The Adult Basic SkillsESOL Curriculum
Draft
2 Draft
The Basic SkilIs Agency would like to thank the following for their contribution to the development of the Curriculum:
Martin Good, CTAD
Freda Hollin, CTAD
Heather Clary, Consultant
Karen Davies, Business and Education Consultancy
Andrew Steeds, Consultant
Sue Henderson, Birmingham Core Skills Partnership
Norma Yates, BCSP;
Trish Cavalot, BCSP
Nicky Thorpe, BCSP
Mark Houlton, Consultant
Linda Horne, Consultant
Lynn Tranter, Cambridge University School of Education
Noyona Chanda, LLLU
Madeline Held, LLLU
Helen Sutherland, LLLU
and from the Basic Skills Agency:
Jim Pateman
Gay Lobley.
© The Basic Skills Agency
Commonwealth House, 1-19 New Oxford Street, London WClA lNU
Reproduction, storage, adaptation or translation, in any form or by anymeans, of this publication is prohibited without prior writtenpermission of the publisher, unless within the terms of licences issuedby the Copyright Licensing Agency. Excerpts may be reproduced for thepurpose of research, private study, criticism or review, or byeducational institutions solely for educational purposes, withoutpermission provided full acknowledgement is given.
Published July 2000
ISBN 1 85990 124 7
Design: Studio 21
Acknowledgements
Draft 3
Contents
Introduction 6
1. Background 6
2. Implementation 6
Section 1: Standards and the New Basic Skills Curriculum 9
1. The Standards 10
2. The Basic Skills Levels 10
3. The Curriculum 11
Section 2: A New ESOL Curriculum 13
1. Skills, Context and Practice 14
2. Making the Curriculum work 14
Section 3: The Curriculum Framework 17
The ESOL Curriculum 18
Introduction: 18
1. About this Section 18
2. Relating the Curriculum to the Standards 18
3. Speaking and Listening 18
4. Reading and Writing: Text, Sentence and Word 19
Speaking – Entry Level 1 20
Speaking – Entry Level 2 30
Speaking – Entry Level 3 43
Speaking – Level 1 56
Speaking – Level 2 68
Listening – Entry Level 1 81
Listening – Entry Level 2 85
Listening – Entry Level 3 90
Listening – Level 1 95
Listening – Level 2 101
Reading – Entry Level 1 107
Reading – Entry Level 2 111
Reading – Entry Level 3 116
Reading – Level 1 123
Reading – Level 2 129
Writing – Entry Level 1 135
Writing – Entry Level 2 141
Writing – Entry Level 3 149
Writing – Level 1 158
Writing – Level 2 167
Section 4: ESOL Glossary 177
4 Draft
Draft 5
The Adult Basic Skills ESOLCurriculum
6 Draft
Introduction
1. Background
The report of Sir Claus Moser’s Working Group on
Post-16 Basic Skills was published in February 1999.
The report, A Fresh Start – Improving Literacy
and Numeracy, set out the problems of adult literacy
and numeracy. It proposed the establishment of a
national strategy designed to reduce the numbers of
adult in England with basic skills difficulties.
The definition of basic skills used for the Moser Report
is:
‘the ability to read, write and speak in English,
and to use mathematics at a level necessary to
function at work and in society in general’.
The Report recognised that there was a need to
review the ‘special implications in the ESOL
context’.
In a response to this report, the Government
has announced the first phase of action and funding to
tackle poor basic skills. Later this year the Secretary of
State for Education and Employment, David Blunkett,
will set out the full national strategy. This will involve
a number of development and implementation stages.
The consequences of poor basic skills are
unacceptable. For the nation, they affect
economic performance. For individuals, they
can be devastating. They affect people’s job
prospects, their ability to manage their own
affairs, their safety, the support and guidance
they can offer their families, and the
contribution they make to society.
Poor basic skills are one of the main
contributory factors to a cycle of poverty and
disadvantage which is passed on from
generation to generation.
Longer term action will need to be in three
main stages.
• STAGE 1 – Building a firm foundation
This stage entails a major reform of the
way basic skills education is provided. It
will lead to a clear and coherent system
of basic skills education, easier access to
learning opportunities, and improved
quality, giving learners a much better chance
of success.
• STAGE 2 – Building capacity
This stage entails a steady increase in the
capacity of the system to provide for up to
and beyond the target of 500,000 adults
participating in basic skills education by
2002.
• STAGE 3 – A step-change in participation
and achievement
This stage will entail driving up demand in
line with increased capacity and making
sure that participation resolly leads to
achievement.
Better Basic Skills, DfEE, November 1999
2. Implementation
Many of the recommendations in A Fresh Start –
Improving Literacy and Numeracy are already
being translated into policy and action. The Adult
Basic Skills Strategy has set in place a number of
measures to strengthen current programmes. If we
are to tackle the issues raised by A Fresh Start and
meet the targets that the report proposes, both the
range and quality of current basic skills provision,
including ESOL, must improve.
Draft 7
Each of the twenty-one recommendations made in
A Fresh Start addresses the issue of quality in
some way, whether it is the quality of information
available on basic skills or the quality of teaching
available to adults seeking to improve their basic
skills.
A critical element in the overall strategy proposed
in the recommendations is the need for the
development of national standards and a core
curriculum.
‘One of the crucial elements of the proposed
strategy must be clarity about the skills,
knowledge and understanding that anyone
needs to be literate and numerate in the
modern world. These skills need to be
enshrined in a new curriculum, with well-
developed and understood standards.’
Chapter 10 (A New Basic Skills Curriculum and a NewSystem of Qualifications), A Fresh Start, February 1999
A coherent system of basic skills education
must start with a clear understanding of what
adults should be able to achieve in literacy and
numeracy at different levels. The Qualifications
and Curriculum Authority (QCA) have recently
issued draft standards at Entry Level, Level 1
and Level 2 for consultation. The new
curriculum will correspond to the new
standards and should be available soon
afterwards.
Better Basic Skills, DfEE, November 1999
A seperate working group has been examining the
particular needs of ESOL learners in the development
of an Adult Basic Skills Strategy. The question of
curriculum development for ESOL has also been
widely raised as part of consultation on the
curriculum.
This curriculum is the ESOL Curriculum. It represents
a set of tools for ESOL staff to use in the development
of programmes, approaches and materials that are
designed to raise the level of skills, knowledge and
capability in their learners. We use the term
‘curriculum’ to describe:
• the skills, knowledge and understanding that an
adult will need to function at work in Britain and in
British society in general;
• the progression in the development of these skills,
knowledge and understanding;
• the required elements that should be used by
teachers in learning programmes;
• the key techniques that should be used to develop
speaking, listening, reading and writing in English.
In preparing this Curriculum, we drew heavily on the
experience of ESOL practitioners in Britain and on
existing and planned curricula and strategies in this
country and overseas. Also, we took into account:
• the frameworks for literacy elaborated in the
National Literacy Strategy;
• the new Key Skills Specifications that are being
developed by the Qualifications and Curriculum
Authority (QCA);
• the revised version of the National Curriculum,
which is due to be implemented in schools this
autumn;
• the basic skills curriculum.
The link between the respective levels of the
Basic Skills Curriculum, the National Curriculum
and the Key Skills Specifications is spelt out in
Section 1.
About this document
This document contains the consultative edition of the
new Basic Skills Curriculum. It is divided into four
sections.
Section 1 – describes the links between the
Standards, the Curriculum and
the levels in the National
Qualifications Framework. It also
profiles the range of learners for
whom the Curriculum is intended.
8 Draft
Section 2 – describes the way in which
generic skills/knowledge and
specific contexts should combine
in the practical application of
learning programmes developed
to meet the needs of individual
learners. It also presents the
required elements that must exist
in learning plans and programmes
and discusses issues of teaching,
assessment and quality assurance.
Section 3 – contains the full ESOL Curriculum,
broken down into standards, skills
and knowledge, and illustrated by
examples and activities.
Section 4 – contains a glossary of the
terms used.
Draft 9
Section 1:
Standards and theNew Basic SkillsCurriculum
10 Draft
The Standards, and the Basic Skills Curriculum that
supports them, are a fundamental part of the Adult
Basic Skills Strategy. They have distinct and different
roles.
1. The Standards
The Standards provide a map of the range of skills
and capabilities that adults are expected to need in
order to function at work and in society in general.
They identify these skills and capabilities at three
different levels: Entry Level, Level 1 and Level 2.
Entry Level is in turn divided into three further
levels: Entry Level 1, Entry Level 2 and Entry Level
3. Although the levels of the Standards have been
developed in line with the National Curriculum and
the Key Skills, they don’t reflect the order in which
people will learn those skills; nor do the Standards
provide information on teaching methods or
approaches.
The Standards are designed to cover the basic skills
within the accepted definition and as expressed in A
Fresh Start:
‘the ability to read, write and speak in English
and to use mathematics at a level to function at
work and in society in general.’
They specify the skills in the two areas of basic skills.
Literacy covers the ability to:
• speak, listen and respond;
• read and comprehend;
• write to communicate.
Numeracy covers the ability to:
• read and interpret mathematical information;
• calculate and manipulate mathematical inform-
ation;
• communicate mathematical information.
2. The Basic Skills Levels
The Basic Skills Standards provide a separate
specification for each level of each basic skill. There
are three levels in the Standards, and these are
mapped on to the Key Skills at Levels 1 and 2, and on
to the National Curriculum at Levels 1–6.
Entry Level is divided into three component levels:
Entry 1, Entry 2 and Entry 3. These are broadly
aligned with Levels 1, 2 and 3 of the National
Curriculum. The Standards are also aligned to make
sure that there is easy progression into the Key Skills
of Communication and Number at Level 1. The
alignment of levels across these three initiatives is
demonstrated in Table 1.
The Basic Skills Standards provide a useful perspective
on the underpinning requirements for these Key Skills.
They give a detailed framework of the skills that adults
will need to achieve the Key Skills of communication
and application of number at Levels 1 and 2.
The Basic Skills Agency and the Further Education
Development Agency (FEDA) are producing material
that will clarify further the relationship between Basic
Skills and Key Skills.
Basic Skills National Curriculum Key Skills
Entry Level
Entry 1 Level 1 n/a
Entry 2 Level 2
Entry 3 Level 3
Le 6 and 7 Level 2
Table 1: Equivalence of levels between the Basic
Skills Curriculum, the National Curriculum and the
Key Skills Specifications
Basic Skills National Curriculum Key Skills
Entry Level
Entry 1 Level 1 n/a
Entry 2 Level 2 n/a
Entry 3 Level 3 n/a
Level 1 Level 4 Level 1
Level 2 Levels 5, 6 and 7 Level 2
Draft 11
The division of Entry Level helps beginner-level
learners to map their progression in smaller, ‘bite-
sized’ chunks of learning. This is designed to improve
motivation and to enable teachers to map learners’
position against the standards in some detail. It also
allows for the phenomenon of ‘spiky profiles’ of
adult learners, whose levels of skills in reading,
writing, speaking and listening, and numeracy are
often all different. It is unusual for people to fall neatly
into a single level as defined by the Basic Skills
Standards.
3. The Curriculum
‘As far as possible the curriculum should be
context free – the core should set out the skills
to be taught. The context in which they are
taught is a matter for the teacher and learner
to decide, particularly as different adults have
different motivations’
A Fresh Start, February 1999
The ESOL Curriculum takes the standards and shows
how they can be effectively translated into good
practice, whether the learners are in the classroom,
working from home, in the workplace or learning
online. It has been designed to ensure that learners
get a consistent approach with programmes designed
to raise their level of English language skills. It will
facilitate movement and progression and ensure
standardisation across institutions. As the Adult Basic
Skills Strategy unfolds, the Curriculum will be
reviewed and updated to build in new and revised
ways of delivering these skills, and will reflect the best
of what has to happen in order to fulfil the vision
outlined in A Fresh Start. For teachers, therefore, the
new ESOL Curriculum is both a key support and also
a challenge.
12 Draft
Draft 13
Section 2:
A New ESOLCurriculum
14 Draft
1. Skills, Context and Practice
‘In short, the curriculum is not a series of rigid
lesson plans to be taught by every teacher and
followed by every learner’.
A Fresh Start, February 1999
The ESOL Curriculum sets out the skills and
knowledge that every adult needs to be able to speak,
understand, read and write English. While it doesn’t
prescribe a set of compulsory instruments to be used,
it does recognise that there are skills and knowledge
we all need in order to communicate in English in our
life and work. For the first time, therefore, adults and
the teachers who work with them have a clear set of
skills and knowledge and a clear and detailed set of
strategies to deliver those skills.
Delivering the new ESOL Curriculum will involve a
combination of three key elements: skills/knowledge
development, application to context and the specialist
professional practice of teaching ESOL. Figure 1
shows how they overlap and intertwine.
Figure 1: The overlap between Skills, Context and Practice
The underpinning skills and knowledge can be
practised and applied in a wide range of contexts. The
standards have identified five broad contexts which
are relevant to adults:
• being a citizen and taking part in community life;
• taking part in economic activity and working life
(both paid and unpaid);
• managing a home and being part of a family;
• leisure activities;
• education and training.
