ability to evaluate a text is an important critical thinking skill which students need to develop. A fact is a something that can be verified with evidence, e.g.
Paris is the capital of France. An opinion is based on belief or viewpoint. It is often a personal viewpoint that cannot be verified with evidence e.g. Paris is the
most beautiful city in France. Opinion are usually (but not always) preceded with words such as ‘I think’, It seems’ and with subjective adjectives,
comparatives or superlatives. Sometimes, however, it is difficult to separate fact from opinion, and it not always clear if a statement is one, the other, or both.
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Activity 1.19
Students can develop their critical thinking skills with activities such as this. It is suggested that the tasks become more and more challenging over time.
 Prepare a series of statements of facts and opinion.

 In pairs, students decide which statements are facts and which are opinions.
An alternative to this is for the teacher to give each pair two cards, one blue, the other yellow. The teacher then reads out the statement and the pairs indicate
their decision by a show of cards.
Easy example:
Smoking is a nasty habit.
Smoking is an unhealthy habit.
16 year-olds should be allowed to vote.
The earth is a planet not a star.
Activity 1.20
Although this is a writing activity, it provides practice in distinguishing between fact and opinion.
 Students write a series of statements, either fact or opinion.

 Whole class discussion.
Example:
 In pairs, write two facts and two opinions about the following:
- The school
- Food
- The country’s capital city
- The transport system
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Identifying a writer’s viewpoint and attitude
The words and phrases in many texts, particularly persuasive ones, indicate the attitude of the writer. The reader often needs to consider the word choices
the writer has made.
Activity 1.21
This activity gives practice in identifying writer’s attitude.
 Find a reading text in which the writer’s viewpoint or attitude is clearly stated e.g. a film or book review, opinion piece or an argument essay.
 In pairs, students identify those words and phrases in the text that indicate the writer’s attitude or viewpoint.
Example exercise:
School uniforms help to make all students feel equal. People’s standards of living differ significantly, particularly in our cities. Some people are very well off
while others are not so fortunate. People sometimes forget that school is a place of learning, not a fashion cat walk. Making the wearing of school uniforms
compulsory would make all students look the same regardless of their financial situation. School uniforms would promote pride and help to raise the self-
esteem of students whose financial position puts stylish clothes beyond their reach.
Those opposed to the compulsory wearing of school uniforms say that they restrict students’ ability to express their individuality. This point has some merit on
the surface. However, as stated previously, school is a place to learn not to flaunt wealth and fashion. As a society, we must decide if individual expression
through clothing is more important than improved standards in education. After all, it is important to remember that school uniforms would be worn only during
school hours. Students can express their individuality in any way they want, including the clothes they choose to wear, once class is over.
Make of list of the words or phrases that convey the writer’s opinion of school uniform.
There are a number of words and phrases in the text that the writer uses to maximise the points in favour of his/her opinion and to minimise the points against
his/her opinion.
Find these words and phrases in the text.
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Maximisers Minimisers
Would you sum up the writer’s opinion of approving or disapproving of school uniforms?
What is the writer’s attitude to school uniforms?
Inference
Writers do not always explain everything to the reader. Sometimes readers have to infer information. They have to read between the lines.
Activity 1.22
This is sentence-based exercise in identifying inference.
 Prepare eight or ten sentences. Write a series of statements related to the content, one of which could be inferred from the original sentence.
 In pairs, students decide on the correct option.
Example:
Read each sentence. Which sentence A, B or C can be inferred from it?
In all cultures, gestures are used as a form of communication, but the same gestures may have very different meanings in different cultures.
A. No two cultures use the same gestures.
B. One gesture will never have the same meaning in two cultures.
C. A person from one culture may misunderstand the gestures used by a person from another culture.
Source: https://www.ccsf.edu/dam/Organizational_Assets/Department/ESL/CLAD/infer.pdf
Activity 1.23
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This activity provides practice in inferring the topic of a paragraph.
 Find reading texts where the topic is not stated. For example, a list of jobs where the job itself is not given.
 In pairs, students decide what the topic is and underline any words or phrases that helped them to reach their decision.
