ocr functional skills english delivery guide · delivery of this qualification. the guide is a...

FUNCTIONAL SKILLS

ENGLISH

DELIVERY GUIDEEntry 1 09495Entry 2 09496Entry 3 09497Level 1 09498Level 2 09499

Version 2

FunctionalSKILLS

2 UNIT 2

FUNCTIONAL SKILLS ENGLISH

DELIVERY GUIDE 2 DELIVERY GUIDE

CONTENTSIntroduction 4

Qualification information – Units

Entry 1 Unit 1Coverage and range

(E1S1) Understand the main points of short explanations 7(E1S3) Respond appropriately to comments and requests 8 (E1S5) Ask simple questions to obtain specific information 8(E1R1) Read and understand simple regular words and sentences 9(E1R2) Understand short texts on familiar topics and experiences 9(E1W1) Use written words and phrases to present information 10(E1W2) Construct simple sentences using full stops 10 (E1W3) Spell correctly some personal or very familiar words 11


(E2S1) Identify the main points of short explanations and instructions 12(E2S2) Make appropriate contributions that are clearly understood 13(E2S5) Ask and respond to straightforward questions 13 (E2R1) Understand the main events in chronological texts 14(E2R2) Read and understand simple instructions and directions 15(E2R3) Read and understand high frequency words and words with common spelling 16 patterns (E2R4) Use knowledge of alphabetical order to locate information 17(E2W1) Use written words and phrases to record and present information 18(E2W2) Construct compound sentences using common conjunctions 19 (E2W3) Punctuate correctly, using upper and lower case, full stops and question marks 20 (E2W4) Spell correctly all high frequency words and words with common spelling patterns 21


(E3S2) Use techniques to clarify and confirm understanding 22(E3S3) Give own point of view and respond appropriately to others’ point of view 23(E3S4) Use appropriate language in formal discussions/exchanges 24(E3R1) Understand the main points of texts 25(E3R2) Obtain specific information through detailed reading 26(E3R3) Use organisational features to locate information 27 (E3R4) Read and understand texts in different formats using strategies/techniques 27 appropriate to the task

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FUNCTIONAL SKILLS ENGISH

DELIVERY GUIDE

(E3W2) Sequence writing logically and clearly 28(E3W3) Use basic grammar including appropriate verb-tense and subject-verb agreement 29(E3W4) Check work for accuracy, including spelling 30

Level 1 Unit 1Coverage and range

(1S1) Make relevant and extended contributions to discussions, allowing for and 31 responding to others’ input(1S2) Prepare for and contribute to the formal discussion of ideas and opinions 32(1S4) Present information/points of view clearly and in appropriate language 33(1R1) Identify the main points and ideas and how they are presented in a variety of texts 33(1R2) Read and understand texts in detail 34(1R4) Identify suitable responses to texts 35(1W4) Use correct grammar, including correct and consistent use of tense 35(1W5) Ensure written work includes generally accurate punctuation 36

Level 2 Unit 1Coverage and range

(2S1) Consider complex information and give a relevant, cogent response in appropriate 37 language(2S2) Present information and ideas clearly and persuasively to others 38(2S3) Adapt contributions to suit audience, purpose and situation 39(2S4) Make significant contributions to discussions, taking a range of roles and helping to 39 move discussion forward (2R1) Select and use different types of texts to obtain and utilise relevant information 40(2R2) Read and summarise, succinctly, information/ideas from different sources 40(2R3) Identify the purposes of texts and comment on how meaning is conveyed 41(2R4) Detect point of view, implicit meaning and/or bias 41(2R5) Analyse texts in relation to audience needs and consider suitable responses 42(2W2) Present information on complex subjects clearly and concisely 42(2W3) Use a range of writing styles for different purposes 43(2W5) Punctuate written text using commas, apostrophes and inverted commas accurately 44(2W6) Ensure written work is fit for purpose and audience, with accurate spelling and 44(2W7) Grammar that support clear meaning 45

Appendix 1 46

Appendix 2 47

OCR Resources: the small printOCR’s resources are provided to support the teaching of OCR specifications, but in no way constitute an endorsed teaching method that is required by the Board and the decision to use them lies with the individual teacher. Whilst every effort is made to ensure the accuracy of the content, OCR cannot be held responsible for any errors or omissions within these resources.

© OCR 2013 - This resource may be freely copied and distributed, as long as the OCR logo and this message remain intact and OCR is acknowledged as the originator of this work.

To give us feedback on, or ideas about the OCR resources you have used, email [email protected]

4 UNIT 2



This Delivery Guide has been developed to provide practitioners with a variety of creative and practical ideas to support the delivery of this qualification. The Guide is a collection of lesson ideas with associated activities, which you may find helpful as you plan your lessons.

OCR has collaborated with current practitioners to ensure that the ideas put forward in this Delivery Guide are practical, realistic and dynamic. The Guide is structured by level, unit and learning objective so you can see how each activity helps you cover the specification.

We appreciate that practitioners are knowledgeable in relation to what works for them and their learners. Therefore, the resources we have produced should not restrict or impact on practitioners’ creativity to deliver excellent learning opportunities.

Whether you are an experienced practitioner or new to the sector, we hope you find something in this guide which will help you to deliver excellent learning opportunities.

If you have any feedback on this Delivery Guide or suggestions for other resources you would like OCR to develop, please email [email protected].

PLEASE NOTEThe activities suggested in this Delivery Guide MUST NOT be used for assessment purposes.

The timings for the suggested activities in this Delivery Guide DO NOT relate to the Guided Learning Hours (GLHs) for each unit.

Assessment guidance can be found within the Unit document available from www.ocr.org.uk.

The latest version of this Delivery Guide can be downloaded from the OCR website.

INTRODUCTION

5


DELIVERY GUIDE

QUALIFICATION INFORMATION – UNITSEntry 1

GLH 45Entry 2

GLH 45Entry 3

GLH 45Level 1

GLH 45Level 2

GLH 45

(E1S1) Understand the main points

of short explanations

(E2S1) Identify the main points of short

explanations and instructions

(E3S1) Follow the main points of discussions

(1S1) Make relevant and extended contributions to discussions, allowing for and responding to