However, it is important that the skills are presented
and practised in contexts relevant to the learner. Each
individual learner will come with their own set of
priorities and requirements and these must be the
starting point of their learning programme
development. Practice describes the way in which
skills and knowledge and context are brought
together. The teacher applies these skills to the
specific need of each individual learner.
‘Learners should be able to develop the skills
common to them all, using the interests, the
materials and the activities that most closely
match their needs’.A Fresh Start, February 1999
2. Making the Curriculum work
Learning Programmes
One of the key issues for teachers, ESOL programme
managers and inspection agencies is how to make sure
that the curriculum is used effectively. The new ESOL
curriculum aims to ensure that good practice becomes
standard practice. Part of this process means that all
providers need to incorporate certain essential
elements into their ESOL programme. These essential
elements are:
• Diagnostic assessment – considering the starting
point of the learner, that is the learner's prior
learning, learning aims and aspirations and
interests
• Content – considering and selecting from the
components of the curriculum, including
development of the four skills of speaking,
listening, reading and writing; and knowledge of
grammar, either explicit or implicit
• Application – in contexts that relate to the learner
• Opportunity to demonstrate learning – through
tasks inside and/or beyond the classroom.
practice contextskills
Draft 15
Quality
The effectiveness of the Curriculum will be judged
partly through the quality and inspection processes
that are being developed as part of the new Adult
Basic Skills Strategy. These will include:
• embedding aspects of the Curriculum and its
delivery in new quality standards;
• inclusion of the Curriculum, its implementation
and monitoring in internal college, and other,
systems;
• linkage of the curriculum to quality initiatives that
form part of the new Strategy;
• inspection regimes.
As part of the requirements of the new teacher
training standards, teachers will need to be familiar
with the Curriculum, and show that they are skilled in
its use.
Qualifications
Recommendation 16
There should be a new national basic skills
curriculum for adults, with well-defined
standards of skill at Entry Level, Level 1 and
Level 2.
Only basic skills qualifications based on this
new curriculum should be funded from the
public purse. Whether assessed by
coursework, test or a mixture of both, they
should use a common set of standards laid
down by QCA.
Existing qualifications should be revised to
meet these new national standards.
Existing qualifications based exclusively on
tests should be replaced by a new National
Literacy Test and a new National Numeracy
Test both available at Levels 1 and 2.
A Fresh Start, February 1999
The Curriculum does not determine the nature or
methodology of qualifications; that is the role of the
awarding bodies, using the Basic Skills Standards.
However, it does provide a strong framework which
awarding bodies can use to develop assessment
schemes that reflect the highest possible quality in the
teaching and learning process.
The Curriculum focuses primarily on the input
side, the teaching process. Qualifications are about
the outputs – the results of teaching and learning –
and provide formalised summative assessment leading
to a national award.
Assessment
Assessment is a critical part of practice in basic
skills. The Curriculum does not specify any one
assessment method, but it does assume that there
will be assessment in at least four domains of
activity:
• initial screening – to determine overall level;
• diagnostic assessment – to identify the prior
knowledge of the learner, the learner’s aspirations
and interests and the specific skills that need to be
developed;
• formative assessment – to monitor progress
towards the achievement of these skills, using
learning plans which are regularly reviewed;
• summative assessment – to provide a statement of
achievement, opportunities for a qualification and
perhaps longer-term learning plans.
All these are described in detail in the Basic Skills
Agency Quality Mark process and documentation, and
in Effective Basic Skills Provision for Adults.
16 Draft
Draft 17
Section 3:
The ESOLCurriculum Framework
18 Draft
Introduction
1. About this Section
This section contains the curriculum. It is divided into
the five levels – Entry 1, Entry 2, Entry 3, Level 1 and
Level 2 in order to relate to the Standards. (See
Section 1 for an overview of how these levels relate to
other national frameworks.) At each level and for each
skill you can find the relevant Standards and the level
descriptors. We then give the details of the curriculum
for all four skills for that level.
2. Relating the Curriculum to the Standards
For each skill and at each level, the curriculum is
linked to the standards through the Curriculum
Element. This is either taken directly from the
standard or from the level descriptor which follows
the standards at each level. For instance, at Speaking
Entry 1 the first curriculum element is Speak to
communicate: to provide basic information. This
relates directly to the Standard which says ‘At this
level adults can speak to communicate basic
information, feelings and opinions on familiar
topics.’
For each Curriculum Element we have given
examples of the Component Skills which would enable
learners to achieve the Standards at that level. So, for
instance, in order to be able to provide basic
information, adults need to be able to give personal
information, introduce family and friends, describe
places and things, etc.
We have also given Examples of the language or texts
at each level. In the Speaking section, the component
skills are described in terms of functions and at each
level the functions are accompanied by examples of
the language in use, thus giving examples of the
grammatical knowledge expected at that particular
level. For instance, to give personal information at
Entry 1, it is enough to be able to say ‘My name’s …’ I
come from …’, whereas at by Entry 3 learners would
be expected to use different tenses and form more
complex sentences such as ‘I've lived in the UK for two
years’ ‘When I lived in India I used to own a shop.’ The
same level of grammatical knowledge would be
expected at that level in Writing.
As part of the Listening, Reading and Writing
curriculum we have included example activities to
develop each Component Skill. We have not done this
for the Speaking curriculum as procedures are
unlikely to vary much for the different Component
Skills. The activities that teachers use – drills, role-
plays, communicative tasks – are much the same
whether the learner is learning to give personal
information or describe people and places.
3. Speaking and listening
The Basic Skills Standards have put listening and
speaking together as the skills are almost always used
together in communication.
However, for the purposes of planning, learning and
teaching, the ESOL curriculum has separated
listening and speaking and listed the separate
component skills that make up these two different
communication skills. Learners often develop the
receptive skills
of listening earlier than productive skills of speaking
and so the skills also need to be assessed separately.
Finally, it will be necessary to use different teaching
activities and techniques to develop the two
skills.
The speaking and listening curriculum includes a
detailed breakdown of the grammar needed at each
The ESOL Curriculum
Draft 19
level.
4. Reading and Writing: text, sentence and word
level
The ESOL curriculum is part of an initiative which is
based on a common set of standards covering both
basic skills and ESOL. Both curricula use the same
framework for describing the processes of reading and
writing. These are based on the National Literacy
Strategy for schools. The model recognises the
complexity of the reading and writing process and the
different levels on which fluent readers and writers
operate.
• Text level addresses the overall meaning of the text.
• Sentence level desols with grammar, sentence
structure and punctuation.
• Word level looks at the individual words
themselves, their structure, spelling and meaning.
Conveying meaning, whether orally or in writing,
involves operating at the three levels simultaneously –
for instance, ‘Stop!’ is simultaneously a text, a
sentence and a word.
The curriculum framework separates these three
levels for clarity of analysis. However, in practice
language is used in communicative contexts, that is to
say 'whole texts' and though the three levels may be
taught separately, they need to be brought together.
To facilitate understanding the teacher may unpick
different features at text, sentence or word level, but
always with the ultimate aim of producing or
understanding whole texts.
A detailed breakdown of grammar is not included in
the curriculum for reading and writing. For this,
teachers should refer to the speaking curriculum.
20 Speaking – Entry Level 1 Draft
The ESOL Curriculum
Speaking – Entry Level 1
At this level, adults can:
• listen and respond to spoken language, including simple narratives, statements, questions and single step instructions;
• speak to communicate basic information, feelings and opinions on familiar topics;
• engage in discussion with another person in a familiar situation about familiar topics.
An adult will be expected to:
• listen for the gist of short explanations;
• listen for detail using key words to extract some specific information;
• follow single step instructions in a familiar context, asking for instructions to be repeated if necessary;
• listen and respond to requests for personal information;
• speak clearly to be heard and understood in simple exchanges;
• make requests using appropriate terms;
• ask questions to obtain specific information;
• make statements of fact clearly;
• speak and listen in simple exchanges and everyday contexts.
Issues which may affect delivery of the curriculum at this level
• Students can expect a lot of support in terms of repetition, re-phrasing and prompts. Speech may be tightlycontrolled or slowed down, without distorting the normal stress, rhythm and intonation of everyday spoken English.
• A variety of media (video, taped audio cassette), students and helpers may be used.
• The importance of non-verbal signalling, and the difficulties encountered when it is not present, should notbe underestimated.
• The need for and degree of accuracy should be determined by the purpose of the speech act andappropriateness to the situation.
• Any tasks which students are given to perform should aim to develop and test their speaking skills. As somestudents may only have basic literacy skills, activities should be devised which can be performed orally oreither orally/and in writing.
Note on the tables which follow
The Component skills – language functions with examples does not give a prescriptive list of functions, but aset of example functions. Under Grammar, key sentence structures at this level are statements, negatives,questions and commands in simple sentences. Under Phonology, difficulties with specific sounds should beaddressed according to student need. Discourse skills and cross-cultural features of communication shouldbe practised in any context within the level. Examples given of potential cross-cultural differences are neitherprescriptive nor exhaustive.
Draft Speaking – Entry Level 1 21
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22 Speaking – Entry Level 1 Draft
Com
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with
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impe
rativ
es a
nd n
egat
iveim
pera
tives
.Aw
aren
ess o
f im
porta
nce
of in
tona
tion
inco
nvey
ing
mea
ning
, e.g
. for
pol
itene
ss, h
elpi
ngto
dist
ingu
ish b
etwe
en q
uest
ions
and
stat
emen
ts
E1.8
spe
ll wo
rds a
loud
.M
y nam
e is
Salim
a, th
at's
S-A-
L-I-M
-A.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
unica
tion
Spea
k to
com
mun
icate
:To
prov
ide
basic
info
rmat
ion.
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E1.9
ask
for p
erso
nal i
nfor
mat
ion;
Wha
t's yo
ur n
ame?
Is sh
e yo
ur w
ife?
Do yo
u sp
eak
Hind
i?W
here
do
you
work
?Ha
ve yo
u go
t a jo
b?
ques
tions
usin
g
•sim
ple
pres
ent o
f be/
have
/do
and
ofco
mm
on ve
rbs
•ha
ve g
otto
indi
cate
pos
sess
ion
•wh
ques
tions
with
who/
what
wh
ere/
how
muc
h/m
any.
Awar
enes
s of r
ising
into
natio
n fo
rqu
estio
ns in
gen
eral
and
that
fallin
g in
tona
tion
is of
ten
foun
dwi
th w
hqu
estio
ns
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
Spea
k to
com
mun
icate
: To
ask
for b
asic
info
rmat
ion.
Draft Speaking – Entry Level 1 23
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E1.1
0 e
nqui
re a
bout
pric
es a
nd q
uant
ities
;Ho
w m
uch
is it?
How
man
y stu
dent
s are
ther
e?
E1.1
1 a
sk th
e tim
e/da
y;W
hat's
the
time?
Have
you
got t
he ti
me?
E1.1
2 e
nqui
re a
bout
skills
;Ca
n yo
u ty
pe?
E1.1
3 m
ake
requ
ests
, ask
for s
omet
hing
;A
cup
of te
a, p
leas
eCa
n I h
ave
a sin
gle
to M
anch
este
r, pl
ease
?
Awar
enes
s of s
tress
-tim
ed se
nten
cerh
ythm
in q
uesti
ons
Awar
enes
s of t
he im
porta
nce
of in
tona
tion
and
use
of 'p
leas
e' in
requ
ests
, con
trast
ing
with
conv
entio
ns in
oth
er la
ngua
ges
E1.1
4 re
ques
t – a
sk so
meo
ne to
do
som
ethi
ng;
ID, p
leas
e.Ca
n yo
u he
lp m
e?Pl
ease
, can
you
repe
at it
?
Awar
enes
s of r
ising
into
natio
n fo
rpo
liten
ess
E1.1
5 re
ques
t dire
ctio
ns.
Whe
re's
the
Post
Offi
ce?
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
Spea
k to
com
mun
icate
:To
ask
for b
asic
info
rmat
ion.
24 Speaking – Entry Level 1 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E1.1
6 e
xpre
ss li
kes a
nd d
islike
s;I l
ike...
I do
n't l
ikeI l
ike...
and
...I l
ike...
but
I ha
te...
stat
emen
ts, p
ositi
ve a
nd n
egat
ive, u
sing
conj
unct
ions
– a
nd/b
ut;
Awar
enes
s of s
tress
fallin
g on
the
impo
rtant
wor
d or
info
rmat
ion
Awar
enes
s of i
mpo
rtanc
e of
stre
ss in
con
veyin
gfe
elin
gs a
nd o
pini
ons
E1.1
7 e
xpre
ss fe
elin
gs;
I'm a
ngry
/hap
pyve
rb b
e+
adje
ctive
s.
E1.1
8 e
xpre
ss w
ishes
;I w
ant a
new
job.
I don
't wa
nt a
n ev
enin
g cla
ss.
E1.1
9 a
gree
and
disa
gree
.Ye
s/no
...I t
hink
so.
I don
't ag
ree.
You'
re ri
ght.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
Spea
k to
com
mun
icate
:To
expr
ess
feel
ings
and
opi
nion
s.
E1.2
0 a
polo
gise
.So
rry!