Activity 1.24
This activity provides practice in inference at paragraph level.
 Find a reading text and write a series of statements related to the content, several of which could be inferred from the text.
 In pairs, students decide on the correct option.
Example:
Read the text. Which of the statements after the text can be inferred from it?
Natural flavourings and fragrances are often costly and limited in supply. For example, the vital ingredient in a rose fragrance is extracted from natural rose
oil at a cost of thousands of dollars a pound; an identical synthetic substance can be made for 1% of this cost. Since the early twentieth century, success in
reproducing these substances has created a new industry that today produces hundreds of artificial flavours and fragrances. Some natural fragrances are
easily synthesized; these include vanillin, the aromatic ingredient in vanilla, and benzaldehyde, the aromatic ingredient in wild cherries. Other fragrances,
however, have dozens, even hundreds of components. Only recently has it been possible to separate and identify these ingredients by the use of gas
chromatography and spectroscopy. Once the chemical identity is known, it is often possible to synthesize them. Nevertheless, some complex substances,
such as the aroma of fresh coffee, have still not been duplicated satisfactorily. Many of the chemical compounds making up these synthetics are identical to
those found in nature, and are as harmless or harmful as the natural substances. New products must be tested for safety, and when used in food, must be
approved by the U.S. Food and Drug Administration. The availability of synthetic flavours and fragrances has made possible a large variety of products, from
inexpensive beverages to perfumed soap to used cars with applied “new car odour.”
A. Natural rose fragrance is 100 times more expensive to produce than artificial rose fragrance.
B. Vanillin is easier to synthesize than benzaldehyde.
C. In general, the more components there are in a fragrance, the harder it is to synthesize.
D. Once a substance has been chemically analysed, it can always be easily synthesized.
E. Only recently has it been possible to synthesize satisfactorily the aroma of fresh coffee.
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F. Not all synthetic flavours are harmless.
G. Synthesized substances must be tested for safety only if they are used in food.
H. Synthetic fragrances can be used to make a used car smell like a new one.
Source: https://www.ccsf.edu/dam/Organizational_Assets/Department/ESL/CLAD/infer.pdf
WRITING
Paragraphing
Sentence level
Students need to have control over the language at sentence level. This requires them to know how to use independent and dependent clauses and also how
to connect them. They also need to be able to convey their ideas using the full range of sentence types (simple, compound, complex and compound-
complex).
Activity 2.1
This activity provided practice in improving a paragraph which contains too many short, simple sentences.
 Find a paragraph and rewrite it so that it comprises mostly short, choppy sentences.
 In pairs, students improve the paragraph using different methods to combine sentences.
Example:
This paragraph contains too many short, choppy sentences. Use different methods of combining sentences to improve it.
There are a number of different types of tropical forest. Lowland forest covers the greatest area. It is found in the warm, wet lowlands. Here there is little or no
dry season. Seasonal or monsoon forest also has a heavy rainfall. This rainfall is not evenly distributed throughout the year. There is a dry season of three
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months of more. This is when the trees shed their leaves. Lianas and plants such as ferns do not grow here. This is because they cannot survive the dry
conditions.
There are many websites which provide practice in this area of writing.
Activity 2.2
In this activity, students have practice in improving a text with too many independent clauses.
 Find examples of writing which contain too many independent clauses which have been strung together to form one sentence. (Examples of students’
work can be a useful source, although it is important that the sentences used are anonymised).
 In pairs, students improve on the text.
Example:
Improve these sentences.
1.
Fast food is bad for your health, and it also contains few vitamins and fibre, and it damages your stomach lining, so people shouldn’t eat it.
2.
The favourite food of giraffes is acacia, and they like the leaves of mimosa and apricots, and they have a mouth with a hard inner surface, so they can eat
thorny plants, but they don’t hurt themselves.
Paragraph organisation
Students’ writing needs to be correctly structured. They should use topic sentences in paragraphs and their ideas should develop logically and coherently.
Here are a number of activities to develop their awareness of writing.
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Activity 2.3
This activity gives practice in first identifying, and then writing topic sentences.
 Prepare a worksheet containing topic sentences with controlling ideas.