others’ input

(2S1) Consider complex information and

give a relevant, cogent response in appropriate

language

(E1S2) Understand and follow instructions

(E2S2) Make appropriatecontributions that are

clearly understood

(E3S2) Use techniques to clarify and confirm

understanding

(1S2) Prepare for and contribute to the formal discussion of ideas and

opinions

(2S2) Present information and ideas

clearly and persuasively to others

(E1S3) Respond appropriately to

comments and requests

(E2S3) Express simple feelings or opinions

and understand those expressed by others

(E3S3) Give own point of view and respond

appropriately to others’ point of view

(1S3) Make different kinds of contributions to

discussions

(2S3) Adapt contributions to suit

audience, purpose and situation

(E1S4) Make contributions to be

understood

(E2S4) Communicateinformation so that the

meaning is clear

(E3S4) Use appropriate language in formal

discussions/exchanges

(1S4) Present information/points of

view clearly and inappropriate language

(2S4) Make significant contributions to

discussions, taking a range of roles andhelping to move

discussion forward

(E1S5) Ask simple questions to obtain specific information

(E2S5) Ask and respond to straightforward

questions

(E3S5) Make relevantcontributions, allowing for and responding to

others’ input

(1R1) Identify the main points and ideas and

how they arepresented in a variety of

texts

(2R1) Select and use different types of texts

to obtain and utilise relevant information

(E1R1) Read and understand simple regular words and

sentences

(E2S6) Follow the gist ofdiscussions

(E3R1) Understand the main points of texts

(1R2) Read and understand texts in

detail

(2R2) Read and summarise, succinctly,information/ideas from

different sources

(E1R2) Understand short texts on familiar topics

and experiences

(E2R1) Understand the main events in chronological texts

(E3R2) Obtain specificinformation through

detailed reading

(1R3) Utilise information contained in texts

(2R3) Identify the purposes of texts and

comment on how meaning is conveyed

(E1W1) Use written words and

phrases to present information

(E2R2) Read and understand simple

instructions and directions

(E3R3) Use organisational features to locate information

(1R4) Identify suitable responses to texts

(2R4) Detect point of view, implicit meaning

and/or bias

. . . continued

6 UNIT 2



Entry 1GLH 45

Entry 2GLH 45

Entry 3GLH 45

Level 1GLH 45

Level 2GLH 45

(E1W2) Construct simple sentences using full

stops

(E2R3) Read and understand high

frequency words and words with common

spelling patterns

(E3R4) Read and understand texts in

different formats usingstrategies/techniques

appropriate to the task

(1W1) Write clearly and coherently, including an

appropriatelevel of detail

(2R5) Analyse texts in relation to audienceneeds and consider suitable responses

(E1W3) Spell correctly some personal or very

familiar words

(E2R4) Use knowledge of alphabetical order to

locate information

(E3W1) Plan, draft and organise writing

(1W2) Present information in a logical

sequence

(2W1) Present information/ideas

concisely, logically, and persuasively

(E2W1) Use written words and phrases to

record and present information

(E3W2) Sequence writing logically and

clearly

(1W3) Use language, format and structure suitable for purpose

and audience

(2W2) Present information on complex

subjects clearly and concisely

(E2W2) Construct compound sentences

using common conjunctions

(E3W3) Use basic grammar including appropriate verb-

tense and subject-verb agreement

(1W4) Use correct grammar, including

correct and consistentuse of tense

(2W3) Use a range of writing styles for

different purposes

(E2W3) Punctuate correctly, using upper

and lower case, full stops and question marks

(E3W4) Check work for accuracy, including

spelling

(1W5) Ensure written work includes generally accurate punctuation

(2W4) Use a range of sentence structures,including complex

sentences, and paragraphs to organise written communication

effectively

(E2W4) Spell correctly all high frequency

words and words with common spelling

patterns

(1W6) spelling and that meaning is clear

(2W5) Punctuate written text using

commas, apostrophes and inverted commas

accurately

(2W6) Ensure written work is fit for purpose

and audience, with accurate spelling and

(2W7) grammar that support clear meaning

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DELIVERY GUIDE

ENTRY 1

Unit 1 (E1S1) Understand the main points of short explanations

Suggested activity title Suggested activity Suggested timings

Links to other coverage and range

Links to Progression units

Introductory activity

At the beginning of a course of learning, use the opportunity of introductions to help learners identify and convey key information about themselves. Teachers could ask learners to work in pairs. Person A introduces themselves to Person B, giving their name and where they live/the name of their previous school/college/workplace, for example. Person B then asks Person A one piece of additional information about themselves - this could be what their favourite subject is, what their job entails, whether they have a pet etc. They then swap over and Person B introduces themselves to Person A and Person B asks Person A one piece of additional information about themselves.

10 minutesE1S2, E1S3, E1S4, E1S5

Unit 4: LO 1,2,3

Active listening

Teachers could introduce the importance of active listening to learners. Learners work in pairs. Person A tells Person B about their favourite place. Person B shows he/she is interested and listens carefully. They then discuss and note down how Person B showed how he/she was actively listening, considering body language, silences and how Person B responds. Teachers could ask for learners’ observations and list these active listening techniques. The teacher could add to the list where necessary (these could include: silence, allowing the person to speak, not doing something else, eye contact, nodding, saying ‘yes’ or ‘mmm’, leaning forward, repeating or paraphrasing words to show agreement, asking questions, for example). Learners could do the exercise again, so that Person B now tells Person A about their favourite place, and Person A uses the active listening skills discussed.

30 minutes E1S2 Unit 4: LO 1,2,3

Explaining a preference

Teachers could ask learners to discuss in pairs their favourite TV programme. Prompt them to use active listening skills and to ask appropriate questions. Learners could feedback to the class what they have learned about their partner’s favourite TV programme. During feedback teachers could explore what appropriate questions were used; for example identifying ‘What..?’ and ‘Why..?’ questions.

20 minutesE1S2, E1S3, E1S4, E1S5

Unit 4: LO 1,2,3

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ENTRY 1

Unit 1(E1S3) Resond appropriately to comments and requests




Responding to questions for information

Teachers could ask learners to respond to prepared questions. They should explain that learners need to respond as clearly as possible. In pairs, learners should prepare five questions they want to ask their partner about their weekend. They should respond to the questions as clearly and concisely as possible. Teachers could ask learners to explain what they have learned about their partner’s weekend. They could explore whether the responses were clear and related to the questions asked.

30 minutes E1S4 Unit 4: LO 2

Unit 1(E1S5) Ask simple questions to obtain specific information




Asking questions for information

Teachers could give learners a list of ingredients for making a recipe. Learners could then write down questions they need to ask in order to make the recipe. As a class, share the questions and explore which questions are the most effective in finding out how to make the recipe.

30 minutes Unit 4: LO 3

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DELIVERY GUIDE

ENTRY 1

Unit 1(E1R1) Read and understand simple regular words and sentences




Shared reading

Teachers could project a simple text, such as a straightforward advertisement, onto a screen and ask learners to suggest what kind of text it is and where they might find it or who might have written it. After reading together, ask learners some key information retrieval questions, using ’What...?’, ‘Who..?’ etc. Explore possible answers and annotate the screen with relevant words.

30 minutes E1R2 Unit 1: LO 1,2

Reading to sentence punctuation

To encourage the identification and understanding of sentence structure and punctuation when reading aloud, teachers could encourage learners to read a sentence at a time around a class. This also adds to the pace of the learning and can be less daunting for unsure learners. Don’t forget to take part yourself, reading slowly and clearly, in order to model reading aloud effectively for your learners.

20 minutes E1R2 Unit 1: LO 1

Unit 1(E1R2) Understand short texts on familiar topics and experiences




Key descriptors

Teachers could use an extract from a simple information text which suits their learners, describing an animal of their choice. Ask learners to draw the animal and label with key descriptors from the text.

20 minutes E1R1 Unit 1: LO 1,2

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ENTRY 1

Unit 1(E1W1) Use written words and phrases to present information




Key vocabulary

Teachers could introduce a simple process, such as how the postal service works, and give learners key vocabulary to help them to write about the process precisely. They should then write a concise description of the process, using the new vocabulary where possible.

30 minutes E1W2, E1W3 Unit 26: LO 1

Word order

Teachers could introduce the concept of word order in simple sentences – for example, nouns used as subjects begin sentences, but used as objects they come at the end of the sentence, adjectives describe nouns, etc. Teachers could then give words for sentences in the wrong order, or cut up, and ask learners to write out the sentence in the correct order. Encourage them to explore why they have made their choices and to articulate the rules they have followed. Then ask them to write their own simple sentences describing what they did when they woke up this morning.

30 minutes E1W2 Unit 26: LO 1

Unit 1(E1W2) Construct simple sentences using full stops




Simple sentences

After teaching learners about the need for simple sentences to have a subject, verb and object, teachers could give them a number of ‘sentences’, some of which are not accurate sentences, and ask them to identify the correct ones, and why an incorrect one is incorrect. For example, they might say, ‘The man ran after the boy.’ is correct. They might say, ‘The boy.’ Is an incomplete sentence, because there is no verb or object.

20 minutes

Nouns, verbs, adjectives

After teaching the concept, teachers could give learners cards which consist of nouns, verbs and adjectives. Learners could first of all sort them into the three categories, then use them to make up their own sentences. They could then replace the adjectives they have used, with their own adjective.

30 minutes E1W3

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DELIVERY GUIDE

ENTRY 1

Unit 1(E1W3) Spell correctly some personal or very familiar words




Personal spelling dictionary

Teachers could encourage learners to keep a spelling dictionary of their own and when they come across a word they don’t know, write it in their personal dictionary. Using the Look, Cover, Spell, Check method, they could be given regular opportunities to learn the spellings they have difficulties with.

Unit 26: LO 2,5

Spelling ‘Snap’

Teachers could select words with similar spelling patterns, such as: ‘ea’, ‘ee’ , ‘ou’, ‘or’, ‘au’ etc. and learners could play ‘Snap’ in pairs, matching the same-spelling words. Encourage them to say the words as they ‘Snap’.