I’m so
rry.
E1.2
1 e
xpre
ss vi
ews
I thi
nk th
is is
good
.
Draft Speaking – Entry Level 1 25
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E1.2
2 re
spon
d to
requ
ests
for b
asic
info
rmat
ion;
Wha
t's yo
ur n
ame?
– M
aria
.
Awar
enes
s of f
allin
g in
tona
tion
onco
mpl
ete,
def
inite
stat
emen
t
E1.2
3 c
onfir
m;
Do yo
u co
me
from
Indi
a?–
Yes/
no–
Yes I
do/
No
I don
't.
– Do
es/d
oesn
'tHa
ve yo
u go
t...?
– Ye
s I h
ave/
No
I hav
en't,
– Ha
s/ha
sn't
simpl
e pr
esen
t, sh
ort a
nswe
r for
m;
E1.2
4 re
spon
d to
que
stio
ns a
bout
abi
lity;
Can
you
drive
?–
Yes I
can
/No
I can
't.
E1.2
5 re
spon
d to
a re
ques
t.Ca
n I u
se yo
ur p
en?
– Ye
s, yo
u ca
n.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
List
en a
nd re
spon
d:To
sim
ple
narr
ativ
es, s
tate
men
ts a
nd q
uest
ions
.
26 Speaking – Entry Level 1 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E1.2
6 e
xpre
ss a
pre
fere
nce;
Whi
ch d
o yo
u wa
nt, t
ea o
r cof
fee?
– Te
a, p
leas
e.
E1.2
7 c
orre
ct;
You
live
in L
uton
.–
No,
I liv
e in
Lon
don.
Mrs
Kan
, tha
t's K
-A-N
?–
No,
K-H
-A-N
Abilit
y to
stre
ss im
porta
nt
info
rmat
ion
or w
ord
Awar
enes
s of t
he im
porta
nce
of in
tona
tion
inco
rrect
ing
and
askin
g fo
r cla
rifica
tion
E1.2
8 c
heck
bac
k;Ca
n yo
u co
me
on M
onda
y at 4
pm?
– M
onda
y? 4
pm?
Abilit
y to
prod
uce
risin
g in
tona
tion
on e
ach
word
or p
art
of in
form
atio
n be
ing
quer
ied
or c
onfir
med
E1.2
9 e
xpre
ss th
anks
.Th
anks
Than
k yo
u
Awar
enes
s of c
onve
ntio
n of
than
king,
ora
l and
in w
ritin
g, c
ontra
stin
g wi
th c
onve
ntio
ns in
oth
ercu
lture
s
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
List
en a
nd re
spon
d:To
ask
for b
asic
info
rmat
ion.
Draft Speaking – Entry Level 1 27
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E1.3
0 re
spon
d to
a re
ques
t for
dire
ctio
ns;
It's o
n th
e le
ft.pr
epos
ition
s and
pre
posit
iona
l phr
ases
of p
lace
e.g.
opp
osite
, nea
r, on
the
left;
Awar
enes
s of f
allin
g in
tona
tion
for
a co
mpl
ete,
def
inite
stat
emen
t
E1.3
0 re
ques
t in
stru
ctio
ns.
It's o
n th
e le
ft.Co
me
in.
Don'
t mov
e it.
impe
rativ
e an
d ne
gativ
e im
pera
tive.
Awar
enes
s of i
mpo
rtanc
e of
into
natio
n an
dst
ress
to d
iffer
entia
te b
etwe
en a
requ
est a
nd a
com
man
d
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
List
en a
nd re
spon
d:To
sin
gle
step
inst
ruct
ions
.
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
use
any o
f the
pre
vious
lang
uage
func
tions
at t
his
leve
l E1.
1 to
E1.
31;
•pr
epos
ition
s and
pre
posit
iona
l phr
ases
of p
lace
.e.
g. o
ppos
ite, n
ear,
on th
e le
ftAw
aren
ess o
f fal
ling
into
natio
n fo
ra
com
plet
e, d
efin
ite st
atem
ent.
Awar
enes
s of i
mpo
rtanc
e of
stre
ss in
con
veyin
gfe
elin
gs a
nd o
pini
ons.
E1.3
2 g
reet
;Hi
!Ho
w ar
e yo
u?
Awar
enes
s tha
t risi
ng in
tona
tion
isof
ten
used
for q
uest
ions
Awar
enes
s of n
amin
g co
nven
tions
, use
of f
irst
nam
es a
nd ti
tles,
cont
rast
ing
with
oth
er c
ultu
res
E1.3
3 re
spon
d to
gre
etin
gs;
Fine
, tha
nks,
and
you?
Awar
enes
s of f
allin
g in
tona
tion
infir
st p
art,
risin
g in
seco
ndAw
aren
ess o
f im
porta
nce
of in
tona
tion
and
stre
ss to
con
vey f
eelin
gs, a
ttitu
des,
rela
tions
hip
betw
een
spea
kers
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
Enga
ge in
disc
ussio
n w
ith a
noth
er p
erso
n in
a fa
mili
ar s
ituat
ion.
28 Speaking – Entry Level 1 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E1.3
4 d
escr
ibe
heso
lth a
nd sy
mpt
oms;
I fee
l tire
d an
d ho
t.I'v
e go
t flu
.
Awar
enes
s of f
allin
g in
tona
tion
onco
mpl
ete,
def
inite
stat
emen
tRe
cogn
ise th
e in
tera
ctive
pat
tern
of
conv
ersa
tion
and
expe
ctat
ions
of i
nter
locu
tors
,e.
g. tu
rn-ta
king,
type
s of q
uest
ions
ofte
n as
ked
or a
void
ed.
E1.3
5 in
vite
and
offe
r;W
ould
you
like
a sa
ndwi
ch?
ques
tions
, usin
g m
odal
'wou
ld' +
like
.Aw
aren
ess o
f risi
ng in
tona
tion
for
offe
rs a
nd in
vitat
ions
Awar
enes
s of n
on-v
erba
l sig
nallin
g th
at h
elps
inte
ract
ion
betw
een
spea
kers
e.g
. shr
uggi
ng o
rsa
ying
'aha
...m
mh'
to sh
ow u
nder
stan
ding
E1.3
6 a
ccep
t;Ye
s, pl
ease
E1.3
7 d
eclin
e;N
o th
anks
.I'm
sorry
, I d
on't
eat h
am.
E1.3
8 ta
ke le
ave.
Bye.
See
you
tom
orro
w.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
Spea
k to
com
mun
icate
:Eng
age
in d
iscus
sion
with
ano
ther
per
son
in a
fam
iliar
situ
atio
n.
Draft Speaking – Entry Level 1 29
Strategies for Independent Learning
Students should be encouraged to do the following.
1. At home:
• go over work done in class, read it aloud, check understanding;
• read practice dialogues to themselves, try learning them by heart;
• keep a new vocabulary book and try to learn five new words after each lesson;
• tape lessons or parts of lesson and play back at home;
• use self-access English learning materials (books, computer programmes and tapes) outside the
classroom for extra practice or revision;
• consult their teacher about appropriate materials.
2. When using the phone:
• rehearse what they are going to say before dialling, think about possible questions and answers;
• write down what they want to say, or main points, before dialling.
3. Try to watch TV/listen to the radio/read headlines and simple books in English every day, if only for a short
time. Ask English-speaking friends or relatives to explain words, phrases they do not understand or look
words up in a bilingual dictionary.
4. Play simple board games, cards or language games (e.g. I Spy, 20 questions) with English-speaking friends
or relatives.
5. Join the local library. If they have children, read with them, asking them to read as well as reading to them.
30 Speaking – Entry Level 2 Draft
Speaking – Entry Level 2
At this level, adults can:
• listen and respond to spoken language, including straightforward information, short narratives,
explanations and instructions;
• speak to communicate information, feelings and opinions on familiar topics;
• engage in discussion with one or more people in a familiar situation, to establish shared understanding
about familiar topics.
An adult will be expected to:
• listen for and follow the gist of explanations, instructions and narratives;
• listen for detail in short explanations, instructions and narratives;
• listen for and identify the main points of short explanations or presentations;
• listen to and follow short, straightforward explanations and instructions;
• listen and identify simply expressed feelings and opinions;
• speak clearly to be heard and understood in straightforward exchanges;
• make requests and ask questions to obtain information in everyday contexts;
• respond to straightforward questions;
• express clearly statements of fact and short accounts and descriptions;
• ask questions to clarify understanding;
• follow the gist of discussions;
• follow the main points and make appropriate contributions to the discussion.
Issues which may affect delivery of the curriculum at this level
• Students can expect support in terms of repetition, re-phrasing and prompts. Speech may be slightly slowed
down, without distorting the normal stress, rhythm and intonation of everyday spoken English.
• Students should have the opportunity to hear a limited variety of accents and both genders.
• A variety of media (video, taped audio cassette), students and helpers may be used to deliver the
speaking material.
• The importance of non-verbal signalling, and the difficulties encountered when it is not present, should not
be underestimated.
• The need for and degree of accuracy should be determined by the purpose of the speech act and
appropriateness to the situation.
• Any tasks which students are given to perform should aim to develop and test their speaking skills, rather
than their reading or writing. As some students may have basic literacy skills, activities should be devised
which can be performed orally or either orally/and in writing, as appropriate.
Note on the tables which follow
The Component skills column does not give a prescriptive list of functions, but a set of example functions.
Under Grammar, key sentence structures at this level are statements, negative statements, questions and
commands in simple and multiple sentences. Under Phonology, difficulties with specific sounds should be
addressed according to student need. Discourse skills and cross-cultural features of communication should
be practised in any context within the level. Examples are given of potential cross-cultural differences, but these
are neither prescriptive nor exhaustive.
Draft Speaking – Entry Level 2 31
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E2.1
give
per
sona
l inf
orm
atio
n;I w
as a
nur
se in
Som
alia
but
I do
n't h
ave
ajo
b no
w.
Awar
enes
s of f
allin
g in
tona
tion
onco
mpl
ete,
def
inite
stat
emen
tAw
aren
ess o
f nam
ing
conv
entio
ns in
form
al a
ndin
form
al c
onte
xts,
cont
rast
ing
with
oth
ercu
lture
s
E2.2
des
crib
e se
lf an
d ot
hers
; I a
m/I'
m b
usy.
He is
/He'
s tal
l and
slim
.Sh
e is/
She'
s got
long
dar
k ha
ir.Th
ey a
re/T
hey'r
e no
t hel
pful
.He
’s go
t a b
eard
and
a b
ig sm
ile.
stat
emen
ts, n
egat
ives a
nd sh
ort f
orm
s usin
g•
simpl
e pr
esen
t of b
e/ha
ve/d
o;•
com
mon
verb
s;•
have
got
to e
qual
pos
sess
ion;
•sim
ple
past
of r
egul
ar a
nd c
omm
on ir
regu
lar
verb
s;
Awar
enes
s of:
elisi
on a
nd u
nstre
ssed
vowe
l/sch
wa
and
stre
ss-ti
med
sent
ence
rhyt
hm
E2.3
des
crib
e pl
aces
and
thin
gs;
Hong
Kon
g is
busy
and
exp
ensiv
e.co
mm
on a
djec
tives
wor
d or
der a
fter b
e an
d wi
th n
ouns
;us
e of
the
inde
finite
arti
cle;
E2.4
com
pare
peo
ple,
pla
ces,
thin
gs;
Lond
on is
big
ger t
han
Addi
s Abb
aba
but i
t isn
'tve
ry fr
iend
ly.It
is/It'
s mor
e ex
pens
ive th
an..
.
com
para
tive
adje
ctive
s, in
cludi
ng re
gula
r and
com
mon
irre
gula
rs’;
E2.5
des
crib
e da
ily ro
utin
es a
nd re
gula
r ac
tiviti
es;
I go
to w
ork
at 7
.30
am.
I don
't wo
rk o
n W
edne
sday
.I u
sual
ly co
ok in
the
even
ings
.
prep
ositi
ons o
f tim
e e.
g. a
t/in/
on;
adve
rbs o
f fre
quen
cy e
.g. u
sual
ly, so
met
imes
;
word
ord
er.
Awar
enes
s of s
tress
fallin
g on
impo
rtant
wor
ds in
the
sent
ence
Abilit
y to
stru
ctur
e a
stor
y or n
arra
tive,
cont
rast
ing
with
con
vent
ions
in o
ther
lang
uage
s•
Intro
duce
a to
pic.
•De
velo
p a
topi
c.•
Conc
lude
satis
fact
orily
.
Abilit
y to
sequ
ence
satis
fact
orily
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
Spea
k to
com
mun
icate
:To
prov
ide
stra
ight
forw
ard
info
rmat
ion.