 In pairs, students identify the main idea and the controlling idea(s) of each sentence.
Example:
A.
Read the following topic sentences of a paragraph. Circle the main idea and underline the controlling idea.
1.
Today’s cars are both comfortable and fast.
2.
Diamonds, the hardest substance on earth, are used for cutting and grinding.
Now complete these topic sentences with suitable controlling ideas.
1.
Computer skills are important ______________________________ .
2.
People from many different cultures ___________________________.
Activity 2.4
Although this is a reading activity, it is useful for emphasising the need to write clear topic sentences.
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 Find a paragraph of about five or six sentences on a particular topic. It should have a good topic sentence and clear supporting sentences.
 Remove the topic sentence from the text.
 Below the paragraph, write a number of plausible, but wrong topic sentences and add the correct topic sentence. Jumble these up.
 In pairs, students decide which is the correct topic sentence.
Activity 2.5
This reading activity is useful for emphasising the need to write clear, structured paragraphs.
 Find a paragraph of about five or six sentences on a particular topic. It should be have a good topic sentence and supporting sentences. It should
also develop logically and coherently.
 Jumble the order of the sentences up.
 In pairs, students put the sentences in the correct order.
Unity
It is important that a paragraph is a unified piece of writing.
Activity 2.6
This activity highlights the importance of not including irrelevant information in a paragraph.
 Find a well-written paragraph of about five or six sentences in length.

 Add one or more sentences which are on the same topic, but which are irrelevant. For example, if the topic is about the cutting and grinding of
diamonds, it would not discuss other aspects of diamonds such as their price and the myths surrounding them.
 Jumble up the sentences.
 In pairs, students put the paragraph into the correct order and identify the sentences which are not related to the topic of the paragraph.
Coherence
A piece of writing needs to be easy to read and understand. The order of ideas is one aspect of achieving this as is the use of appropriate transition signals.
Activity 2.7
This is identical to Activity 2.6 above.
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 Prepare a reading text which includes alternative discourse markers at a number of points in the text.
 In pairs, students select the correct discourse marker.
Variation:
1. Create a short text from which the transition signals have been removed. Students choose the correct transition signal from the list provided. They
should make changes to the text where appropriate.
2. Create a short text from which the reference words have been removed. Students provide the correct reference words.
Punctuation
Students need to use appropriate punctuation in their writing.
Activity 2.8
This activity can also be used for punctuating sentences as well as paragraphs. The example below is a very straightforward example.
 Find a short text. Rewrite removing the punctuation.

 In pairs, students reinsert the punctuation.
Example:
This paragraph should contain eight sentences. Rewrite it, adding punctuation and capital letters.
My brother has got a new computer game and he spends nearly all his time on it every afternoon he gets home from school and quickly has a snack then he
goes to his room and plays until it gets dark i never see him at weekends because he spends from friday night to sunday night in his room in the evenings
after dinner he spends his time talking to his friends on his phone about his new game its his birthday next week do you know what im going to give him im
going to give him another computer game
Spelling
Spelling is a notoriously difficult aspect of English. There are many activities on the internet which aim to improve students’ spelling. Here is one example.
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Activity 2.9
This activity can be used to test vocabulary and spelling that has come up in a previous class. It is also a useful end-of-the-week activity.
 Find 20 vocabulary items that need reviewing.

 Use a worksheet similar to the one below and write ten words on sheet A and ten on sheet B.
 Put students into pairs. Give one student sheet A and the other student sheet B. Student A defines the word and Student B writes his/her answer
correctly on his/her sheet. This process is repeated until all the words have been elicited and written.
 Students check each other’s work and also elicit the spelling of each word.
Example:
Sheet A Sheet B
Explain these words to your partner: Listen to your partner and write 1. (environment) the word s/he is
describing.
2. (climate) 1. _________________
3. (jungle) 2. _________________
3. _________________
Now listen to your partner and write Now explain these words to your and write the word s/he is describing. partner:
1. ____________________ 1. (pollution)
2. ___________________ 2. (banned)
3. __________________ 3. (extinction)
Grammar and vocabulary
A good English language course book will provide practice in improving students’ range and control over vocabulary and grammatical structures. These
language exercises are those aspects of the language which require particular attention.
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Transformation
Activity 2.10
Transformation exercises such as this one give practice in expressing the same idea in a different way. This skill is tested particularly in the summary task.
 Prepare a worksheet with sentences covering a range of grammatical structures. Add a prompt or the stem for each sentence.
 In pairs, students rewrite each sentence so that it similar in meaning using the word(s) given.
Example:
Rewrite the sentence so that it is similar in meaning, using the word or prompt given.
1.
I didn’t know that cars were so expensive in this country.
(IDEA) ___________________________________________
2.
The last time I saw him was in 2014.
I haven’t ___________________________________
Collocation
English has many examples of words which combine together in chunks to convey a particular meaning. It is also important to know that many of these
combinations are not necessarily interchangeable e.g. last week but not last hour. Students at upper intermediate level need be aware of and have control
over some collocations.
There are many collocation activities available online. Here is one example.
Activity 2.11
 Prepare a list of words which collocate with the same core word.
 Teacher reads out the list of words.
 In pairs, students guess the core word.
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An element of competition can be introduced into this activity.
Example:
Which words collocate with all the words on the list?
1.
fresh / GM / processed / organic / junk
2.
light / gourmet / slap-up / square / wholesome
3.
convicted / hardened / violent / professional / habitual
Variation:
Create a list of words which collocate with the same core word. Include one which does not collocate with it. Students identify the odd word out.
Register
Students need to write in a style that is appropriate for a particular kind of writing. The most important aspect of this is being aware of the difference between
formal/semi-formal and informal English. These differences can be seen in several aspect of the language:
Formal/Semi formal Informal
Vocabulary e.g. retain keep
Phrasal verbs and e.g. tolerate put up with single-word verbs
Abstract nouns Used more Used less
e.g. is happiness possible can you be