15 minutes Unit 26: LO 2,5

Homonyms ‘two, too, to’

Teachers could explain the homonyms, two, too and to (‘two’ means 2, ‘too’ means also or very or more than enough, and ‘to’ is used in all other cases). Learners could complete a cloze with different sentences using these words and filling in the gaps, so that they have to decide which ‘two, too or to’ fits. For example, ‘He travelled ___ Northampton.’


12 UNIT 2



ENTRY 2

Unit 2(E2S1) Identify the main points of short explanations and instructions




Chat show introductions

Teachers could ask learners to work in pairs to introduce each other in a chat show. Person A could be a chat show host, Person B is the guest. They will then swap roles, so the preparation is the same for both. Both parties prepare the questions they would like to ask in order to introduce the other person at the beginning of the show. They should then take turns to ask their questions of their partner and note or remember their answers. Finally teachers could ask them to introduce their guest to their chat show, giving their name and other details they have found out. This could be done to the rest of the class. Ask other learners to comment on what is done effectively – eg informative, clearly spoken, precise vocabulary. Teachers could introduce the concept of register where learners show an awareness of audience and purpose relating to the chat show format.

30 minutesE2S2, E2S3, E2S4, E2S5, E2S6

Unit 9: LO1, 2. Unit 10: LO 1

Discussion rules

Teachers could introduce the concept of discussions – they could ask learners to define what a discussion is, and how it differs from a conversation or a lecture, for instance. Learners might suggest things like, number of people involved, different opinions of participants, taking turns at speaking, etc. In order to prepare them for positive discussion work, ask learners in groups of 4/5 to decide on five rules for effective discussions. Give them a card to write down their rule after they have all discussed and agreed the rule. At the end discuss groups’ rules and which ones appear to be the most important, as well as clarifying why the rule is important. This should be followed up by an opportunity for a brief discussion on, for example, what makes a good shop assistant. At the end, ask the groups if they followed their rules and what difficulties they experienced.

30 minutes (activity) 30 minutes (follow up)

E2S1, E2S2, E2S3E2S4, E2S5, E2S6

Unit 9: LO 1,2,3

Summing up

Teachers could show learners a short film text which explains something (use YouTube and tailor your choice to your learners’ interests and contexts). Ask them to write down the main points of the explanation they have heard in note form.

20 minutes E2W1Unit 9: LO 1. Unit 10: LO 1

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DELIVERY GUIDE

ENTRY 2

Unit 2(E2S2) Make appropriate contributions that are clearly understood




Selecting a holiday

Teachers could provide a range of holiday brochures for learners to look at and read in groups of 3. Some learners will use the pictures and highlights, others may use more detailed information. Ask learners to decide on one place they would like to go and to prepare a brief description of the place and why they have chosen it. After everyone in the group has given their description and opinion, the group could have a discussion, following the rules previously decided upon, about whose description and opinion was the most convincing. As a group, they could decide on one place from the three suggested to go on holiday!

30 minutes (activity) 15 minutes (discussion)

E2S1, E2S3, E2S4, E2S6, E2W1

Unit 9: LO 1,2,3. Unit 10: LO 3

Unit 2(E2S5) Ask and respond to straightforward questions




Driving lessons enquiry

Teachers could ask learners to work in pairs and imagine Person A wants to begin driving lessons. Person B is the receptionist of the driving school. Learners could improvise a telephone call to a driving school to find out details of cost, times, prerequisites etc. They can perform this as an improvisation, but allow learners a time limit to prepare their questions and answers.

20 minutes E2S4Unit 9: LO 2. Unit 10: LO 6

14 UNIT 2



ENTRY 2

Unit 2(E2R1) Understand the main events in chronological texts




Sum it up

Teachers could use a text relating to their learners’ context, for example, a set of instructions for a hairstylist to style someone’s hair. The teacher could cut up the different stages and ask learners to sequence the instructions in the correct order. Similarly, give the learner the instructions and ask them to half the amount of words/sentences/points, so that they only include the most important information.

15 minutes E2R2, E2W1 Unit 6: LO 1

Headlines

Teachers could give learners a short newspaper article on a relevant subject without the headline, and ask them to produce their own headlines which sum up the article appropriately. Emphasise the need for brevity and point out how unnecessary words can be missed out (for example, ‘Boy rescues cat’ is not grammatically correct – ask them why - the word ‘the’ is missing) and explain that this is a stylistic feature of headlines to help keep them short. This could be developed further by asking them to create headlines for other short texts relevant to learners’ contexts or real life. For example, looking at a leaflet about healthy eating, learners could devise their own headings for different sections.


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DELIVERY GUIDE

ENTRY 2

Unit 2(E2R2) Read and understand simple instructions and directions




Giving Instructions

Teachers could give learners a set of instructions for, say, building a table, or using a washing machine, or something relevant to their context. Learners should read them carefully and ensure they understand them. They could then fold a piece of paper into six squares and imagine they are trying to convey the instructions to someone who can’t read or speak English. They can use images and/or diagrams, numbers and letters of the alphabet to convey chronology, and very short simple words only.

40 minutes E2R1, E2R4, E2W1

Crazy Snakes and Ladders

Teachers could introduce different imperatives to learners. Instruction words such as ‘give’, ‘slice’, ‘shake’ etc. Ask them to think of some of their own. Then read a set of instructions for playing Snakes and Ladders, see appendix 2, or another game suited to their learners. Learners can highlight all the imperatives. They should then write their own instructions in pairs for playing ‘Crazy Snakes and Ladders’. They can make the game as crazy as they want. Then the pairs can swap rules and follow the instructions of the other pair.

50 minutes E2R1

16 UNIT 2



ENTRY 2

Unit 2(E2R3) Read and understand high frequency words and words with common spelling patterns




Matching patterns

Teachers could ask learners to write down on small pieces of cards words with common spelling patterns, eg race, place, grace, lace, and catch, latch, batch, hatch, match and house, loud, mouse, proud, about etc. In pairs, learners could mix the words up and play a matching game. They could use the same cards by turning them all over. Each player takes it in turns to turn two cards the right way up. The aim is to match to another word with the same spelling pattern, so the players need to remember where they see words. When a player turns a word over and remembers where another word with the same pattern is placed (having turned it over previously themselves or seen their partner turn it over), they can turn over the one they think matches. If they are successful, they keep the cards. The person with the most cards at the end of the game is the winner.

15 minutes (per activity)

Colour words within words

Teachers could ask learners to see if high frequency words or words with common spelling patterns can be broken down into other words, for example ‘bat’ is in ‘batch’, ‘out’ is in ‘about’. Learners could write the words down in their own spelling dictionaries, together with definitions, using different colours to highlight the patterns. For example the ‘out’ in ‘about’ could be red, with the rest of the word written in black. This helps learners to remember, but also to spot spelling patterns and encourage the breaking down of words.

10 minutes E2W4

Read and check

Using the list of high frequency words at Appendix 1, teachers could ask learners to work in pairs. Each person has a copy of the sheet with the high frequency words on. Person A reads one of the words aloud at random and Person B finds the word then spells out the word to Person A, who checks it. After learners become confident, Person A can go on to compose a sentence with the word, and Person B decides if the word has been used correctly. If they are both happy, they can both tick the word on their sheets. Use time limits of 5 and 10 minutes per person to give momentum to this activity.

10 minutes

17


DELIVERY GUIDE

ENTRY 2

Unit 2(E2R4) Use knowledge of alphabetical order to locate information




Alphabet Game 1

Teachers could revise the alphabet with learners by asking them to write down the alphabet in lower case and then in capitals. Point out the differences and when each should be used, if necessary. In pairs give learners a set of cards, each with a letter from the alphabet marked. Mix the letters up and place face-down in the middle. Each learner takes turns to pick one up and place it in front of them both in an appropriate place, with the aim of placing them all in alphabetical order. As learners progress, you could give them a time limit, or introduce an element of competition through seeing which pairs can finish first.

30 minutes

Alphabet Game 2

Teachers could give learners words with letters in the wrong order. They should put them into alphabetical order so that the word becomes a word, eg ‘pat’ becomes ‘apt’, ‘rat’ becomes ‘art’, ‘car’ becomes ‘arc’. Teachers could then give a number of words or synonyms and ask learners to put them into alphabetical order. For example: hot, cold, lukewarm, freezing, scalding would become: cold, freezing, hot, lukewarm, scalding. This could be developed further by giving words with similar beginnings to fine-tune their understanding of the alphabet and how it is used to categorise – learners could put words such as the following into alphabetical order: nose, nail, rose, raise, slow, snow etc to practise second letter observation. The same could be done with third letter examples: bee, been, beef, beech, ran, rang, rank, rant etc.