32 Speaking – Entry Level 2 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E2.6
nar
rate
– ta
lk ab
out p
ast e
vent
s (1s
tpe
rson
nar
rativ
e);
I was
bor
n in
Guj
arat
. I g
ot m
arrie
d an
d th
enI c
ame
to th
e UK
. I m
oved
to B
irmin
gham
2ye
ars a
go. I
wor
ked
in a
hos
pita
l. Th
eho
spita
l was
nea
r my h
ouse
. Afte
r tha
t I...
simpl
e pa
st o
f reg
ular
and
com
mon
irre
gula
rve
rbs;
ago;
defin
ite a
rticle
'the
' (sp
ecify
ing)
;
sequ
encin
g ad
verb
s;
conj
unct
ions
, e.g
. and
/but
;
As n
eces
sary,
risin
g in
tona
tion
onco
njun
ctio
ns a
nd a
dver
bs to
show
the
narra
tive
cont
inue
s
Abilit
y to
stru
ctur
e a
stor
y or n
arra
tive,
cont
rast
ing
with
con
vent
ions
in o
ther
lang
uage
s.
•In
trodu
ce a
topi
c.
•De
velo
p a
topi
c.
•Co
nclu
de sa
tisfa
ctor
ily.
Abilit
y to
sequ
ence
satis
fact
orily
.
E2.7
nar
rate
– ta
lk ab
out p
ast e
vent
s (3r
d pe
rson
narra
tive)
;Ye
ster
day A
li we
nt to
Lon
don.
Lat
er h
e sa
w an
Insp
ecto
r and
ask
ed h
im...
obje
ct p
rono
uns;
adve
rbs a
nd a
dver
bial
phr
ases
of t
ime
and
plac
ee.
g. ye
ster
day,
in th
e m
orni
ng;
E2.8
tal
k ab
out f
utur
e pl
ans,
arra
ngem
ents
an
d in
tent
ions
;I'm
takin
g m
y son
to th
e pa
rk to
mor
row.
I'm g
oing
to vi
sit m
y sist
er o
n Su
nday
.He
's go
ing
to st
udy c
ompu
ting
in S
epte
mbe
r.
pres
ent c
ontin
uous
(to
expr
ess t
he fu
ture
);
goin
g to
+ in
finiti
ve;
E2.9
exp
ress
nee
d;I h
ave
to se
e m
y sol
icito
r.I n
eed
to le
ave
early
toda
y.I m
ust h
urry.
mod
als –
nee
d, m
ust,
have
to +
infin
itive
.Aw
aren
ess o
f the
impo
rtanc
e of
mod
al ve
rbs i
nex
pres
sing
diffe
rent
func
tions
and
in e
xpla
inin
gre
ason
s for
act
ions
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
Spea
k to
com
mun
icate
:To
prov
ide
stra
ight
forw
ard
info
rmat
ion.
Draft Speaking – Entry Level 2 33
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E2.1
0 a
sk fo
r per
sona
l det
ails;
Wha
t's yo
ur a
ddre
ss?
Wha
t do
you
do?
ques
tions
usin
g
•sim
ple
pres
ent o
f be/
do/h
ave;
•co
mm
on re
gula
r ver
bs –
que
stio
n fo
rm;
Awar
enes
s of r
ising
into
natio
n fo
rqu
estio
ns in
gen
eral
, and
inpa
rticu
lar t
hose
to w
hich
the
answ
er is
'yes
' or '
no'
Awar
enes
s of t
he im
porta
nce
of in
tona
tion
inco
nvey
ing
mea
ning
, e.g
. for
pol
itene
ss, t
oco
nvey
the
form
ality
of s
ituat
ions
, the
rela
tions
hip
betw
een
spea
kers
E2.1
1 a
sk fo
r des
crip
tions
of p
eopl
e;W
hat d
oes h
e lo
ok li
ke?
Wha
t's h
e lik
e?
E2.1
2 a
sk fo
r des
crip
tions
of p
lace
s and
thin
gs;
Wha
t’s it
like
?
E2.1
3 m
ake
com
para
tive
ques
tions
;Is
hala
l mea
t mor
e ex
pens
ive th
an n
on-h
alal
mea
t?
E2.1
4 a
sk a
bout
regu
lar o
r dai
ly ro
utin
es;
Wha
t do
you
do a
t the
wee
kend
s?W
hen
do yo
u us
ually
get
up?
whqu
estio
ns e
.g. w
hen,
wha
t tim
e, h
ow o
ften?
E2.1
5 a
sk a
bout
pas
t eve
nts;
Wha
t hap
pene
d?Di
d yo
u se
e th
e ne
ws la
st n
ight
?W
hat d
id yo
u do
in yo
ur c
ount
ry?
simpl
e pa
st o
f be/
do/h
ave;
irreg
ular
verb
s.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
Spea
k to
com
mun
icate
: To
ask
for s
trai
ghtf
orw
ard
info
rmat
ion.
34 Speaking – Entry Level 2 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E2.1
6 a
sk a
bout
futu
re p
lans
and
inte
ntio
ns;
Wha
t are
you
doin
g ne
xt w
eeke
nd?
Are
you
goin
g to
...?
E2.17
mak
e re
ques
ts – a
sk fo
r som
ethi
ng in
form
alan
d in
form
al si
tuat
ions
;Co
uld
I spe
ak to
the
man
ager
?I'd
like
to se
e M
rs B
rown
ple
ase.
Can
I hav
e a
bisc
uit,
Ranj
i?
ask
som
eone
to d
o so
met
hing
in fo
rmal
and
info
rmal
situ
atio
ns;
Coul
d yo
u sh
ut th
e wi
ndow
?Co
uld
you
give
me.
..?Ca
n I u
se yo
ur p
en?
ask
for p
erm
issio
n fo
rmal
ly;Co
uld
I lea
ve a
t 12.
00 to
day p
leas
e?
ask
for d
irect
ions
.Ca
n/co
uld
you
tell
me
the
way t
o...?
mod
al c
ould
+ in
finiti
ve;
woul
d lik
e +
infin
itive
;
obje
ct p
rono
uns.
Awar
enes
s of s
tress
-tim
ed
sent
ence
rhyt
hm in
que
stio
ns
Risin
g in
tona
tion
for p
olite
ness
Awar
enes
s of r
egist
er, i
nton
atio
n an
d of
the
use
of ‘p
leas
e’ in
pol
ite re
ques
ts
The
use
of 'y
ou' i
n al
l reg
ister
s, co
ntra
stin
g wi
thot
her l
angu
ages
Awar
enes
s of t
he d
iffer
ence
in u
se o
f 'wa
nt' a
nd'w
ould
like
'
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
Spea
k to
com
mun
icate
:To
ask
for s
trai
ghtf
orw
ard
info
rmat
ion.
Draft Speaking – Entry Level 2 35
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E2.1
8 e
xpre
ss li
kes a
nd d
islike
s with
reas
ons;
I like
Man
ches
ter b
ecau
se...
I don
't lik
e M
anch
este
r, so
we d
on't
go th
ere
very
ofte
n.
stat
emen
ts a
nd n
egat
ives u
sing
•co
njun
ctio
ns a
nd a
dver
bs o
f rea
son,
cau
se a
ndef
fect
;
Awar
enes
s of s
tress
fallin
g on
the
impo
rtant
wor
d or
info
rmat
ion
Awar
enes
s of t
he im
porta
nce
of st
ress
to
conv
ey in
form
atio
n, fe
elin
gs a
nd o
pini
ons
E2.1
9 e
xpre
ss vi
ews,
with
reas
ons a
nd c
ause
and
effe
ct;
I thi
nk M
rs S
mith
is a
goo
d te
ache
r, so
I do
n't
miss
her
cla
sses
.I t
hink
she
is a
good
teac
her b
ecau
se sh
e lis
tens
to u
s.
adve
rbia
ls of
tim
e.E2
. 20
exp
ress
wish
es a
nd h
opes
;I'd
like
to g
et a
job
next
year
.I h
ope
he g
ets b
ette
r soo
n.
E2.2
1 a
polo
gise
;I'm
reso
lly/s
o/ex
trem
ely s
orry.
E2.2
2 a
polo
gise
and
give
reas
ons;
I'm re
solly
sorry
I’m
late
but
...
E2.2
3 a
sk a
bout
peo
ple'
s fee
lings
, opi
nion
s,in
tere
sts,
wish
es, h
opes
.Do
you
thin
k...?
Wha
t do
you
thin
k ab
out..
.?Ho
w do
you
feel
abo
ut...
?
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
Spea
k to
com
mun
icate
:To
expr
ess
feel
ings
and
opi
nion
s.
36 Speaking – Entry Level 2 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E2.2
4 re
spon
d to
requ
ests
for p
erso
nal d
etai
l; W
hen
do yo
u st
art w
ork?
– At
9.0
0
stat
emen
ts u
sing
gram
mar
from
E2.
1 to
E2.
23.
Awar
enes
s of f
allin
g in
tona
tion
onco
mpl
ete,
def
inite
stat
emen
ts
E2.2
5 re
spon
d to
que
stio
ns a
bout
peo
ple;
Wha
t's h
e lik
e?–
He's
frien
dly.
E2.26
res
pond
to q
uesti
ons a
bout
plac
es a
nd th
ings
;Te
ll m
e ab
out y
our c
ount
ry.–
It's i
n Af
rica.
The
re a
re...
Awar
enes
s of t
he in
terlo
cuto
r's e
xpec
tatio
ns in
open
que
stio
ns, r
eque
stin
g in
form
atio
n
E2.2
7 re
spon
d to
com
para
tive
ques
tions
;Is
the
weat
her t
he sa
me
here
as i
n...?
– N
o, it
isn'
t.–
No,
it's
cold
er th
an...
E2.28
resp
ond
to q
uesti
ons a
bout
regu
lar o
r dail
y eve
nts;
Can
you
tell
me
abou
t you
r job
?–
I wor
k in
... I
have
to...
E2.2
9 r
espo
nd to
que
stio
ns a
bout
pas
t eve
nts –
co
nfirm
ing;
Did
you
see
the
news
last
nig
ht?
– Ye
s I d
id.
No
I did
n't.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
List
en a
nd re
spon
d:To
que
stio
ns a
nd re
ques
ts.
Draft Speaking – Entry Level 2 37
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E2.3
0 re
spon
d to
que
stio
ns a
bout
pas
t eve
nts –
narra
ting;
Wha
t did
you
do la
st n
ight
?–
I wen
t to.
.. an
d I s
aw...
Abilit
y to
stru
ctur
e a
stor
y or n
arra
tive
cont
rast
ing
with
con
vent
ions
in o
ther
lang
uage
sa.
Intro
duce
a to
pic.
b.De
velo
p a
topi
c.c.
Conc
lude
satis
fact
orily
.
Abilit
y to
sequ
ence
satis
fact
orily
E2.3
1 re
spon
ds to
que
stio
ns a
bout
futu
re p
lans
and
inte
ntio
ns;
Wha
t are
you
goin
g to
do
next
year
?–
I'm g
oing
to st
udy e
ngin
eerin
g.–
I'm g
oing
to g
et a
job.
I'm
not
stay
ing
at
E2.3
2 re
spon
d to
form
al an
d in
form
al re
ques
ts fo
rso
met
hing
;Co
uld
you
tell
me
the
time?
Wha
t's th
e tim
e?–
It's s
ix o’
clock
.
resp
ond
to fo
rmal
and
info
rmal
requ
ests
to d
oso
met
hing
;Co
uld
you
shut
the
door
? Pl
ease
shut
the
door
.–
OK.
– Ye
s, of
cou
rse.
– N
o, I'
m so
rry, i
t's st
uck.
resp
ond
to fo
rmal
requ
ests
for p
erm
issio
n;Co
uld
I use
your
pen
? I’ll
retu
rn it
late
r.–
Yes,
that
’s fin
e.–
No,
I’m
sorry
, I n
eed
it.
Abilit
y to
stre
ss th
e im
porta
ntin
form
atio
n or
wor
dAw
aren
ess o
f the
diff
eren
ce in
use
of '
can'
and
'coul
d' in
form
al a
nd in
form
al si
tuat
ions
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
List
en a
nd re
spon
d: T
o qu
estio
ns a
nd re
ques
ts.
38 Speaking – Entry Level 2 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E2.3
3 re
spon
d to
que
stio
ns a
bout
pre
fere
nce;
Whi
ch d
o yo
u pr
efer
, tea
or c
offe
e?–
I pre
fer c
offe
e.–
Coffe
e.
E2.3
4 re
spon
d to
requ
ests
for c
larif
icatio
n;Ho
w di
d yo
u sa
y you
spel
l you
r nam
e?
– K
– H
– A
– N
.
E2.3
5 c
heck
bac
k;Yo
u go
up
the
stai
rs, t
urn
left
and
its a
t the
end
of
the
corri
dor.
– I g
o up
the
stai
rs, t
urn
left
and
then
...?
Abilit
y to
use
risin
g in
tona
tion,
echo
ing
each
wor
d or
pie
ce o
fin
form
atio
n be
ing
chec
ked
orqu
erie
d
Impo
rtanc
e of
che
ckin
g ba
ck a
s aco
mm
unica
tion
stra
tegy
E2.3
6 e
xpre
ss th
anks
gra
tefu
lly.
Than
ks so
/ver
y muc
h.Aw
aren
ess o
f con
vent
ions
of t
hank
ing,
cont
rast
ing
with
oth
er c
ultu
res
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
List
en a
nd re
spon
d: T
o qu
estio
ns a
nd re
ques
ts.