happy
Grammar
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Impersonal constructions Avoidance of I/you Use of I/you
Connecting words e.g. furthermore and
Contractions Not used Used
e.g. do not don’t
This is not to say that ‘keep’ or ‘I’, for example, should never be used in formal/semi-formal writing. Furthermore, this is not an exhaustive list of the
differences in registers. However, students need to consider this aspect of the language when writing. Another important aspect of good writing is style. This
is ensuring that their writing is free from jargon and that they are economical with words i.e. not using eight words when three are sufficient. The ability to write
clearly and to use the right words for the context are considered to be elements of good style in English.
Activity 2.12
This is a discrimination activity in which students decide whether a text is written in formal or informal language.
 Prepare a number of short texts both formal/semi-formal and informal.

 In pairs, students decide where they are from and who might have written them.
 Follow this up with an exercise where students identify which features of the texts helped them to decide how formal/semi-formal or informal they
were.
Example:
Read these short texts quickly and decide where they are from and who might have written them.
Thanks for the pictures. Got them yesterday. They’re fab – specially that one of Mum and Dad when they’re getting on the plane! I might stick that one on my
Facebook page.
I have worked for eData for eight years. For most of that time I have been responsible for resources management. This has involved resolving staff problems,
managing accounts and ordering stationery and equipment. I understand that this is the kind of experience you are looking for.
Which features of the text helped you decide how formal or informal they were?
Which kind of writing is more likely to
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1. have shorter sentences?
2. have a more impersonal tone?
3. include polite phrases?
4. use passive verbs?
5. use colloquial words ?
6. use phrasal verbs rather than single-word verbs ?
7. use contractions?
8. leave out pronouns?
Activity 2.13
This is another discrimination activity. This time, students choose the phrase which is appropriate to the context.
 Write an informal letter e.g. a reply to a party invitation such as the one in the example. Gap the text, provide optional answers.
 In pairs, students decide the correct word to use in the gap.
Example:
Read this informal reply to a party invitation and complete the text selecting one of the phrases below.
(1) ____________ for the invitation to your party on Saturday. (2) ____________ , but (3) __________________ . My teacher has just (4)
______________ that I’ve got to (5) ____________ a Prize Day rehearsal in the evening. As you can imagine, (6) _______________ about it.
1. Thanks / I am grateful
2. I apologise / Sorry
3. I can’t make it / I will not be able to be there
4. informed me / let me know
5. attend / go to
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6. I’m really fed up / I am most depressed
Variation:
A formal/semi-formal piece of writing can also be used in the same way.
Summary
A summary aims to reduce information to a suitable length. Here are the recommended steps for writing a summary:
1. Read the question carefully and identify the information required in the summary.
2. Read the text.
3. Underline the main points required for the summary.
4. Re-read the question and consider what the summary is for, who will read it and how formal the language needs to be.
5. Write the summary in note form do not copy chunks of text.
6. Put the original text to one side.
7. Write an introductory sentence for the summary.
8. Use the notes to write the summary. Make sure the writing is well organised and in clear paragraphs and that the sentences are logically
linked.
9. Check the word count.
Activity 2.14
This is a noticing activity. Students identify the best summary of a text.
 Use a summary task from a previous examination. Write a least three or four summaries of the same text. Make sure that at least one of the texts
copies a lot from the original and another that does not fulfil the task requirements i.e. omits one or more points, or writes about irrelevant points. A
third summary could be written in the wrong register.
 In pairs, students identify the best summary. Follow this up with a class discussion about the reasons for their choice.
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Activity 2.15
This is a speaking activity but it highlights several important features of a summary: the inclusion of key information and the use of the speaker’s own words.
 Put the students into pairs and ask Student A to tell Student B about a good film they have seen recently. The speaker should include details about
the plot and about why s/he would recommend it.