30 minutes

Reference books

Dictionary and thesaurus practice is best done little and often. As a starter for a week, teachers could give a list of words for learners to define for the first ten minutes of a lesson. Make the words pertinent to your learners or the concept under current study to make this a worthwhile exercise. Teachers could give words for learners to look up against the clock, and just write down the page they were found on. Another starter activity using a thesaurus could be to ask learners to write down three adjectives to describe themselves or someone they know. Using a thesaurus they should look up their word and find two alternatives that would work as well or better.

10 minutes E2W4

18 UNIT 2



ENTRY 2

Unit 2(E2W1) Use written words and phrases to record and present information




Fast food information

Teachers could initiate a discussion about different fast food outlets, the food they offer, service and how popular they are. Use this as a basis for learners to write an information text about one of their choice. Give them headings such as the following, to help them structure their information: Name of fast food outlet/Menus or food on offer/Service/Cost. Emphasise that learners need to write accurately, using simple and compound sentences. Encourage learners to follow a checklist to self-assess or peer-assess their work – focus on the use of full stops and simple and compound sentences.

40 minutes E2W2, E2W3

19


DELIVERY GUIDE

ENTRY 2

Unit 2(E2W2) Construct compound sentences using common conjunctions




Introducing compound sentences

Teachers could give learners a number of simple sentences. For example: ‘I visited the doctor. He asked me about my problem. He asked me if I smoked. He asked me if I suffered from asthma. He examined me. It didn’t take long. He looked at my throat. He listened to my lungs. He was pleased with the results. He gave me a simple prescription. The prescription will help me.’ They could ask learners to say whether these sentences are accurate. They may be able to identify that they are accurate but sound stilted because the sentences are all short. Introduce the concept of compound sentences, and the words ‘and’, ‘but’, and ‘or’. Model combining the sentences using these conjunctions, and discuss the effect. Explain these are compound sentences and they can be used to add variety to sentence structure. Writing is improved by using both simple and compound sentences. Ask learners to write about their own recent visit (to a place of their choice), using both simple sentences and compound sentences.

30 minutesE2W1, E2W3 E2W4, E2R3 Unit 8: LO 1

Complete the sentence

To practise forming compound sentences, give learners sentences to complete. Either give the conjunction, as in ‘I went to school and.....’ or ‘I didn’t know whether I wanted to have pasta for lunch or.....’ Or you could give learners the beginnings of sentences and they select a conjunction from ‘and’, ‘but’, ‘or’. ‘I arrived at the shops at 10am....’ or ‘I saw my friend across the road.....’

15 minutes E2R3 Unit 8: LO 1

Using simple and compound sentences

Teachers could ask learners to write an account of a short journey they have taken. Give them about ten minutes for the task, and they should use a combination of short and compound sentences to create variety in their writing. Remind learners of the need for accuracy in punctuation, capital letters at the beginning of sentences and the use of the past tense. When they have finished, ask learners to swap accounts with their partners. Their partner should highlight in different colours, simple and compound sentences. Are similar numbers of simple and compound sentences used? The teacher could use one or two examples to explore the effectiveness of combining both types of sentence, and how they can make a text flow and aid understanding.

25 minutes E2W1, E2W3 Unit 8: LO 1

20 UNIT 2



ENTRY 2

Unit 2(E2W3) Punctuate correctly, using upper and lower case, full stops and question marks




When is a question not a question?

Teachers could ask learners to write down some simple statements. For example: The book is here. You feel well. You like this. I know how to do it. Ask learners to speak the statements aloud in groups or to the class. Explore how each sentence makes sense as a complete idea and how the inflection of the voice shows this. Ask learners how we show this in writing? Reinforce the importance of using full stops in punctuation to replace pauses and inflections in our speech which make it easy to signpost the end of a unit of sense. Ask learners to write down a number of questions, then say them aloud. What difference is there in the inflection of their voice? How do we show this difference in writing? Discuss the importance of the question mark in indicating a question in writing. Ask them to check if they have used a question mark in the questions they wrote down. Go back to the original statements from the beginning. Ask learners to read aloud the statements, turning them into a question by changing the inflection in their voices. Learners could then write the sentences down as questions, remembering to use question marks. Ask learners to write down a conversation between two people who haven’t seen each other for a long time. They should focus on asking and answering questions, and using full stops and question marks accurately. It is useful to allow the opportunity for learners to read their conversations out with a partner, and to notice and reinforce the change in inflection between questions and answers.

40 minutes E2W4, E1S4 Unit 8: LO 3

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ENTRY 2

Unit 2(E2W4) Spell correctly all high frequency words and words with common spelling patterns




Letter blends

Teachers could introduce the importance of common letter blends in words. Give examples, such as ‘art’ can be used at the beginning of words in artist, article, artichoke. It can also be used at the end of words in part, dart, tart and impart, smart, chart, heart. Give learners a number of letter blends for beginnings and endings of words and ask them to make up words with them. For example: tra, ass, ell, ner, igh, oth, mar, ain, ter, tion, str. Give a time limit and then ask learners to check their spellings in a dictionary. It is useful to explore which letter blends rarely begin words, and which rarely ends words.

30 minutes E2R3 Unit 8: 4,5

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ENTRY 3

Unit 3(E3S2) Use techniques to clarify and confirm understanding




Clarifying and checking

Teachers could give learners an ambiguous instruction. For example, ‘Turn your head to see the pumpkin!’ Encourage them to come to an understanding of what the teacher wants. Write the responses down on the board. Encourage them to notice 1) how they might repeat the instruction as a question, 2) how they might ask for clarification of part of the instruction – ‘What pumpkin?’, ‘Where is the pumpkin?’, ‘Turn my head which way?’ 3) how they might repeat parts of the question they understand ‘Right, so turn my head...’ 4) how they might ask for the instruction to be repeated 5) how upon coming to an understanding of the instruction they might re-phrase the instruction in their own words. Ask learners in pairs to give directions to their partner to a place of their choice. Partners should use some of the techniques discussed to clarify and show understanding of the directions. They can, of course, swap roles.

30 minutes E3S4, E3S5Unit 15: LO 1,2. Unit 17: LO 2

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ENTRY 3

Unit 3(E3S3) Give own point of view and respond appropriately to others’ point of view




Expressing point of view

Teachers could ask learners to work in pairs on a role play where they have to express their point of view. A formal scenario might be Person A (the learner) arriving late for work/school/college and explaining why they are late to Person B (your employer or teacher). Person B should respond appropriately. An informal scenario might be Person A arriving home very late and explaining why they have arrived home very late to Person B (parent/carer/partner). Learners should consider formality, appropriate questioning and re-phrasing to clarify and confirm understanding and the expression of a point of view appropriately.

30 minutesE3S1, E3S2 E3S4, E3S5

Unit 15: LO 2. Unit 16: LO 2,3. Unit 17: LO 6

Vox pop

For a simple introduction to expressing a point of view, teachers could ask learners to work in pairs to imagine a scenario where their opinion is being asked in a filmed ‘vox pop’ for TV news. Teachers could prepare a question relevant to their learners: ‘What do you think of the local library closing down?’, ‘Do you feel safe on the streets at night?’, ‘Is internet shopping ruining our high streets?’ Person A is the interviewer, Person B gives their opinion. This could be developed so that Person A thinks of their own question, or responds to Person B with more probing questions. Learners swap places so they have the opportunity to try both roles. It is important to remind learners of key ideas, such as speaking clearly with appropriate intonation, using phrases such as ‘I believe..’, ‘I think ...’, ‘In my opinion...’, using formal language and supporting their point of view with at least one reason.

20 minutes E3S4Unit 15: LO 2. Unit 16: LO 2,3. Unit 17: LO 6

Spending £250

Teachers could say to learners that the class has £250.00 to spend on resources for their Functional Skills English lessons. In groups of 3 and 4 they should 1) each give a case for spending the money whichever way they wish, explaining why this would be a good way of spending the money and 2) after listening to everyone’s point of view, the group discusses and comes to a decision together as to how the money should be spent. This activity could be used to discuss other possible ways of spending an amount of money, for example which charity learners might want to donate to, or something particularly relevant to learners.