Draft Speaking – Entry Level 2 39
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E2.3
7 re
spon
d to
requ
ests
for d
irect
ions
;Ho
w do
you
get t
o X?
How
does
this
work
?–
Go
stra
ight
on,
pas
t the
ligh
ts a
nd tu
rn ri
ght.
ques
tions
and
stat
emen
ts u
sing
•sim
ple
pres
ent;
Awar
enes
s of s
tress
fallin
g on
sequ
ence
mar
kers
and
oth
erim
porta
nt c
onte
nt w
ords
in th
ese
nten
ce
E2.3
8 re
spon
d to
requ
ests
for i
nstru
ctio
ns.
How
does
this
work
?–
Firs
t you
che
ck th
e pr
essu
re, t
hen
you
take
the
pum
p an
d...
– Do
n't t
ake
off t
he c
ap.
com
man
ds u
sing
•im
pera
tive
and
nega
tive
impe
rativ
e;•
sequ
encin
g ad
verb
s and
con
junc
tions
.
Abilit
y to
stru
ctur
e in
stru
ctio
ns a
nd se
quen
cesa
tisfa
ctor
ily
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
List
en a
nd re
spon
d:To
str
aigh
t for
war
d ex
plan
atio
ns a
nd in
stru
ctio
ns.
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E2.3
9 re
spon
d to
requ
ests
for e
xpla
natio
ns.
I'm so
rry I
didn
't un
ders
tand
that
. Cou
ld yo
uex
plai
n it
agai
n?–
Yes,
no p
robl
em..
– O
.K.,
well..
.
Awar
enes
s of t
he im
porta
nce
of in
tona
tion
and
stre
ss to
diff
eren
tiate
bet
ween
pol
ite in
stru
ctio
nsan
d co
mm
ands
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
List
en a
nd re
spon
d:To
que
stio
ns a
nd re
ques
ts.
40 Speaking – Entry Level 2 Draft
E2.4
4 in
sist p
olite
ly;I'm
sure
.I r
esol
ly m
ust g
o.It'
s ver
y im
porta
nt.
inte
nsifi
ers,
with
cor
rect
wor
d or
der.
E2.4
5 ta
ke le
ave.
Ha
ve a
goo
d we
eken
d.
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
use
any o
f the
pre
vious
lang
uage
func
tions
at t
his
leve
l, E2
.1 to
E2.
39;
E2.4
0 g
reet
;Hi
, hel
lo, '
mor
ning
, nice
to se
e yo
uAw
aren
ess o
f non
-ver
bal s
igna
lling
that
hel
psin
tera
ctio
n be
twee
n sp
eake
rs, e
.g.,
shru
ggin
gor
sayin
g 'a
ha' '
mm
h' to
show
und
erst
andi
ng
E2.4
1 re
spon
d to
gre
etin
gs;
Did
you
have
a g
ood
week
end?
– Ye
s tha
nks.
We
went
swim
min
g, a
nd yo
u?
Awar
enes
s tha
t risi
ng in
tona
tion
isof
ten
used
for q
uest
ions
Awar
enes
s of f
allin
g in
tona
tion
follo
wed
by ri
sing
into
natio
n in
subo
rdin
ate
claus
e
Awar
enes
s of i
nter
locu
tors
, exp
ecta
tions
and
socia
l con
vent
ions
reco
gniti
on o
f th
e in
tera
ctive
pat
tern
of c
onve
rsa-
tion
and
expe
ctat
ions
of i
nter
locu
tors,
e.g
. tur
n-ta
king,
type
s of q
uesti
ons o
ften
aske
d or
avo
ided
E2.4
2 g
ive w
arni
ngs;
Be c
aref
ul! S
top!
Don
't ru
n.It'
s dan
gero
us.
Abilit
y to
stre
ss th
e im
porta
ntwo
rds a
nd p
hras
es
E2.4
3 e
xpre
ss p
osse
ssio
n.Th
is is
min
e.Th
at's
Jane
's ba
g.
stat
emen
t and
neg
ative
form
s usin
g•
poss
essiv
es•
poss
essiv
e pr
onou
ns;
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fe
atur
es o
f com
mun
icatio
n
Enga
ge in
disc
ussio
n in
a fa
milia
r situ
atio
n:To
con
vey
info
rmat
ion
and
opin
ions
.
Draft Speaking – Entry Level 1 41
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
use
any o
f the
pre
vious
lang
uage
func
tions
at t
his
leve
l E2.
1 to
E2.
45;
E2.4
7 o
ffer;
Wou
ld yo
u lik
e te
a or
cof
fee?
eith
er/o
r;Ab
ility t
o pr
oduc
e alt
erna
tive
ques
tions
– th
e vo
ice ri
ses o
n th
efir
st alt
erna
tive
and
falls
on
the
seco
nd
E2.4
6 g
reet
;Di
d yo
u ha
ve a
goo
d ho
liday
?Aw
aren
ess o
f the
impo
rtanc
e of
regi
ster
,in
tona
tion
and
stre
ss to
con
vey f
eelin
gs,
attit
udes
, awa
rene
ss o
f the
rela
tions
hip
betw
een
spea
kers
, for
mal
ity o
f situ
atio
ns
E2.4
8 a
sk a
bout
pos
sess
ion;
Is th
is yo
urs?
Is th
is Ah
med
's ba
g?
ques
tions
usin
g•
poss
essiv
es•
poss
essiv
e pr
onou
ns;
E2.4
9 p
ersu
ade;
Mus
t you
go?
Are
you
sure
...?
mod
al ‘m
ust’.
E2.5
0 as
k fo
r cla
rifica
tion
and
expl
anat
ion.
Are
you
com
ing
on M
onda
y or o
n Tu
esda
y?W
hat d
oes X
mea
n?Ho
w do
you
spel
l X?
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Enga
ge in
disc
ussio
n in
a fa
milia
r situ
atio
n:To
see
k in
form
atio
n an
d op
inio
ns.
42 Speaking – Entry Level 2 Draft
Strategies for Independent Learning
Students should be encouraged to do the following.
1. At home:
• go over work done in class, read it aloud, check understanding;
• read practice dialogues to themselves, try learning them by heart;
• keep a new vocabulary book and try to learn five new words after each lesson;
• tape lessons or parts of lesson and play back at home;
• use self-access English learning materials (books, computer programmes and tapes) at home for extra
practice or revision, and consult their teacher about appropriate materials.
2. When using the phone
• rehearse what they are going to say before dialling, think about possible questions and answers;
• write down what they want to say, or main points, before dialling.
3. Try to watch TV/listen to the radio/read headlines and simple books in English every day, if only for a short
time. Use teletext to reinforce comprehension. Ask English-speaking friends or relatives to explain words,
phrases they do not understand or look words up in a dictionary. Use a bilingual or English students
dictionary to look words up they do not know.
4. Play board games (e.g. Scrabble, Monopoly), cards or language games (e.g. I Spy, 20 questions) with
English-speaking friends or relatives.
5. Think of ways in which they can meet English-speaking people and use English as the medium of
communication – join an adult education class or a club or committee (e.g. PTA, Local Residents’
Association), a trade union.
6. Join the local library. If they have children, read with them, asking them to read as well as reading
to them.
Draft Speaking – Entry Level 3 43
Speaking – Entry Level 3
At this level, adults can:
• listen and respond to spoken language, including straightforward information and narratives, and follow
straightforward explanations and instructions, both face to face and on the telephone;
• speak to communicate information feelings and opinions on familiar topics, using appropriate formality,
both face to face and on the telephone;
• engage in discussion with one or more people in a familiar situation, making relevant points and
responding to what others say and to reach a shared understanding about familiar topics.
An adult will be expected to:
• listen for and follow the gist of explanations, instructions and narratives in different contexts;
• listen for detail in short explanations, instructions and narratives in different contexts;
• listen for and identify relevant information from discussions, explanations or presentations;
• use strategies to clarify and confirm understanding (such as facial expressions or gesture);
• listen to and respond appropriately to other points of view;
• speak clearly to be heard and understood using appropriate clarity, speed and phrasing;
• use formal language and register when appropriate;
• respond to a range of questions about familiar topics;
• express clearly statements of fact and give short explanations, accounts and descriptions;
• make requests and ask questions to obtain information in familiar and unfamiliar contexts;
• follow and understand the main points of discussions on different topics;
• make contributions to discussions that are relevant to the subject;
• respect the turn-taking rights of others during discussion.
Issues which may affect the delivery of the curriculum at this level
• Students can expect some support in terms of repetition and re-phrasing. Speech is to be delivered at normal
speed and students should be able to cope with a limited range of distractors, e.g. some background noise,
music, interruptions.
• Students should have the opportunity to hear a range of accents and a range of English varieties.
• Students use of English may reflect the variety commonly spoken in their community, rather than Standard
English. Teachers need to raise this point in discussion.
• Students should be able to apply speaking skills in face to face and telephone situations.
• A variety of media (video, taped audio cassette), students and helpers may be used to deliver the
speaking material.
• The importance of non-verbal signalling, and the difficulties encountered when it is not present, should not
be underestimated.
• The need for and degree of accuracy should be determined by the purpose of the speech act and
appropriateness to the situation.
• Any tasks which students are given to perform should aim to develop and test their speaking skills, rather
than their reading or writing. As some students may have basic literacy skills, activities should be devised
which can be performed orally and/or in writing, as appropriate.
44 Speaking – Entry Level 3 Draft
Note on the tables which follow
The Component skills column is not a prescriptive list of functions, but a set of example functions. Under
Grammar, the key aspect of sentence structure at this level is constructing compound sentences and the
developing use of subordinate clauses (see appendix). Under Phonology, pronunciation difficulties need to be
addressed according to student need. Discourse skills and cross-cultural features of communication are to
be practised in any context within the level. Examples are given of potential cross-cultural differences, but these
are neither prescriptive nor exclusive.
Draft Speaking – Entry Level 3 45
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E3.1
give
per
sona
l inf
orm
atio
n;I h
ave/
I've
lived
in th
e UK
for
2 ye
ars s
ince
199
8.I h
ave/
I've
neve
r wor
ked
in a
n of
fice.
At th
e m
omen
t I'm
stud
ying
Engl
ish in
a c
olle
gein
Bol
ton.
Whe
n I l
ived
in In
dia
I use
d to
own
a sh
op.
stat
emen
ts, n
egat
ives a
nd sh
ort f
orm
s usin
g•
pres
ent p
erfe
ct;
•sin
ce/fo
r;•
pres
ent c
ontin
uous
;•
adve
rbia
l phr
ases
of t
ime
and
plac
e;•
used
to;
Awar
enes
s of f
allin
g in
tona
tion
onco
mpl
ete,
def
inite
stat
emen
tSt
ress
-tim
ed se
nren
ce rh
ythm
E3.2
int
rodu
ce o
ther
s;I w
ould
/I'd
like
you
to m
eet..
.He
is/H
e's m
y...
mod
al w
ould
+ li
ke;
E3.3
des
crib
e se
lf/ot
hers
;Sh
e is/
She'
s in
her t
went
ies,
of a
vera
ge h
eigh
twi
th fr
eckle
s.Sh
e is/
She'
s the
youn
gest
in th
e fa
mily
.M
y son
is/M
y son
's th
e be
st ru
nner
in th
e sc
hool
.
adje
ctiva
l phr
ases
;su
perla
tives
, reg
ular
and
irre
gula
r;El
ision
Unst
ress
ed vo
wel/s
chwa
Abilit
y to
use
appr
opria
te la
ngua
ge fo
r top
ic
E3.4
des
crib
e pl
aces
and
thin
gs;
Iraq
shar
es a
bor
der w
ith Ir
an a
nd is
to th
e no
rth o
f...
It is/
It's t
he la
rges
t cou
ntry
in...
Thes
e tro
user
s are
too
big.
..
prep
ositi
onal
phr
ases
of p
lace
;in
tens
ifier
s e.g
. too
/eno
ugh;
Stre
ss fa
lls o
n im
porta
nt w
ords
inth
e se
nten
ceAw
aren
ess o
f int
erlo
cuto
r’s b
ackg
roun
dkn
owle
dge
E3.5
com
pare
peo
ple,
pla
ces,
thin
gs;
Hong
Kon
g an
d Si
ngap
ore
are
as...
as e
ach
othe
r.Th
e le
g's m
uch
wors
e th
an b
efor
e.
com
para
tive
stru
ctur
esAs
...as
Com
pare
d wi
th X
...X
is th
e sa
me
as X
inclu
ding
irre
gula
rs.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
prov
ide
info
rmat
ion.
46 Speaking – Entry Level 3 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E3.6
nar
rate
eve
nts i
n th
e pa
st;
A fe
w da
ys a
go M
r Gon
zale
s, wh
o liv
es n
ext d
oor
to m
e, d
ecid
ed to
go
to L
ondo
n. W
hile
he
was
waiti
ng, a
wom
an fa
inte
d...
claus
es o
f tim
e;re
lativ
e cla
uses
(who
, whi
ch, w
here
) non
-def
inin
g;pa
st c
ontin
uous
and
sim
ple
past
;
As n
eces
sary,
risin
g in
tona
tion
onsu
bord
inat
e cla
uses
to sh
owna
rrativ
e co
ntin
uing
Abilit
y to
stru
ctur
e a
stor
ya)
Intro
duce
the
topi
c.b)
Deve
lop
the
topi
c.c)
Conc
lude
satis
fact
orily
.