 Student B tells the class about the film.
Variation:
1. Student B tells Student C about the film and Student C then tells the class about it.
2. Repeat the activity using other topics e.g. a holiday, a book, a documentary, the news that day or a newspaper article.
Paraphrasing
Paraphrasing is closely linked to summarising but while summarising requires the writer to identify key information in the text and to reduce it to a suitable
length, paraphrasing requires him/her to restate the information: to use his or her own words as far as possible. Paraphrasing is therefore an essential sub-
skill of summarising. The ability to restate the contents of a text indicates that the writer has understood the relevant or key elements of that text.
Transformation exercises as described in Activity 2.10 provide good practice in paraphrasing: expressing the same idea in a different way.
Activity 2.16
This activity practises a number of techniques that can be used in paraphrasing. However, care should be taken with this exercise as making one simple
change to a sentence may not be enough to describe it as being in the writer’s own words. Also, in extended texts, simple substitution of one word for another
will not give a satisfactory summary.
 Prepare a worksheet, as in the example, which lists a number of methods to use when paraphrasing.
 In pairs, students rewrite sentences using the techniques outlined.
Example:
Techniques for paraphrasing
Use the techniques described to paraphrase the example sentence.
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1. Use synonyms.
She was an intelligent woman.
____________________________________________________________
2. Use different link words.
She was poor but honest.
____________________________________________________________
3. Change word forms i.e. verbs → nouns / nouns →verbs / nouns → adjectives.
She provided us with plenty of information.
____________________________________________________________
4. Change word order.
I like curries, pizzas and hamburgers.
____________________________________________________________
5. Use the opposite meaning.
He failed his driving test.
____________________________________________________________
6. Change from active to passive voice (or passive to active).
I cashed the cheque today.
____________________________________________________________
7. Combine two sentences or expressions.
Marienbad is located in western Czechia. It is a popular spa town.
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____________________________________________________________
8. Divide one long sentence into two.
Hungary joined the European Union in 2004 following a referendum in 2003 and it was one of a group of ten countries to join the EU at the
same time, which is commonly referred to as the A10.
____________________________________________________________
Activity 2.17
This is another noticing activity. It is similar to Activity 2.14 but this time students identify the best paraphrase of a text.
 Write a paragraph on a particular topic. Write a least three or four paraphrases of the text. Make sure that at least one of the texts copies a lot from
the original and another that changes only a few words in each sentence. A third could have inappropriate link words between sentences.
 In pairs, students identify the best paraphrase. Follow this up with a class discussion about the reasons for their choice.
LISTENING
Understanding spoken language involves two different kinds of processes: bottom-up and top-down processing. Bottom-up processing refers to decoding a
message at the level of sounds, words, clauses, sentences and larger chunks of language. This process goes from language to meaning. Top-down
processing uses background knowledge to arrive at meaning. This process goes from meaning to language. Effective listeners use both processes at the
same time to arrive at meaning.
Predicting content
Activity 3.1
This activity encourages students to use their background knowledge to predict the information they would expect to hear. It is recommended that all listening
practice has questions before the first listening which activate prior knowledge of the topic.
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 Before a listening, for example on robots, students discuss in pairs or groups what they know about the topic.
 Put this information on the board.
 The recording is played.
 Students compare the information on the board with the content of the recording.
Activity 3.2
This is a variation on the previous activity.
 Before a listening, students prepare questions that they expect to hear about in the recording.
 Put this information on the board.
 The recording is played.
 Students discuss which questions were answered.
 Students confirm which words they heard in the recording.
Activity 3.3
This is another activity to practise prediction.
 Students listen to part of a story.