30 minutesE3S1, E3S2 E3S4, E3S5

Unit 15: LO 2

24 UNIT 2



ENTRY 3

Unit 3(E3S4) Use appropriate language in formal discussions/exchanges




Match the greeting

To highlight different levels of formality in language, ask learners to match the following greetings to different people (teachers, parents, friends, neighbour, shopkeeper, bus driver, doctor etc) - Hi, Good morning, Hello, Safe, Alright? Can learners add to these greetings and decide who they might be used with? In pairs ask them to think of different words for goodbye. Then ask them to create a short improvisation of an encounter in a formal and informal situation. For example, phoning a Doctor’s receptionist for an appointment, meeting a friend in the street. Ask learners to share their improvisations with the class, and highlight good use of relevant formal/informal language.

30 minutes E3S5Unit 15: LO 2. Unit 17: LO 4

Formal/ Informal situations

Teachers could ask learners to work in groups of 3 or 4 to produce a list of situations which require formal language (classroom, interview, news programmes etc) and informal language (at home, socialising, Facebook etc). Ask learners to work in pairs to perform role plays exploring the use of formal and informal language. Role play 1 –Person A wants to write a note and has lost his pen. He asks Person B to lend his pen, uses it and gives it back. Person A is yourself. Person B is (1) a member of your family and (2) an employer or teacher. Rehearse and act out both scenarios, using an appropriate level of formality. Role play 2 – Person A has run through a door without noticing that Person B is on the other side holding a cup of tea. The tea is spilt, the cup broken and Person B is cross but not hurt. Person A apologises. Person A is yourself. Person B is (1) a member of your family and (2) an employer or teacher. Rehearse and act out both scenarios, using an appropriate level of formality.

40 minutesE3S1, E3S2 E3S5

Unit 15: LO 2. Unit 17: LO 4

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DELIVERY GUIDE

ENTRY 3

Unit 3(E3R1) Understand the main points of texts




Menu organisation

Teachers could give learners key titles from an extensive menu (suitable for their learners) from a hotel or restaurant, for example ‘Appetisers’, ‘Lunch specials’, ‘Vegetarian Options’ etc. Give learners random lists of dishes, such as ‘Pear and avocado salad’, ‘Lemon sorbet‘ etc. Ask learners to place the dishes under the most appropriate titles. They could go on to order their meal as a speaking and listening activity.

20 minutes, plus 20 minute speaking and listening activity

E3R3, E3S4 Unit 11: LO 1

True or false

Teachers could prepare some true/false statements on a straightforward leaflet or other text relevant to learners. Write the statements on the board, and ask learners to skim read the leaflet/text to find out if they are true or false. Ask learners to prepare their own true/false statements on a relevant text, and test their partners.

45 minutes E3R2, E3R4, E3W3 Unit 11: LO 1,2, 3

26 UNIT 2



ENTRY 3

Unit 3(E3R2) Obtain specific information through detailed reading




Highlighting information

Teachers could give learners highlighter pens to aid them in looking for information from texts. This avoids lots of writing but encourages retrieving information, and ensures reading for understanding is focused upon. For example, in a leaflet on a forthcoming event, ask learners to highlight significant information, such as location, date, time, main attractions/director of a play etc. Encourage the use of looking for key words as an aid to this task. Another example might be reading a timetable for buses or trains and asking learners to highlight significant information for a return journey, such as the line/route needed, location of stop time out and time return.

20 minutesE3R1, E3R3 E3R4

Unit 11: LO 1,2,3

Complete five key facts table

Teachers could give learners a leaflet on a health issue, for example, ‘How to look after your heart’ (various leaflets are freely available at pharmacists and doctors’ surgeries). Ask them to prepare two columns (1) List 5 key facts to look after your heart and (2) List 5 things that are bad for your heart/List 5 problems which can arise if you don’t look after your heart etc. They can record their findings in note form.

30 minutes E3W1 Unit 11: LO 1,2

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ENTRY 3

Unit 3(E3R3) Use organisational features to locate information




Features of a news article

Cut up an article from a newspaper text, breaking down the headline, by-line, writer’s name, picture, caption and cutting up the main body of the article into paragraphs. Learners have to re-compose the article – they can stick it onto paper. This encourages looking at organisational features of a newspaper and reading/understanding of the main points in order to sequence the body of the text. Teachers could introduce some key features of newspaper texts here, such as the conventions of beginnings and endings in newspaper texts.


Predicting texts

Teachers could give learners the title of a text, such as ‘Sale now on’, ‘How to operate’, ‘Healthy eating’ or some other relevant text. Learners could then explore what the text might be about, ‘predicting’ things like the format, purpose, audience, content and possible vocabulary. Give learners the whole text and discuss whether their predictions match.


Unit 3(E3R4) Read and understand texts in different formats using strategies/techniques appropriate to the task




Personal spelling checks

After learners have completed a number of writing tasks and teachers have highlighted spelling errors by underlining and marking in the margin, teachers could give learners time to identify their personal common spelling errors. Allow them to look up the correct spellings and write a list of words relevant to them that they need to learn. Give learners two techniques for learning these words, for example: using visual aids, such as drawing an ear around the word ‘ear’ in ‘hear’, or learners could design their own mnemonic, such as Make Others Do Everything Loudly (model). Teachers could give learners a sample of work by another learner, or exemplar material with spelling errors. Ask them to check for spelling errors and write the corrections. They should have a dictionary to check the spellings.


28 UNIT 2



ENTRY 3

Unit 3(E3W2) Sequence writing logically and clearly




Organisation of letters

Teachers could give learners a straightforward formal letter appropriate to their learners. They could match cards with features of the letter (sender’s address/addressee/date/salutation/ close/introduction/middle/end) to the correct part of the letter to highlight how it is organised. Ask learners to plan their own letter (giving them an appropriate purpose) in a similar format, using all the features they have identified. Ask learners to swap their letters and check each others’ work for accuracy of organisation and sequence.

30 minutes E3W1, E3R3, E3R4 Unit 14: LO 3

Planning a recount text

Teachers could introduce some simple time connectives to learners, for example: Firstly/To begin with, then/next, later/afterwards, Finally/In the end. Teachers could model planning and writing of a short text about a special day they experienced. After noting a few ideas, model sequencing by giving each idea a number. Then discuss with learners which connectives could be used to help the reader follow the text logically. Ask learners to prepare their own piece of writing on a special day, following the model teachers have demonstrated.


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Unit 3(E3W3) Use basic grammar including appropriate verb-tense and subject-verb agreement




Verbs and tense

Teachers could revise the structure of simple sentences and remind learners that they usually contain a subject, verb and object. Ask learners how they can identify the verb in a sentence? They might say because it’s an action, it follows the subject etc. If they don’t offer the response, also tell them that the verb can be in different tenses and so the spelling changes. Model the present/past/future tenses using a regular verb such as ‘to make’. Ask learners to do the same with the regular verbs suggested. Teachers could give learners two pieces of text – one which uses the present tense and one which uses the past tense. Ask learners to highlight all the words in present/past tense in different colours.


Irregular verbs

Teachers could remind learners of regular verbs in the present/past/future tense. Give learners some irregular verbs (go, do, be, choose, begin, buy, feel etc). Ask learners in pairs to write down the present/past of these verbs, then share and correct as a class. Ask learners to write simple sentences using the verbs.


Recognising tense in different texts

Teachers could give learners a range of simple texts using different tenses. This could include a postcard, an email explaining a new procedure or rule, a letter of complaint, a report etc. Ask them to identify the verbs and tenses used. Teachers could use the opportunity to explore other tenses that learners will be aware of, such as imperatives and modal verbs. Highlight to learners how different text-types use different tenses. Ask them to plan and write the first paragraph of their own examples of the texts they have studied.