E3.7
give
fact
ual a
ccou
nts;
Diva
li is
a Hi
ndu
fest
ival w
hich
take
s pla
ce in
...As
...Fo
r thi
s rea
son.
..Th
e tra
in le
aves
at..
.and
arri
ves..
.
use
of d
efin
ite a
nd in
defin
ite a
rticle
;pr
esen
t sim
ple;
claus
es o
f rea
son;
conj
unct
ions
/adv
erbi
al c
laus
es o
f cau
se;
howe
ver/b
ut/a
lthou
gh;
Abilit
y to
sequ
ence
and
refe
r bac
k
Abilit
y to
indi
cate
rela
tions
hip
betw
een
idea
s–
caus
ality
–co
ntra
st–
resu
lt–
purp
ose
E3.8
exp
ress
cer
tain
ty a
bout
the
futu
re;
I'll b
e 50
nex
t yea
r.I w
on't
see
her u
ntil
Frid
ay..
futu
re si
mpl
e;
E3.9
offe
r hel
p;I'll
go.
We'
ll do
it.
E3.1
0 m
ake
a de
cisio
n as
one
’s sp
eakin
g, m
ake
arra
ngem
ents
;I t
hink
I'll
go n
ow.
We'
ll m
eet y
ou o
utsid
e th
e cin
ema
at 7
.30.
E3.1
1 e
xpre
ss o
blig
atio
n.He
shou
ld sp
eak
to th
e su
perv
isor.
I sho
uld
wear
a m
ask.
mod
al sh
ould
.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
prov
ide
info
rmat
ion.
Draft Speaking – Entry Level 3 47
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E3.1
2 a
sk fo
r per
sona
l inf
orm
atio
n;Ha
ve yo
u be
en h
ere
long
?Ar
e yo
u wo
rkin
g at
the
mom
ent?
How
long
hav
e yo
u wo
rked
ther
e?Ha
ve yo
u ev
er b
een
to...
?W
hat a
re yo
u do
ing
at p
rese
nt?
ques
tions
usin
g•
pres
ent p
erfe
ct;
•pr
esen
t con
tinuo
us;
whqu
estio
ns;
Risin
g in
tona
tion
for q
uest
ions
inge
nera
l, an
d in
par
ticul
ar th
ose
towh
ich th
e an
swer
is ‘y
es’ o
r ‘no
’
Fallin
g in
tona
tion
ofte
n fo
und
with
wh
ques
tions
Awar
enes
s of t
he im
porta
nce
of in
tona
tion
inco
nvey
ing
mea
ning
, e.g
. for
pol
itene
ss, t
oco
nvey
the
form
ality
of s
ituat
ions
, rel
atio
nshi
pbe
twee
n sp
eake
rs
E3.1
3 a
sk fo
r des
crip
tions
of p
eopl
e, p
lace
s and
thin
gs;
Is he
like
his
fath
er?
Tell
me
abou
t...
Coul
d yo
u de
scrib
e...
embe
dded
que
stio
n fo
rms;
mod
al c
ould
;•
Stre
ss-ti
med
sent
ence
rhyt
hmin
que
stio
nsDi
scus
sion
on in
terlo
cuto
r’s e
xpec
tatio
nsfo
llowi
ng a
n op
en q
uest
ion
E3.1
4 m
ake
com
para
tive
ques
tions
;W
hat’s
the
diffe
renc
e be
twee
n...?
Whi
ch is
qui
cker
, tra
in o
r bus
?
E3.1
5 a
sk a
bout
pas
t eve
nts;
Coul
d yo
u te
ll us
wha
t hap
pene
d?Pl
ease
tell
us w
hat y
ou sa
w, M
s Kap
ur.
Wha
t hap
pene
d?
simpl
e pa
st;
•Ri
sing
into
natio
n fo
r pol
itene
ssAw
aren
ess o
f reg
ister
and
abi
lity t
o ch
ange
regi
ster
in fo
rmal
situ
atio
ns
E3.1
6 a
sk a
bout
futu
re e
vent
s.W
hen
will
you
see
her?
Wha
t are
you
doin
g at
the
week
end?
simpl
e fu
ture
;pr
esen
t con
tinuo
us
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
: To
seek
info
rmat
ion.
48 Speaking – Entry Level 3 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E3.1
7 m
ake
requ
ests
on
the
phon
e, in
form
al a
ndin
form
al si
tuat
ions
– a
sk fo
r som
ethi
ng;
Is it
poss
ible
to sp
eak
to...
?Co
uld
I lea
ve a
mes
sage
for...
?Is
Jane
t the
re?
– as
k so
meo
ne to
do
som
ethi
ng fo
r you
;Pl
ease
hol
d th
e lin
e.Co
uld
you
take
a m
essa
ge?
Wou
ld yo
u m
ind
mov
ing
alon
g?
– as
k fo
r per
miss
ion.
May
I us
e yo
ur p
hone
?Co
uld
I lea
ve e
arly
toda
y?Ca
n I u
se yo
ur p
en?
impe
rativ
e;m
ind
+ in
g;
mod
al m
ay;
•Ri
sing
into
natio
n fo
r pol
itene
ssAw
aren
ess o
f reg
ister
and
abi
lity t
o ch
ange
regi
ster
in
form
al si
tuat
ions
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
seek
info
rmat
ion.
Draft Speaking – Entry Level 3 49
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E3.1
8 g
ive vi
ews a
nd o
pini
ons;
In m
y opi
nion
...As
I se
e it.
..Sw
imm
ing
is go
od fo
r you
bec
ause
...
stat
emen
ts a
nd n
egat
ives u
sing
•ge
rund
s;St
ress
falls
on
the
impo
rtant
wor
dor
info
rmat
ion.
Abilit
y to
intro
duce
a to
pic
Awar
enes
s of i
mpo
rtanc
e of
stre
ss to
con
vey
info
rmat
ion,
feel
ings
and
opi
nion
s
E3.1
9 e
xpla
in a
nd g
ive re
ason
s;I d
idn'
t see
him
bec
ause
I ha
d to
leav
e ea
rly.
I hav
en't
done
the
hom
ewor
k be
caus
e I w
asto
o bu
sy.
mod
al 'h
ave
to' i
n sim
ple
past
;pr
esen
t per
fect
;
E3.2
0 e
xpre
ss o
pini
ons a
bout
futu
re p
ossib
ilitie
s;I t
hink
I'll
pass
.I'll
pro
babl
y pas
s.I m
ight
/may
pas
s.
futu
re si
mpl
e;
mod
al m
ight
/may
;
E3.2
1 e
xpre
ss fe
elin
gs, l
ikes a
nd d
islike
s;I e
njoy
...in
g.I c
an't
stan
d ...
ing.
verb
s + g
erun
d;
E3.2
2 sh
ow c
ontra
st, c
ause
, rea
son,
pur
pose
;Th
e ex
am w
asn'
t ver
y diff
icult
so I
pass
ed.
Alth
ough
the
job'
s int
eres
ting,
it d
oesn
't pa
y wel
l.I w
ent t
o ge
t som
e co
ffee
beca
use
I was
reso
llyth
irsty.
conj
unct
ions
e.g
. how
ever
/alth
ough
/so;
claus
es o
f rea
son.
Abilit
y to
indi
cate
rela
tions
hip
betw
een
idea
s–
caus
ality
–co
ntra
st–
resu
lt–
purp
ose
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
com
mun
icat
e id
eas
and
opin
ions
.
50 Speaking – Entry Level 3 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E3.2
3 a
sk a
bout
peo
ple’s
feel
ings
, opi
nion
s,in
tere
sts,
wish
es, h
opes
;W
hat's
your
opi
nion
of.
.?Ho
w do
you
feel
abo
ut..
?
Risin
g in
tona
tion
for
polit
enes
ssAb
ility t
o ac
know
ledg
e ot
her s
peak
ers a
ndab
ility i
n tu
rn-g
iving
E3.2
4 a
polo
gise
in fo
rmal
and
info
rmal
situa
tions
.I f
eel t
errib
le th
at...
I'm so
rry, m
y fau
lt.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
com
mun
icate
idea
s an
d op
inio
ns.
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E3.2
5 re
rspo
nd to
requ
ests
for p
erso
nal d
etai
ls;Ho
w lo
ng h
ave
you
been
mar
ried?
– 8
year
s.
Stat
emen
ts a
nd n
egat
ives a
nd sh
ort f
orm
s usin
ggr
amm
ar fr
om E
3.1
and
E3.2
4.Fa
lling
into
natio
n on
com
plet
e,de
finite
stat
emen
t
E3.2
6 c
onfir
m in
form
atio
n;Yo
u ha
ve w
orke
d in
a g
arag
e be
fore
, hav
en't
you?
– Ye
s I h
ave.
use
all f
unct
ions
in E
3.1
to E
3.24
.
The
voice
falls
on
mai
n cla
use
and
rises
on
the
ques
tion
tag.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
List
en a
nd re
spon
d:To
sta
tem
ents
, que
stio
ns a
nd re
ques
ts.
Draft Speaking – Entry Level 3 51
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E3.2
7 re
spon
d to
sugg
estio
ns;
Why
don
't yo
u go
to...
?–
Yes,
I'll d
o th
at, t
hank
s.–
Wel
l, m
aybe
.–
No,
I'd
rath
er n
ot b
ecau
se...
E3.2
8 re
spon
d to
adv
ice.
You
shou
ld se
e th
e ca
reer
s adv
isor.
– Ye
s, I s
uppo
se yo
u're
righ
t.–
I've
alre
ady b
een.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
List
en a
nd re
spon
d:To
sta
tem
ents
, que
stio
ns a
nd re
ques
ts.
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E3.2
9 re
ques
ts fo
r dire
ctio
ns;
Coul
d yo
u te
ll m
e th
e wa
y to.
..?–
If yo
u go
stra
ight
on
you'
ll se
e it
on th
e rig
ht.
first
con
ditio
nal s
ente
nce;
if +
pres
ent s
impl
e, fu
ture
sim
ple.
E3.3
0 re
ques
t for
an
expl
anat
ion;
Wha
t doe
s.....
.mea
n?–
If yo
u lo
ok in
the
dict
iona
ry yo
u'll
find
the
mea
ning
.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
List
en a
nd re
spon
d:To
requ
ests
for e
xpla
natio
ns a
nd in
stru
ctio
ns.
52 Speaking – Entry Level 3 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
:
E3.3
2 su
gges
t act
ion
with
oth
er p
eopl
e;Le
t's...
Shal
l we.
..?W
hy d
on't
we...
?
ques
tion
form
s usin
g•
nega
tive
simpl
e pr
esen
t;•
futu
re si
mpl
e wi
th sh
all;
Into
natio
n fo
r sta
tem
ents
and
ques
tions
as i
n 1.
1 an
d 1.
2Aw
aren
ess o
f non
-ver
bal s
igna
lling
that
hel
psin
tera
ctio
n be
twee
n sp
eake
rs, e
.g. s
hrug
ging
or
sayin
g ‘a
ha’,
‘mm
h’ to
show
und
erst
andi
ng a
ndac
know
ledg
e ot
her s
peak
ers
use
any o
f the
pre
vious
lang
uage
func
tions
at t
his
leve
l;
E3.3
3 a
sk fo
r and
mak
e su
gges
tions
and
give
advic
e;Yo
u sh
ould
...W
hy d
on't
you.
..I w
ould
n't..
.Sh
ould
I? W
hat s
houl
d I d
o...?
stat
emen
ts, q
uest
ions
and
neg
ative
s usin
g•
mod
al ‘s
houl
d’;
•co
nditi
onal
‘wou
ld’;
•m
odal
‘mus
t’ –
nega
tive.
Awar
enes
s of i
mpo
rtanc
e of
regi
ster
to c
onve
yat
titud
es, r
elat
ions
hip
betw
een
spea
kers
,fo
rmal
ity o
f situ
atio
n
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Enga
ge in
disc
ussio
n in
a fa
milia
r situ
atio
n:To
sha
re in
form
atio
n, id
eas
and
opin
ions
.
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E3.3
1 re
spon
d to
requ
ests
for i
nstru
ctio
ns.
How
do yo
u do
this?
– Fi
rst y
ou sh
ould
take
off.
.. th
en p
ut it
on.
..–
You
mus
tn't.
..
com
man
ds u
sing
•im
pera
tive
and
nega
tive
impe
rativ
e;•
com
mon
phr
asal
verb
s;•
mod
al sh
ould
;•
nega
tive
mus
t.
Stre
ss fa
lls o
n se
quen
ce m
arke
rsan
d ot
her i
mpo
rtant
wor
ds in
the
sent
ence
.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
List
en a
nd re
spon
d:To
requ
ests
for e
xpla
natio
ns a
nd in
stru
ctio
ns.
Draft Speaking – Entry Level 3 53
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E3.3
4 p
raise
and
com
plim
ent o
ther
s;Yo
u lo
ok g
reat
!W
hat a
goo
d id
ea!