 In pairs, they predict how the story will end.
 The final part of the recording is played.
 Students compare endings.
Variation:
1. Students are given the news headlines. They predict the content of the news. They then listen to a recording of the news.
2. Students listen to one half of a conversation. They predict the content of the other half. They then listen to the other half of the conversation and
compare.
Listening for essential and finer points of detail
There are many classroom activities which practise listening for specific information. These should be used after the students have heard the recording for the
first time.
Activity 3.4
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This activity provides practice in identifying key words in a text.
 Students are provided with a list of words to listen for. They number the ones they hear in the order they occur.
Example:
Listen to the recording. Which words do you hear? Number them in the correct order.
house shops school summer town countryside fields forest

hills
(Recording)
My grandfather’s house is a lovely place to visit. It is in the countryside, close of a forest. There are lots of interesting walks you can do. The house itself is
surrounded by fields which are full of sheep in the summer.
Variation:
Students can listen for time words / reference pronouns / sequence markers / formal language / informal language.
Activity 3.5
Particular types of texts provide lots of opportunities for listening for detail. These include listening to the weather forecast, to directions and to instructions.
 Find a recording of, for example, the weather forecast.

 Prepare questions that ask for specific information relating to the topic e.g. What was the weather like in Paris?
Activity 3.6
Cloze listening exercises are another way to practise listening for detail.
 Prepare a transcript of the recording. Delete a number of key words or chunks of detail from the text.
 In pairs, students listen and complete the cloze.
Variation:
Prepare a short dictation of part of the listening text.
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Listening to a conversation where meaning is being negotiated and exchanged.
Activity 3.7
 Prepare a dialogue between two people, for example, an interview.

 Students listen to the responses of the interviewee.
 In pairs, they decide what the questions of the interviewer were.
 Students listen to the entire conversation.
 Students compare their questions with those of the interviewer.
Activity 3.8
 Prepare a dialogue in which students listen to a conversation about a topic or item. Write a list of comments about the content of the conversation.
 In pairs, students identify whether the comments made are positive or negative.
Variation:
Other aspects of the dialogue can be examined e.g. what does the person want / why did the person change his mind / how does she describe her
personality.
Listening for attitude and opinion stated and implied
Activity 3.9
There are several examples of this activity online.
 Prepare a series of monologues in which people talk about a topic without mentioning it directly e.g. their job.
 In pairs, students decide what the topic is.
Activity 3.10
 Find examples of people talking in several different situations.

 In pairs, students decided who they are, what their relationship is and what is happening.
A general comment on listening activities
It is recommended that all extended listening tasks involve a series of stages:
 Pre-listening tasks in which the topic is contextualised and unfamiliar vocabulary is taught.
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 While listening tasks. The first listening tasks should be straightforward and focus on understanding the overall message of a text. Subsequent
listening tasks can focus on specific information or detail.
 Post-listening tasks can focus on e.g. listening for specific grammatical forms, or other aspects of the text.
 Post-listening tasks should also include a reaction to the content of the text e.g. do students agree or disagree with what they have heard?
SPEAKING
Students need to have a good range of grammar and vocabulary to perform well in this examination and these aspects of the language can be developed,
extended and practised with the support of a general English course book. The activities described below will give practice in three aspects of speaking: talk
as interaction, or the social aspects of speaking; talk as transaction where the focus is on the message; and talk as performance, such as giving a speech.
Talk as interaction
Students need to know how to respond appropriately to the person they are speaking to. This can be affected by, amongst others, the roles, ages, and status
of the participants. Other aspects of talk as interaction include knowing how to start and finish conversations, showing politeness, reacting to others, and turn
taking.
Activity 4.1
This activity provides practice in conducting a general conversation.
 Prepare a set of conversation starters. These can be on such topics as talking about the weather and school i.e. things which are common or
immediately relevant to the students.
 Give each student one topic.
 Students mill, asking and responding to the topic.
 Provide feedback on the types of responses you heard e.g. really, me too, yes they are, well I’m not sure.
Activity 4.2
This is called a conversation train. In this activity students have more control over the topic of conversation.
 Place a set of chairs in two rows, facing each other.

 Students sit down and chat to the person opposite them.
 After three minutes ask the students to move one seat to the left.
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 Students then chat to the new person opposite them.