50 minutesE3W1, E3W2, E3R4

Unit 13: LO 1

30 UNIT 2



ENTRY 3

Unit 3(E3W4) Check work for accuracy, including spelling




Plurals

Teachers could give learners nouns in singular and plural forms on separate small cards, which they have to match – eg Box - boxes. Ask them to identify the plural rule each follows (start with add ‘s’, but include add ‘es’, ‘ies’, ‘ves’, and irregular plurals, such as child/children). This can be followed by learners working in pairs: tell them to turn all the cards face down and take it in turns to explain the plural rule for each word turned over. The cards could be separated into singular and plurals. Divide singular words between them and ask learners to write down the plural. After this, ask learners to write down a shopping list for someone’s birthday party, using plurals.

40 minutes E3S2, E3S3, E3W2 Unit 13: LO 3

Topic spellings

Teachers could focus on complex spellings relevant to the learners’ context, for example, in a business environment, words like: business, quantity, association, experience, manufacturer, ratio, commission, balance, gross, purchase, variable, competition, guarantee, quality, scheme, annual. Offer learners two different ways of learning these spellings, for example, breaking words down into smaller parts (quan-tit-y), breaking words down to their root words (vari-able). They could write the breakdowns in different colours (root word in red, rest of the word in blue, or difficult segments of words in red, for example). Colour helps to fix the spelling in learners’ minds.


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DELIVERY GUIDE

LEVEL 1

UNIT 1 (1S1) Make relevant and extended contributions to discussions, allowing for and responding to others’ input




Local meeting

Teachers could introduce a project relating to their learners, such as a campaign for a zebra crossing near to a local school or the opening of a supermarket. Begin by giving learners key roles for a local meeting that will take place at a designated time and place, with a question such as ‘Does .... need a zebra crossing?’ At the meeting all parties will put forward their point of view on the topic and need to prepare their presentations. Learners could work in groups of 4 or 5 and could undertake such roles as a parent, a teacher, a local resident, a local authority planning representative, chairperson etc. Learners could begin by researching key information which will help support their role’s point of view and help them respond to the question; they can also create anecdotes and facts to support their case. At the meeting, everyone has an opportunity to speak in turn and for others to respond to the speaker in role. This could be followed up by being a reporter for the local newspaper and writing up an account of the meeting and the discussions which took place, giving a suitable headline to the article.

40 minutes, plus 40 minutes writing

1S2, 1S3, 1S4 1R3, 1R4 1W1, 1W2, 1W3

Unit 23: LO 1. Unit 22: LO 2. Unit 24: LO 2,3

Complaining

Teachers could give learners a scenario where they need to make a complaint/deal with a complaint. For example, in the summer roads into the city centre have been closed to make repairs. This is resulting in journeys taking twice as long as drivers are diverted and because of the volume of traffic on other roads. In groups learners could discuss the problems this might cause for drivers, ways this could be solved (using public transport etc), and the reasons the local council might give to justify their actions. Learners could then in pairs improvise the complaint by a driver to a representative of the local council. This could be followed up by learners writing their own letter of complaint. Teachers could point out the need for formality, objective tone, sound reasons and courtesy necessary in order for the complainer to be taken seriously. They could suggest that the ending of the letter should suggest what response is required by the complainant.

30 minutes plus 30 minute writing activity

1S2, 1S3, 1S4 1W1, 1W2, 1W3

Unit 22: LO2. Unit 23: LO 1. Unit 24: LO 2,3

32 UNIT 2






Building up detail in explanations

In order to develop more detailed contributions in talk, teachers could give learners a number of statements about a topic suitable for their learners. For example: Rules for hairdressing salons – Implements should be washed and sterilised. Floors should be swept clean. Towels and gowns should be washed thoroughly. Dangling jewellery should not be worn. Gloves should be worn when using chemicals. Cover cuts or wounds. Give one learner one rule and ask them to develop the rule in detail, giving reasons, in order to make an extended contribution. Other members of the class can contribute where necessary, asking relevant questions and making additional points. This could be further developed in role plays where a customer asks the hairdresser questions of their choice which demand full and detailed answers.

30 minutes 1S2, 1S3, 1S4Unit 22: LO 2. Unit 24: LO 2,3

UNIT 1 (1S2) Prepare for and contribute to the formal discussion of ideas and opinions




Appraisals

Teachers could ask learners to prepare for an appraisal/target setting meeting with their employer/teacher. Individuals should prepare to talk about 3 things they have achieved in the previous year, giving examples of what they have done. They should also prepare 3 targets for the coming year and details of how they might achieve them. Teachers could supply the questions for the format of the interview (‘So, tell me about your achievements this year?’, ‘And what targets would you like to achieve in the coming year?’) but learners could improvise their own questions in order to elicit full and detailed responses from their partner.

30 minutes 1S1, 1S3, 1S4Unit 22: LO 3. Unit 24: LO 1

LEVEL 1

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DELIVERY GUIDE

LEVEL 1

UNIT 1 (1S4) Present information/points of view clearly and in appropriate language




Planning an event

Teachers could ask learners to prepare a charity event for their school/workplace, for example, a fun run, a coffee morning, dress-down day. They need to research their charity and what it does. They should be encouraged to plan by identifying the key information they need, in a class brainstorm. They should prepare a short, informative speech to explain to their school/workplace how the event will work. They could follow this up with an informative poster on the event, containing key information.

50 minutes, plus 20 minute writing activity

1R1, 1R3 1W1, 1W2, 1W3


UNIT 1 (1R1) Identify the main points and ideas and how they are presented in a variety of texts




Matching quotations

Teachers could ask learners to read a relevant text and give them pre-prepared subheadings. Learners could find a quotation from the text which matches the subheading. For example, in a company report discussing the year’s performance, you could have subheadings such as ‘Profits’, ‘Time period’, ‘Success factor’, ‘Challenges’. Allow opportunity to discuss learners’ choices and explore any differences in choices. This could be developed so that learners prepare a short email to staff, summing up the main points of the report for their general information.

40 minutes Plus 20 minutes writing activity

1R2, 1R3, 1W1, 1W2, 1W3 Unit 18: LO 1,2

Reading for a purpose

Teachers could assign to learners the role of Head Carer in a care home for the elderly. They have been given funding to take the residents away on a day trip. The Head Carer has a brief to find somewhere that is suitable for their needs, and is safe and entertaining. Give learners a number of advertisements or descriptions of outings from travel brochures or newspapers. They should read these carefully and use their ideas to design a trip for their residents. Learners could then write a formal invitation letter to residents, describing the trip, its benefits and dates and times it will take place.

20 minutes, plus 30 minute writing activity

1R2, 1R3, 1R4 1W1, 1W2, 1W3

Unit 18: LO 1, 2

34 UNIT 2



LEVEL 1

UNIT 1 (1R2) Read and understand texts in detail




Matching job specification

Give learners a relevant or general job description, which identifies essential qualifications, skills and personal qualities, preferred qualifications, skills and personal qualities, and desirable skills, qualifications and personal qualities. Ask them to prepare a letter of application which honestly addresses the description. Ask learners to review each others’ applications. They should look at the areas of qualifications, skills and personal qualities, and decide whether their partner has addressed the requirements (1) precisely and concisely, (2) rather generally and vaguely, or (3) not addressed them at all. As a class, explore the importance of addressing the potential employer’s requirements.

50 minutes 1R3, 1R4 1W1, 1W2, 1W3


Assimilating information

Teachers could ask learners what they want from a credit card. They might give responses such as cheap borrowing, used in all shops, ability to pay back in full or in small instalments, low interest rate etc. Give learners a flyer or advertisement for a credit card. Ask them to write down 5 key facts about the credit card and decide whether they think it is good value. Explore learners’ responses and how well they have looked at ‘small print’ or language which cloaks less attractive aspects of the facility.

40 minutesUnit 19: LO 1. Unit 25: LO 1

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DELIVERY GUIDE

LEVEL 1

UNIT 1 (1R4) Identify suitable responses to texts




Competition responses

Teachers could give learners an example of different competitions and ask learners to respond appropriately. These could be competitions that give information about a holiday destination, for example and ask a question which requires close reading of the text. Or they could ask for the reader to compose a relevant slogan etc. It could be a competition that requires a response in the form of a text or telephone call, or a postal or email response.

20 minutes1R2, 1W1, 1W2, 1W3

Unit 18: LO 1

Completing forms for a purpose

Teachers could give learners a text which requires a form to be completed. This could be an order form for a product, an internet survey monkey questionnaire, an application for a loan, customer feedback questionnaire etc. Ask learners to identify the purpose of each text and respond appropriately.