Stre
ss fa
lls o
n im
porta
nt w
ords
or
info
rmat
ion
in th
e se
nten
ce.
Awar
enes
s of i
mpo
rtanc
e of
into
natio
n an
dst
ress
to c
onve
y inf
orm
atio
n, fe
elin
gs a
ndop
inio
ns
E3.3
5 c
ompl
ain;
I'm n
ot h
appy
abo
ut...
I'd li
ke to
com
plai
n ab
out..
.
E3.3
6 w
arn
and
proh
ibit;
You
mus
tn't
touc
h th
at, it
's ve
ry h
ot.
E3.3
7 ta
ke le
ave.
Have
a g
ood
week
end!
It wa
s nice
to se
e yo
u.
Clos
ing
a co
nver
satio
n
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Enga
ge in
disc
ussio
n in
a fa
milia
r situ
atio
n:To
sha
re in
form
atio
n, id
eas
and
opin
ions
.
54 Speaking – Entry Level 3 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
E3. 3
8 g
reet
;Di
d yo
u ha
ve a
goo
d ho
liday
?Aw
aren
ess o
f int
erlo
cuto
r’s e
xpec
tatio
ns a
ndso
cial c
onve
ntio
ns
Abilit
y to
open
a c
onve
rsat
ion
use
any o
f the
pre
vious
lang
uage
func
tions
at t
his
leve
l;
E3.3
9 c
heck
bac
k an
d as
k fo
r con
firm
atio
n;Th
at's
right
isn'
t it?
You
do li
ke it
, don
't yo
u?
ques
tion
tags
with
all
tens
es c
over
ed;
The
voice
falls
on
mai
n cla
use
and
rises
on
the
ques
tion
tag.
E3.4
0 a
sk a
bout
pos
sess
ion;
Is th
is yo
urs?
Is th
is Ah
med
's ba
g?
ques
tions
usin
g •
poss
essiv
es;
•po
sses
sive
pron
ouns
;
Risin
g in
tona
tion
for q
uest
ions
towh
ich th
e an
swer
is 'y
es' o
r 'no
'
E3.4
1 p
ersu
ade;
Mus
t you
go?
Are
you
sure
...?
mod
al m
ust.
E3.4
2 a
sk fo
r cla
rifica
tion
and
expl
anat
ion.
Wha
t doe
s Xm
ean?
How
do yo
u sp
ell X
?
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Enga
ge in
disc
ussio
n in
a fa
milia
r situ
atio
n:To
see
k in
form
atio
n an
d op
inio
ns.
Draft Speaking – Entry Level 3 55
Strategies for Independent Learning
Students should be encouraged to do the following.
1. At home:
• go over work done in class, read it aloud, check understanding;
• read practice dialogues to themselves, try learning them by heart;
• keep a new vocabulary book and try to learn five new words after each lesson;
• tape lessons or parts of lesson and play back at home;
• use self-access English learning materials (books and tapes) at home for extra practice or revision, and
consult their teacher about appropriate materials.
2. When using the phone
• Rehearse what they are going to say before dialling, think about possible questions and answers.
• Write down what you want to say, or main points, before dialling.
3. Try to watch TV/listen to the radio/read newspapers, magazines and books in English every day, if only for a
short time. Use teletext to reinforce comprehension. Ask English-speaking friends or relatives to explain
words, phrases they do not understand or look words up in a dictionary. Use a bilingual or English students’
dictionary to look words up they do not know.
4. Play board games (e.g. Scrabble, Monopoly) or language games (e.g. I Spy, 20 Questions) with English-
speaking friends or relatives.
5. Think of ways in which they can meet English speaking people and use English as the medium of
communication – join an adult education class, a club or a committee (e.g. PTA, Local Residents’
Association), a trade union. Voluntary work can give useful opportunities – help in their children’s school
or contact the local Volunteer Bureau.
6. Join the local library. If they have children, read with them, ask them to read as well as reading
to them.
56 Speaking –Level 1 Draft
Speaking – Level 1
At this level, adults can:
• listen and respond to spoken language, including information and narratives, and follow explanations and
instructions of varying length, adapting response to speaker, medium and context;
• speak to communicate information, ideas and opinions, adapting speech and content to take account of the
listener(s) and medium;
• engage in discussion with one or more people in familiar and unfamiliar situations, making clear and relevant
contributions that respond to what others say and produce a shared understanding about different topics.
An adult will be expected to:
• listen for and identify relevant information from explanations and presentations on a range of straightforward
topics;
• listen for and understand explanations, instructions and narratives on different topics in a range of contexts;
• use strategies to clarify and confirm understanding (such as facial expressions, body language and verbal prompts);
• provide feedback and confirmation when listening to others;
• make contributions relevant to the situation and subject;
• speak clearly in a way which suits the situation;
• make requests and ask questions to obtain information in familiar and unfamiliar contexts;
• respond to questions on a range of topics;
• express clearly statements of fact, explanations, instructions, accounts and descriptions;
• present information and ideas in a logical sequence and include detail and develop ideas where appropriate;
• follow and contribute to discussions on a range of straightforward topics;
• respect the turn-taking rights of others during discussions;
• use appropriate phrases for interruption.
Issues which may affect the delivery of the curriculum at this level
• Students can expect a little support in terms of repetition and re-phrasing. Speech is to be delivered at normal speed
and students should be able to cope with a range of distractors, e.g. background noises, music, interruptions.
• Students should have the opportunity to hear a variety of accents and varieties of English.
• Students’ use of English may reflect the variety commonly spoken in their community, rather than Standard
English. Teachers need to raise this point in discussion.
• Students should be able to apply speaking skills in face to face and telephone situations.
• A variety of media (video, taped audio cassette), students and helpers may be used to deliver the material.
• The importance of non-verbal signalling, and the difficulties encountered when it is not present, should not be
underestimated.
• The need for and degree of accuracy should be determined by the purpose of the speech act and appropriateness
to the situation.
• Any tasks which students are given to perform should aim to develop and test their spoken skills, rather than
their reading or writing. As some students, even at this level, may have basic literacy skills, activities should be
devised which can be performed orally and/or in writing, where possible or appropriate.
Note on the tables which follow
The Component skills column is not a prescriptive list of functions, but a set of example functions. Under
Grammar, the key aspect of sentence structure at this level is constructing compound sentences and the developing
use of a range of subordinate clauses. Under Phonology, difficulties with specific sounds need to be addressed
according to student need. Discourse skills and cross-cultural features of communication are to be practised in
any context within the level. Examples are given of potential cross-cultural differences, but these are neither
prescriptive nor exhaustive.
Draft Speaking – Level 1 57
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L1.1
give
per
sona
l inf
orm
atio
n;I h
ave/
I've
been
lear
ning
Eng
lish
for 4
year
s.Sh
e ha
s/'s
been
wor
king
in K
ings
ton
but s
tudy
ing
in H
ouns
low.
I was
bro
ught
up
in th
e Ph
ilippi
nes b
y my u
ncle
.
stat
emen
ts, n
egat
ives a
nd sh
ort f
orm
s usin
g•
pres
ent p
erfe
ct c
ontin
uous
;•
focu
sing
on a
ctivi
ty/u
ncom
plet
ed a
ct;
•pa
ssive
: pas
t sim
ple;
•ph
rasa
l ver
bs;
Fallin
g in
tona
tion
on c
ompl
ete,
defin
ite st
atem
ent
Stre
ss-ti
med
sent
ence
rhyt
hm
L1.2
int
rodu
ce o
ther
s;I'd
like
to in
trodu
ce yo
u to
my..
.Do
you
know
eac
h ot
her?
Ann
a m
eet
Rash
ed, R
ashe
d m
eet A
nna.
woul
d lik
e +
info
;El
ision
Unst
ress
ed vo
wel/s
chwa
Abilit
y to
open
a c
onve
rsat
ion
and
resp
ond
appr
opria
tely
to in
terlo
cuto
r
L1.3
des
crib
e se
lf/ot
hers
;Th
e ni
cest
per
son
in m
y offi
ce is
Jan
e, th
em
anag
er's
PA.
A m
an w
earin
g da
rk g
lass
es a
nd tr
aine
rs ra
nac
ross
the
road
.
noun
phr
ases
(as s
ubje
ct o
r obj
ect o
f the
verb
);ad
ject
ival p
hras
es;
Stre
ss fa
lls o
n im
porta
nt w
ords
inth
e se
nten
ce.
Risin
g in
tona
tion
on su
bord
inat
ecla
uses
to sh
ow th
e na
rrativ
eco
ntin
ues
Abilit
y to
use
appr
opria
te la
ngua
ge fo
r top
ic
L1.4
des
crib
e pl
aces
and
thin
gs;
I nee
d a
cros
s bol
t – it
's m
ade
of m
etal
and
it’s
got
a cir
cula
r nut
atta
ched
to th
e en
d.Ku
ala
Lum
pur h
as g
rown
eno
rmou
sly in
the
last
deca
de.
verb
s + p
repo
sitio
ns
pres
ent p
erfe
ct -
pres
ent r
esul
t of p
ast a
ctio
n
Awar
enes
s of i
nter
locu
tors
' bac
kgro
und
know
ledg
e
Abilit
y to
fill i
n ba
ckgr
ound
info
rmat
ion
L1.5
def
ine;
Baro
met
ers a
re in
strum
ents
which
mea
sure
pre
ssur
e.Th
ey a
re u
sed
to m
easu
re p
ress
ure.
They
are
use
d fo
r mea
surin
g...
defin
ing
rela
tive
claus
e;cla
uses
of p
urpo
se, r
easo
n;pa
ssive
+ to
+ in
f +
for +
ger
und.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
prov
ide
info
rmat
ion.
58 Speaking – Level 1 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L1.6
nar
rate
eve
nts i
n th
e pa
st;
Sanj
it's l
eg w
as in
pla
ster
. He
had
brok
en it
the
day b
efor
e wh
ile p
layin
g ho
ckey
.As
he
walke
d ho
me,
feel
ing
tired
and
col
d, it
bega
n to
rain
. Th
e we
athe
r was
awf
ul. S
udde
nly,
the
sun.
.....
past
per
fect
;ad
verb
ial p
hras
es (t
ime,
man
ner);
adje
ctiva
l phr
ases
;us
e of
arti
cles;
Abilit
y to
stru
ctur
e a
stor
ya.
Intro
duce
a to
pic.
b.De
velo
p th
e to
pic.
c.Co
nclu
de sa
tisfa
ctor
ily.
Disc
ussio
n on
diff
eren
t cul
tura
l con
vent
ions
for
stru
ctur
ing
info
rmat
ion
and
narra
tives
,di
ffere
nces
in e
xpec
tatio
ns.
Abilit
y to
sequ
ence
and
refe
r bac
k us
ing
cohe
sive
devic
es.
L1.7
des
crib
e a
simpl
e pr
oces
s;Fi
rst y
ou p
ut th
e co
usco
us in
a p
an a
nd st
eam
it.
Afte
r abo
ut 1
0 m
inut
es...
Brea
d is
mad
e fro
m fl
our.
Firs
t, th
e flo
ur is
mixe
dwi
th w
ater
and
yeas
t and
then
...
pres
ent s
impl
e;se
quen
cing
adve
rbs a
nd c
onju
nctio
ns;
pres
ent s
impl
e pa
ssive
;
L1.8
com
pare
peo
ple,
pla
ces,
thin
gs;
Peop
le h
ere
drive
muc
h fa
ster
and
with
a lo
t les
sca
re th
an in
my c
ount
ry.Du
ring
the
War
, life
was
a lo
t har
der t
han
it is
now.
com
para
tive
adve
rbs a
nd a
djec
tive
+ fe
wer +
less
;co
unta
ble/
unco
unta
ble
noun
s;
Abilit
y to
refe
r to
shar
ed k
nowl
edge
Disc
ussio
n on
cul
tura
l diff
eren
ces
L1.9
cla
ssify
;M
ango
es a
re ty
pes o
f fru
it.Th
ere
are
man
y var
ietie
s in
Indi
a.Th
e m
ajor
ity o
f Ind
ian
wom
en w
ear s
aris.
L1.1
0 g
ener
alise
;So
me
spor
ts a
re d
ange
rous
, for
exa
mpl
e m
otor
racin
g.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
prov
ide
info
rmat
ion.
Draft Speaking – Level 1 59
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L1.1
1 g
ive e
xam
ples;
I like
lots
of d
iffer
ent k
inds
of p
rogr
amm
es, n
ews,
soap
ope
ras,
docu
men
tarie
s...
The
voice
rise
s on
each
item
of
the
list,
until
the
final
one
, whe
reit
falls
.
L1.1
2 e
xpre
ss o
blig
atio
n +
reas
ons;
I oug
ht to
go
to th
e CA
B be
caus
e I’v
e go
t apr
oble
m w
ith m
y hou
sing
bene
fit.
mod
al o
ught
+ in
f;
L1.1
3 e
xpre
ss a
bsen
ce o
f obl
igat
ion;
You
don'
t hav
e to
regi
ster
now
.Yo
u ne
edn'
t wor
ry.
nega
tive
mod
als n
eed
have
to;
L1.1
4 re
port
info
rmat
ion.