 Provide feedback on any language issues noted during the conversations.
Activity 4.3
This is another way to generate a general conversation.
 Ask one student to sit in front of the class and make a comment about what is going on in their lives e.g. I saw a good film last week / I’m going to
Italy for my holiday /
 The rest of the class ask the student at the front at least 2 or 3 relevant questions e.g. What was it? Where did you see it? Who was in it? The student
at the front responds.
 A new student then sits at the front.
 Provide feedback on language issues noted during the conversations.
Activity 4.4
This is a more controlled activity which can be used to introduce a new topic of a lesson or at the end of a topic to consolidate what has been learned.
 Prepare a list of ten questions related to the same topic e.g. food.
What your favourite meal of the day? What do you have for breakfast? What sort of dishes can you cook? Who do you usually eat with? When was
the last time you went to a restaurant? How often do you eat fish?
 Students mill, asking and responding to the questions on the list. Students must ask at least two or three questions related to the one they have
asked.
 Provide feedback on language issues noted during the exchanges.
Variation:
This activity can also be adapted into writing questionnaires and conducting surveys. Each group is given a different topic to investigate. They write the
questions and conduct a class survey. Students give their results orally and then in writing.
Talk as transaction
Classroom discussions, problem-solving activities and role plays are all the types of activities which require students to focus mainly on the message being
conveyed. They provide them with opportunities to agree, disagree, describe, suggest, compare etc. There are many of these types of speaking activities;
here are a few of them.
Activity 4.5
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Conversation cards are often an effective method to generate discussion. There are many examples to be found on online.
 Create a set of conversation cards. The questions on the card can be related to one area e.g. the environment, or they can be wide-ranging.
 Put the students in groups, with the conversation cards in the middle of the table. The first card is selected and students discuss the topic on the card.
This continues until the conversation starts to flag.
 A new card is selected from the pile.
 Provide feedback on language issues noted during the exchanges.
Example questions:
What do you like about your community?

Would you rather live in a flat or a house?
What is your best memory of primary school?
What is the least stressful job you can think of?
Activity 4.6
This is a very controlled activity providing practice in the language of discussion.
 Create a set of at least 25 cards on each one write an expression used in discussions e.g. I agree, because ... I disagree, because ....., I’m not sure,
but....., Maybe, but I don’t think ..., I think that ...., Yes, but ..., To go back to .....
 Create a set of topic cards or propositions.
 Put the students in small groups, distribute the language cards evenly.
 Students turn over the first topic card. As they discuss the topic they use the expressions they have on the card. Once they have used it, they can
discard the card.
 The discussion continues until one student in the group has discarded all his /her cards.
Activity 4.7
This is one example of a problem solving activity. There are many similar critical thinking exercises online.
 Tell students that they are going to move to a desert island but they can only take six of the items on a list.
 In groups, students decide which six items in their order of importance they are going to take and why.
 Class discusses the choices made.
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Example list:
a blanket a towel a camera a radio a box of matches

a magnifying glass a watch a bottle of water a saucepan an axe
a tent 15 metres of rope a knife a torch a
medical kit a pair of scissors warm clothes a mobile phone
Talk as performance
Giving a short talk has many of the elements involved in writing. It is more planned and structured than impromptu speech.
Activity 4.8
This activity aims to provide students with an example of a prepared speech and this is analysed for organisation and special language features used.
 Find an audio or video recording of a short speech.

 In groups, students identify features of the speech e.g. what were the main ideas and supporting ideas, how did the speech begin or end, how did the
speaker move from one idea to the next? Other aspect of the speech can also be identified e.g. audience and purpose.
 In groups, students prepare a talk on a given topic.
 Each group gives its talk.
 Provide feedback.
Activity 4.9
This activity gives practice in talking at length on a topic.
 Put a list of very general topics on the board e.g. last weekend, my favourite food, cats, oranges, the weather, chocolate, fast food, pets.
 Tell students they must select a topic and talk about it for one minute.
 Model the activity first – ask students to select your topic and you speak for one minute.
 Remove the topic from the list.
 Ask for one student to choose a topic and speak for one minute.
 This topic is then removed from the list.
 The activity continues until all students have spoken or there are no more topics on the board.
Variation:
All the topics can be similar e.g. how to topics or ones which require persuasive language.
Activity 4.10
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This activity gives practice in preparing short presentations.
 Give students a topic or area to research.