20 minutes 1R2, 1W1, 1W3 Unit 18: LO 1

UNIT 1 (1W4) Use correct grammar, including correct and consistent use of tense



Links to other qualifications (Progression Awards)

Tense in different texts

Teachers could explore the uses of tenses in different texts by giving samples for learners to try and identify what kind of texts they come from. For example: The delightful Charlie is training to be a dentist and loves paragliding... You will love the taste!.. Please find enclosed a copy of the order form... The stars flickered like candles in a dark cave... Ryan Smith learned to play the guitar when he was only 5 years old.... Don’t go, don’t go Stay a while, stay a while I love you so, I love you so... I am a good learner and can perform well under pressure... And so it happened that the princess came upon her prince... Ask learners to select two of your examples to develop further, focusing on continuing to use the tense used.

15 minutes Unit 20: LO 1, 2

Peer markingTeachers could ask learners to produce a piece of writing and ask a partner to mark their work, focusing on accuracy of punctuation.


36 UNIT 2



LEVEL 1

UNIT 1 (1W5) Ensure written work includes generally accurate punctuation




Contractions

Teachers could give learners a number of words which can be contracted and used less formally. For example, must not, cannot, is not, should not, will not, shall not. Give learners the example of ‘have not’ and ask them to contract the other examples. Share as a class. Ask them what rule can be followed in these contractions, and elicit from them the way the words are put together and an apostrophe is used to replace the missing letter. Encourage learners to realise that ‘not’ words always become n’t. Go on to ask learners to contract other words, such as: it is, he is, they are, you are, he will, I will, will not, shall not. Ask learners to explore where they might see the full and contracted versions and explore the level of formality associated with each by giving them some sentences which they should identify as either formal or informal. For example: I do not believe the victim of this crime has been compensated. She told him she didn’t like him. You mustn’t do that! Etc.


Homophones

Teachers could give learners a number of homophones on cards with definitions on different coloured cards. In pairs learners could match the homophone to the correct definition. Learners could identify any homophones they find particularly difficult and make up their own homophone rhyme to help them remember in future. For example: When try to write, I like to get it right. Alternatively, adding a picture to each card can be helpful for learners who visualise. For example, they could draw a pen beside the word ‘write’ and a tick beside the word ‘right’. However, it is the learner’s own choice which will help them to remember more effectively.

30 minutes E1S1, E1S4 Unit 20: LO 1, 2

Complex sentences

Teachers could introduce complex sentences by asking learners to identify main and subordinate clauses in complex sentences. Point out to learners that words such as who, whose, which, that, where, after, although, if, while etc often indicate a complex sentence. Teachers could give learners sentences to complete for practice. For example. I went to the dentist, although...... While she was staring at the door,.... When I saw him, ....... If you don’t want to see the result,.....


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DELIVERY GUIDE

LEVEL 2

UNIT 1 (2S1) Consider complex information and give a relelvant, cogent response in appropriate language




Match the crime

Teachers could find 5-10 newspaper articles which describe crimes and the punishments given them. Ask learners to work in groups of 4 or 5 and give learners a list of crimes and punishments without any other information in a random order and ask them to match the crime to the punishment. For example, there might be crimes such as ‘In possession of drugs’, ‘Post office robbery’, ‘Hit and run, killing a child’ etc. The punishments would be the actual punishments from the crimes noted but learners need to select the punishment they thing fits the crime. The teacher could then give the list of the crimes but next to them indicate ‘Mitigating circumstances’, which is extra information from the newspaper article, for example for ‘In possession of drugs’ you could add that the accused was holding someone’s bag for them, or whatever the article might say. Learners could then discuss whether they would change their decisions about the punishments decided upon. Finally, teachers could give learners the newspaper articles for them to find out for themselves which crimes were given which punishments. Did they agree? They could go on to write to their MP about the unfairness of one or more of the punishments given.

1 hour

2S2, 2S4, 2R1, 2R2, 2W2, 2W3, 2W4

Unit 29: LO2. Unit 31: LO 2,3

38 UNIT 2



LEVEL 2

UNIT 1 (2S2) Present information and ideas clearly and persuasively to others




Asking for help

Teachers could suggest to learners that it is five years from now and, reading the local newspaper they learn that their old friend from school/college/current workplace has won the lottery! They themselves have fallen on hard times and decide to phone their old friend and ask for some help. Explore with learners how they might approach this task. Learners might consider things like appealing to a shared past, using anecdote to share a time when they helped their friend or were particularly close, the use of flattery, composition of a realistic and persuasive circumstances such as lost their job to care for a child, been through an expensive divorce etc. In pairs learners should rehearse and improvise the telephone conversation in front of the class. Ask learners to identify persuasive techniques that worked. Comment on any features of the improvisation which undermined the persuasiveness. This could be further developed by asking learners to write a letter to their lottery-winner friend that persuades them to lend them some money.

1 hour2S3, 2S4 2W3, 2W4


Sales pitch

Teachers could ask learners to prepare a sales pitch, in the style of The Apprentice, on an object of their choice or the teacher’s choice, or on something very ordinary, such as a pencil! At the end everyone could vote on whose product pitch was the most persuasive. Highlight good use of persuasive language, audience empathy and engagement, clarity of expression and convincing information etc as it is used.

40 minutes 2S3Unit 30: LO 4. Unit 31: LO 1

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DELIVERY GUIDE

LEVEL 2

UNIT 1 (2S3) Adapt contributions to suit audience, purpose and situation




Arguing a point of view

Teachers could select a newspaper article or feature article, or extract from a TV programme which gives a strong point of view on an issue or experience. Ask learners to consider the issue or experience from different points of view, giving appropriate roles. For example, a newspaper report on a customer being asked to leave a supermarket for wearing pyjamas and slippers to the store. Allocate roles to learners of: other customers, the manager of the store, a shop assistant at the store, a friend or relative of the customer wearing pyjamas etc. They could discuss whether the wearing of pyjamas should be allowed in-store and everyone should give their point of view and argue a case in role.

20 minutes 2S1, 2S2, 2S4Unit 29: LO 1. Unit 30: LO 2,3

UNIT 1 (2S4) Make significant contributions to discussions, taking a range of roles and helping to move discussion forward




Open and closed questions

Teachers could explore the nature of open and closed questions and the circumstances in which they might be used. Learners could watch an extract from a talk show and make notes of the kinds of questions asked. Which ones try to elicit more information? Which create empathy? Which encourage the expression of feelings? Similarly they could think of an exchange in a shop where a customer is taking back a faulty item. What differences do they notice in the types of questions asked? In pairs Person A is the questioner and Person B speaks on a topic of their choice. Person A practises using open questions to elicit as much information as possible from Person B. Person B should avoid any elaboration, and simply answer the question asked, to make Person A work hard at their questioning.

50 minutes 2S1, 2S3Unit 29: LO 3. Unit 2: LO 1

40 UNIT 2



LEVEL 2

UNIT 1 (2R1) Select and use different types of texts to obtain and utlise relevant information




Theatre flyer

Teachers could give learners a number of reviews on a theatre production or other event. Ask them to prepare a flyer on the production or event to persuade people in their place of work or study to attend. They should include relevant practical information, such as where and when it will take place, but also persuasive slogans, quotations, images and text. Learners should show awareness of audience and purpose here.

30 minutes2R2, 2R5, 2W3

Unit 25: LO 1

Researching and summarising

Teachers could ask learners to research a topic area of relevance or interest to them. They should identify: 1) what they already know and 2) what they need to know and 3) how they might find out. They should then seek out information, using skills of skimming and scanning to refine their search and identify texts and extracts for closer analysis. They should then go on to select information, summarising into note form what is useful for them. Learners could be asked to prepare a report to colleagues/designated audience on their research topic.

40 minutes plus 40 minutes writing activity

2R2, 2R5 Unit 25: LO 1

UNIT 1 (2R2) Read and summarise, succinctly, information/ideas from different sources




Cloze

Teachers could give learners a detailed, complex report or review relevant to their learners. They could prepare a cloze activity which summarises the report/review. Miss out relevant and key words which are significant. Avoid giving learners the words from a list; make them think!