 In another lesson, students give three-minute talks on the topic.
 Give feedback on organisation and language.
This activity can also be the culmination of several lessons which explore the features of a presentation such as planning, register, language etc.
Variations:
Students can give group presentations which should be about five or six minutes in length.
Students can be given a similar topic e.g. technology. Alternatively, all the presentations should be how to ..., or persuasive presentations such as a sales
pitch.
Useful websites
• http://www.eslflow.com/
Lesson plans and ideas for teachers
• https://www.eslpod.com/website/
English as a Second Language Podcasts
• http://www.esl-lab.com/
ESL Cyber Listening Lab
• http://www.elcivics.com/worksheets/esl-worksheets.html
Learn English with ESL Worksheets. Free and Printable
 http://www.eslbase.com/teaching/
• https://www.englishclub.com/esl-worksheets/
practical, printer-friendly ESL worksheets (most with teachersheets and KEYs) to use in any English language class
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 http://a4esl.org/

Twitterfeeds:
• ESL Podcast @eslpod
English as a Second Language (ESL) Podcast's Twitter feed.
Learn English, improve your vocabulary at http://ESLPod.com .
• Teachit ELT @TeachitELT
a large and constantly growing bank of ELT resources made and edited by teachers. Tweets are by the site editor teachitelt.com
• TeachingEnglish @TeachingEnglish
Global community of English language teachers. ELT lesson ideas and professional development resources. TeachingEnglish.org.uk
• English247 @english247
Free English Lessons Online, by ESOL Courses. Links to free English activities tweeted by our web team (Sue tweets as@esolcourses). Follow us to learn
English! esolcourses.com
 @esolcourses
Free #TEFL resources & mobile friendly online lessons and quizzes for #teaching and learning #English in and out of the classroom. Tweets
by @esolcourses_sue
 @esl_expressions
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1

International GCSEs have 120-140 guided learning hours.

The columns in this lesson plan indicate:

Why transferable skills?

Assessment Exemplar classroom activities Resources Which skills could

All activities should be rounded off with the question

Speaking – General conversation

AO4 A and C Appendix 4.1 / 4.2 / 4.3 / 4.4

Grammar – Adjectives and adverbs / Intensifiers /

AO2 A and C General English course books

General Grammar and Vocabulary

AO1 B Reading – Deducing the meaning of unknown Appendix Problem Solving

All activities should be rounded off with the question

Speaking – General conversation / Asking and

Appendix 4.1 / 4.2 /4.4 + students write and

Grammar – Tense review / Question tags

AO4 A/B/C Speaking – General conversation / Register

Appendix 4.1 – 4.6

AO1B Reading – Reading Practice Paper Part 1 / Appendix Problem Solving

Grammar – Prefixes and Suffixes / Active and

Assessment Exemplar classroom activities Resources Which skills could

Grammar – Conditionals / Reference words /

Vocabulary – Ages and stages / Spelling

AO1 B Reading – Deducing the meaning of unknown Appendix Problem Solving

Grammar –Discourse markers and Linking Words /

Appendix 2.11 + writing task Self-Presentation

AO2 A and C Collaboration

AO2 A and C Appendix 2.9

AO4 A and C Past Paper Speaking Part 2

AO2 A and C Appendix 2.9

Assessment Exemplar classroom activities Resources Which skills could

General English course book

Grammar – Articles / Transformation / Word

Grammar – Tense review / Transformation

AO1 C and D Reading – Inference Appendix Problem Solving

AO2 A and C Appendix 2.9

9 - 10 - End of year examination - -

Assessment Exemplar classroom activities Resources Which skills

AO2 D Writing – Paraphrasing Adaptability

Speaking – Discussion/ Problem solving / Critical

General English course book

information is being negotiated / Identify a Argumentation

AO2 A and C General English course book

AO1 C and D Reading – Inference Appendix Problem Solving

Grammar – Reported speech / Word Formation /

Assessment Exemplar classroom activities Resources Which skills

1-2 - Mock Examination Past Papers -

AO1 A and B Reading – Skimming and scanning Appendix Problem Solving

Grammar – Unreal tenses / Transformation

AO3 C and D Listening - Understanding a conversation where Communication

Assessment Exemplar classroom activities Resources Which skills

AO3 B and C detail / Understanding a conversation where Critical Thinking

9 - 10 - International GCSE 4ES1 Examination - -

The assessment objectives for this qualification are:

AO1 – Understand and respond in writing to a range of English texts.

A. Understand the overall message of a text.

B. Understand in detail a range of texts, identifying finer points of detail.

C. Distinguish between facts, ideas and opinions.

D. Identify a writer’s viewpoint and attitude, stated and implied.

AO2 - Write clear, relevant texts in English on a range of subjects.