Relaying and summarising information

Teachers could give learners a relevant detailed report/article which learners are asked to summarise and send to their team/class in an email. Begin by asking them to highlight the key information in the report. Give a word count which suits the task.


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DELIVERY GUIDE

LEVEL 2

UNIT 1 (2R3) Identify the purposes of texts and comment on how meaning is conveyed




Form, content and language comparison

Teachers could give learners three texts with different purposes on similar subjects – to inform, to entertain, to persuade – for example an information text on a celebrity, a gossip piece on a celebrity, a review on a celebrity. Ask learners to highlight any differences in form (headline, use of pictures etc), content, and language (for example, formal/informal, tense, adjectives, punctuation, long/short sentences) used. They should give feedback on their findings in groups of 3 or 4, collecting ideas from others to add to their own observations. Teachers could then pick out key ideas in a class plenary at the end.

40 minutes 2R4Unit 25: LO 2. Unit 26: LO 1, 2

UNIT 1 (2R4) Detect point of view, implicit meaning and/or bias




Facts and opinions

Teachers could ask learners to define a fact and opinion. Elicit from them that facts can be proved to be true. In pairs give learners a number of statements which they have to decide are either a fact or opinion. For example: London is the capital city of England. Chicken curry is improved by the addition of coriander. Jane Austen wrote Pride and Prejudice. Teenagers love horror movies. Children should be given strict rules. Explore their responses. Go on to give learners a newspaper, and set them a quest to find 10 facts and 10 opinions. Allow opportunity to share ideas as a class, reflect on more ambiguous examples and comment on how language can be used to mislead or promote a point of view.

40 minutes E2R1, E2R3Unit 25: LO 4. Unit 26: LO 3

Examining points of view

Teachers could ask learners to collect a range of texts relevant to their interest/role. For example, travel industry workers could obtain a holiday brochure, a piece of personal travel writing, a review from Trip Advisor, a postcard from a traveller, an advertisement etc. Ask learners to prepare a table which indicates the following for each text: 1) the target audience, 2) purpose (to entertain, persuade, inform etc), 3) Find quotations which show a clear point of view, 4) Find quotations which show bias more subtly.

40 minutes 2R1, 2R3, 2R5Unit 25: LO 4. Unit 26: LO 3

42 UNIT 2



LEVEL 2

UNIT 1 (2R5) Analyse texts in relation to audience needs and consider suitable responses




Researching a purchase

Teachers could give learners the scenario that their employer has asked them to research the purchase of, for example, a new photocopier, van, office furniture or alternative, for their school/place of work. Explore with learners the kinds of texts they might need to read to find out more – advertisements, websites, reviews, leaflets etc. They should collect facts and information about the best choice for their place of work or education. They will be recommending a purchase and need to write a convincing report on their choice, with good reasons, to their employer.

40 minutes plus 40 minutes writing activity

2R1, 2R2, 2R4 2W2, 2W3

Unit 27: LO 4

UNIT 1 (2W2) Present information on complex subjects clearly and concisely




Writing an argument

Teachers could ask learners to consider the advantages and disadvantages of staying in full time education after the age of 16. Brainstorm ideas and reasons on the board and encourage general discussion with supported reasons. Learners could go on to write an argument either for or against the idea, using 200 words. This could be done in conjunction with looking at effective argument techniques, such as the use of emotive language, rhetorical questions, patterns of three etc.

50 minutes 2W4 Unit 28: LO 3

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DELIVERY GUIDE

LEVEL 2

UNIT 1 (2W3) Use a range of writing styles for different purposes




Simple and complex sentences for effect

Teachers could give learners an extract from a piece of writing which uses a mixture of short and long sentences for impact – for example an advertisement or piece of feature writing. Ask them to highlight the short and long sentences in different colours. Draw attention to the fact that there are simple sentences and complex sentences and encourage them to discuss their effect. Remind learners of the use of commas in complex sentences. Give them a selection of simple sentences to begin a similar advertisement/feature article. Ask learners to re-write them, turning some of the simple sentences into complex sentences, in order to improve the quality of the writing. Ensure they use commas in complex sentences accurately, read out different versions and comment on the effectiveness of them.

40 minutes 2R3, 2W5 Unit 28: LO 1

44 UNIT 2



LEVEL 2

UNIT 1 (2W5) Punctuate written text using commas, apostrophes and inverted commas accurately




Writing a conversation

Teachers could ask learners to write down their first conversation of the day as a piece of text. Encourage them to be accurate to the best of their knowledge, reminding them to use inverted commas and punctuation correctly. Ask learners to peer mark in pairs, looking at punctuation in particular. This should be followed up by going over the main rules – new speaker, new line; inverted commas round speech; capital letters at the beginning of speech punctuation within speech etc. Learners could then re-write their dialogues, making any corrections necessary. Teachers could mark these individually to give targeted advice on any outstanding problem areas.

50 minutes 2W4 Unit 27: LO 3

Contractions and formality

Teachers could give learners a piece of formal language which uses words which can be contracted, such as ‘do not’ and ‘it is’ etc. Ask learners to identify whether the writing is formal or informal, and what makes it formal? This can be a starting point to revise contractions such as ‘don’t’ and ‘it’s’. Ask them to re-write the text, making it less formal and more friendly (but still fairly standard English; no slang). Explore the effect of these changes as a class.

30 minutes 2W6, 2W7 Unit 27: LO 3

UNIT 1 (2W6) Ensure written work is fit for purpose and audience, with accurate spelling




‘Text speak’

Teachers could ask learners to brainstorm common abbreviations or slang used in text messaging. Compile a list on the board and ask learners to take turns in coming up and writing the correct standard English term – for example if they have suggested ‘u’, a learner could come up and write ‘you’. Learners can identify any personal problem spellings and learn them independently. Use the opportunity to emphasise to learners that abbreviations and ‘text speak’ will be penalised.

15 minutes 2W7 Unit 27: LO 1,2,4

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DELIVERY GUIDE

LEVEL 2

UNIT 1 (2W7) Grammar that support clear meaning




Conditional Tense

Learners sometimes find the use of the conditional tense difficult and this can become evident when using the word ‘if’ in a complex sentence. Teachers could introduce three kinds of use: 1) Cause and effect sentences using present/future tense, eg if you buy (present tense) a new house, it costs (present) a lot of money. If you buy (present) that house, it will cost (future) a lot of money. 2) Hypothetical/possible situations, not resolved, using past and conditional tense, eg, if you bought (past) a car, it would cost (conditional) a lot of money. 3) Hypothetical/possible situations that are resolved, using past perfect ‘had’ tense and past conditional ‘would have’, eg, if he had known (past perfect) she was coming, he would have waited. (The situation here is resolved; it cannot be changed). If you had changed your tyres, it would have prevented the accident. Teachers could follow this introduction up by giving them sentences to complete using each rule. Eg, if I don’t _____ my milk, I ___ ___ thirsty. Alternatively, ask them to compile sentences in pairs and swap with other pairs to complete.

40 minutes 2W6Unit 27: LO 1,2,3,4

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DELIVERY GUIDE

ENTRY 2

APPENDIX 1 100 high frequency words in order

the that not look put

and with then don’t could

a all were come house

to we go will old

said can little into too

in are as back by

he up no from day

I had mum children made

of my one him time

it her them Mr I’m

was what do get if

you there me just help

they out down now Mrs

on this dad came called

she have big oh here

is is went when about

for be it’s got asked

at like see their saw

his some looked people make

but so very your an

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DELIVERY GUIDE

ENTRY 2

APPENDIX 2 Instructions for playing Snakes and Ladders

1. Begin by placing counters on the number ‘1’ space.

2. Player 1 roll the dice. Mover Player 1’s counter forward by the number on the dice.

3. Player 2 roll the dice. Move Player 2’s counter forward by the number on the dice.

4. Continue taking turns, moving in number order. Move from space 1 to 2 and so on until you reach space 100.

5. The player who reaches space 100 first is the winner.

6. If a player lands on a space at the botton of a ladder, move the counter up to the top of the ladder.

7. If a player lands on a space with the mouth of the snake, move the counter down to the bottom of the snake.

8. Reach space 100 by an exact roll of the dice and then you have won the game.

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