She
said
she
woul
d he
lp m
e.W
e to
ld th
em to
com
e at
4.3
0pm
.He
ask
ed m
e if/
whet
her I
cou
ld ty
pe.
repo
rted
spee
ch;
usin
g a
rang
e of
tens
es a
nd in
finiti
ve;
repo
rted
ques
tions
;
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
prov
ide
info
rmat
ion.
60 Speaking – Level 1 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L1.1
5 a
sk fo
r per
sona
l inf
orm
atio
n;W
hat h
ave
you
been
up
to la
tely?
Wha
t hav
e yo
u be
en d
oing
sinc
e Ju
ly?W
here
wer
e yo
u br
ough
t up?
ques
tions
usin
g•
pres
ent p
erfe
ct;
•pr
esen
t per
fect
con
tinuo
us;
•pa
st si
mpl
e pa
ssive
;•
phra
sal v
erbs
;
Risin
g in
tona
tion
for q
uest
ions
inge
nera
l, an
d in
par
ticul
ar th
ose
towh
ich th
e an
swer
is 'y
es' o
r 'no
'.Fa
lling
into
natio
n of
ten
foun
dwi
th w
hqu
estio
ns.
Awar
enes
s of t
he im
porta
nce
of in
tona
tion
inco
nvey
ing
mea
ning
, e.g
. for
pol
itene
ss, t
oco
nvey
the
form
ality
of s
ituat
ions
, rel
atio
nshi
pbe
twee
n sp
eake
rs
L1.1
6 in
trodu
ce p
eopl
e;Ha
ve yo
u be
en in
trodu
ced?
Wou
ld yo
u lik
e to
mee
t an
old
frien
d of
min
e?
Risin
g in
tona
tion
for p
olite
ness
L1.1
7 a
sk fo
r des
crip
tions
of p
eopl
e;Do
you
know
wha
t he
look
s like
?W
ould
you
be a
ble
to d
escr
ibe
her t
o m
e?
embe
dded
que
stio
ns;
L1.1
8 a
sk fo
r des
crip
tions
of t
hing
s, pl
aces
;W
hat's
it m
ade
of? W
ould
you
be a
ble
tode
scrib
e it?
pres
ent s
impl
e pa
ssive
;
L1.1
9 m
ake
com
para
tive
ques
tions
;Ho
w di
ffere
nt a
re th
ings
in th
is co
untry
?Ha
ve th
ings
cha
nged
a lo
t sin
ce...
?
pres
ent s
impl
e;
L1.2
0 a
sk a
bout
pas
t eve
nts;
Wou
ld yo
u m
ind
tellin
g us
wha
t hap
pene
d?Co
uld
you
desc
ribe
the
accid
ent?
mod
als
woul
d co
uld.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
seek
info
rmat
ion.
Draft Speaking – Level 1 61
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L1.2
1 a
sk a
bout
pro
cess
es;
Wha
t hap
pens
?Ho
w do
es it
wor
k?Ho
w is
it or
gani
sed?
L1.2
2 a
sk fo
r def
initi
ons;
How
do yo
u de
fine
X?Ho
w wo
uld
you
defin
e X?
L1.2
3 m
ake
requ
ests
in in
form
al a
nd fo
rmal
situa
tions
; ask
for s
omet
hing
;Yo
u do
n't m
ind
if I u
se yo
ur p
en, d
o yo
u?Le
nd u
s a fi
ver?
Coul
d I p
ossib
ly sp
eak
to th
e Pr
incip
al?
ask
som
eone
to d
o so
met
hing
for y
ou;
Do yo
u m
ind
pass
ing
me
my b
ook?
Mov
e ov
er!
I'd b
e m
ost g
rate
ful i
f you
wou
ld se
nd m
e a
leaf
let.
ask
for p
erm
issio
n.Is
it al
right
if I
leav
e no
w?Co
uld
I pos
sibly
use
your
tele
phon
e?M
ight
I ha
ve th
e da
y off
on T
uesd
ay?
ques
tions
tags
;
mod
al m
ight
.
Risin
g in
tona
tion
on th
e ta
g if
the
spea
ker i
s ask
ing
for c
onfir
mat
ion
Fallin
g in
tona
tion
on th
e ta
g if
the
spea
ker i
s cer
tain
the
inte
rlocu
tor w
ill ag
ree
Awar
enes
s of i
nton
atio
n an
d re
gist
er a
nd a
bilit
yto
cha
nge
regi
ster
acc
ordi
ng to
situ
atio
n
Disc
ussio
n on
the
use
of in
tona
tion,
'you
','p
leas
e' a
nd m
odal
verb
s, co
mpa
ring
with
oth
erla
ngua
ges a
nd c
ultu
ral c
onve
ntio
ns in
term
s of
polit
enes
s
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
seek
info
rmat
ion.
62 Speaking – Level 1 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L1.2
4 g
ive vi
ews a
nd o
pini
ons;
I hon
estly
bel
ieve
in...
I res
olly
feel
that
...In
my v
iew.
..
adve
rbs a
nd in
tens
ifier
s;St
ress
falls
on
the
impo
rtant
wor
dor
phr
ase.
Abilit
y to
intro
duce
and
con
trol a
topi
c
Awar
enes
s of t
he im
porta
nce
of st
ress
toco
nvey
info
rmat
ion,
feel
ings
and
opi
nion
s
L1.2
5 h
ypot
hesis
e;If
I pas
sed
the
exam
s I'd
/I wo
uld
go to
col
lege
.2n
d co
nditi
onal
;
L1.2
6 e
xpla
in a
nd g
ive re
ason
s;Th
e re
ason
I di
dn't
com
e wa
s I w
as il
l.Th
is is
caus
ed b
y an
elec
trica
l pro
blem
.
L1.2
7 e
xpre
ss fe
elin
g, li
kes a
nd d
islike
s;W
e're
/We
are
hopi
ng to
em
ploy
mor
e st
aff i
n th
ene
ar fu
ture
.If
only
we h
ad m
ore
mon
ey.
L1.2
8 sh
ow c
ontra
st, r
easo
n, p
urpo
se,
cons
eque
nce,
resu
lt;Al
thou
gh it
's ra
inin
g, it
's no
t col
d.I w
as la
te a
gain
bec
ause
of t
he w
eath
er.
She'
s goi
ng to
the
gym
to lo
se w
eigh
t.He
's go
ing
to b
e la
te, s
o I t
hink
we
shou
ld st
art
with
out h
im.
adve
rbs a
nd c
onju
nctio
ns in
ora
l nar
rativ
es, j
oini
ngcla
uses
and
sent
ence
s;Ab
ility t
o in
dica
te re
latio
nshi
p be
twee
n id
eas:
–ca
usal
ity–
cont
rast
–re
sult
L1.2
9 a
sk a
bout
peo
ple'
s fee
lings
, opi
nion
s,in
tere
sts,
wish
es, h
opes
.W
here
do
you
stan
d on
...?
Abilit
y to
ackn
owle
dgin
g ot
her s
peak
ers a
ndab
ility i
n tu
rn-g
iving
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
com
mun
icat
e id
eas
and
opin
ions
.
Draft Speaking – Level 1 63
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
know
func
tions
from
L1.
1 to
L1.
29 e
.g. r
eque
sts
for p
erso
nal i
nfor
mat
ion;
Wha
t hav
e yo
u be
en d
oing
sinc
e I s
aw yo
u?–
Wor
king.
stat
emen
ts, n
egat
ive a
nd sh
ort f
orm
s usin
ggr
amm
ar in
1.1
to 1
.29.
Fallin
g in
tona
tion
on c
ompl
ete,
defin
ite st
atem
ent
L1.3
0 c
onfir
m;
Have
you
got t
hat?
– Ye
s, I h
ave,
than
ks.
L1.3
1 g
ive su
gges
tions
and
adv
ice;
If I w
ere
you
I'd g
o an
d sp
eak
to th
e sh
opst
ewar
d.–
Reso
lly?
– Do
you
reso
lly th
ink
so?
Risin
g in
tona
tion
expr
essin
gun
certa
inty
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
List
en a
nd re
spon
d:To
que
stio
ns, r
eque
sts,
info
rmat
ion
and
narr
ativ
es.
64 Speaking – Level 1 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L1.32
res
pond
to re
ques
ts fo
r exp
lanat
ions
;I h
ope
you
don'
t min
d m
y ask
ing
but I
miss
ed th
ecla
ss la
st we
ek a
nd w
onde
red
if yo
u co
uld
expl
ainwh
at I'm
supp
osed
to d
o...
–N
o, th
at's
OK.
Wel
l, we
have
to w
rite
a re
port
on...
and
then
we
are
supp
osed
to a
nswe
r the
ques
tions
on
page
...
Stre
ss fa
lls o
n th
e se
quen
cem
arke
rs a
nd o
ther
impo
rtant
word
s in
the
sent
ence
.
L1.3
3 re
spon
d to
requ
ests
for i
nstru
ctio
ns;
Coul
d yo
u gi
ve m
e a
hand
with
thes
e, I'
m n
otsu
re w
hat t
o do
.–
Wel
l, fir
st yo
u ha
ve to
che
ck th
e fu
ses t
o se
e if
they
are
wor
king.
Afte
r tha
t...
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
List
en a
nd re
spon
d:To
requ
ests
for e
xpla
natio
ns a
nd in
stru
ctio
ns.
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
use
any o
f the
pre
vious
lang
uage
func
tions
at t
his
leve
l;
L1.3
4 m
ake
reco
mm
enda
tions
;If
I wer
e yo
u I'd
spea
k to
him
abo
ut it
. I'd
buy
the
othe
r glo
ves,
they
're w
arm
er.
Into
natio
n fo
r sta
tem
ents
and
ques
tions
as i
n L1
.1 to
L1.
33.
Awar
enes
s of n
on-v
erba
l sig
nallin
g th
at h
elps
inte
r-ac
tion
betw
een
spea
kers
, e.g
. shr
uggi
ng o
r say
ing
'aha
', 'm
mh'
to sh
ow u
nder
stan
ding
and
ack
now-
ledg
e ot
her s
peak
er, c
ontra
stin
g wi
th c
onve
ntio
nsin
oth
er c
ultu
res,
inclu
ding
bod
y lan
guag
e
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Enga
ge in
disc
ussio
n in
fam
iliar a
nd u
nfam
iliar s
ituat
ions
:To
shar
e in
form
atio
n, id
eas
and
opin
ions
.
Draft Speaking – Level 1 65
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L1.3
5 m
ake
sugg
estio
ns a
nd g
ive a
dvice
;Yo
u ou
ght t
o go
to th
e de
ntist
.It
woul
d he
lp yo
ur to
otha
che.
L1.3
6 p
raise
and
com
plim
ent;
I res
olly
enjo
yed
that
talk.
It wa
s ver
y use
ful.
You
mus
t fee
l ver
y pro
ud o
f him
.
Stre
ss fa
lls o
n th
e im
porta
ntwo
rds i
n th
e se
nten
ce.
Awar
enes
s of i
nter
locu
tors
' exp
ecta
tions
and
socia
l con
vent
ions
L1.3
7 c
ompl
ain;
I am
reso
lly a
ngry
abo
ut th
e de
lay!
L1.3
8 w
arn;
If yo
u do
n't p
ay fo
r a ti
cket
you
mig
ht g
et a
fine
.
L1.3
9 ta
ke le
ave.
Wel
l, ta
ke c
are.
Hope
to se
e yo
u so
on.
Clos
ing
a co
nver
satio
n, d
iscus
sion
of fo
rmul
aic
expr
essio
ns, c
ompa
ring
othe
r cul
tura
lco
nven
tions
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Enga
ge in
disc
ussio
n in
fam
iliar a
nd u
nfam
iliar s
ituat
ions
:To
shar
e in
form
atio
n, id
eas
and
opin
ions
.
66 Speaking – Level 1 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
use
any o
f the
pre
vious
lang
uage
func
tions
at t
his
leve
l;
L1.4
0 c
heck
bac
k;So
rry, I
did
n't c
atch
that
. Cou
ld yo
u re
peat
it,
plea
se?
Risin
g in
tona
tion
to a
sk fo
rco
nfirm
atio
n
L1.4
1 a
sk fo
r con
firm
atio
n.Ha
ve yo
u go
t tha
t?
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Enga
ge in
disc
ussio
n in
fam
iliar a
nd u
nfam
iliar s
ituat
ions
:To
seek
info
rmat
ion,
idea
s an
d op
inio
ns.
Draft Speaking – Level 1 67
Strategies for Independent Learning
Students should be encouraged to try the following.
1. At home
• go over work done in class, read it aloud, check understanding;
• read practice dialogues to themselves, try learning them by heart;
• keep a new vocabulary book and try to learn five new words after each lesson;
• tape lessons or parts of lesson and play back at home;
• use self-access English learning materials (books, computer software and tapes) outside the classroom
for extra practice or revision and consult their teacher about appropriate materials.
2. When using the phone
• rehearse what they are going to say before dialling, if it is a difficult situation, e.g. complaining.
3. Try to read as widely as possible – books, magazines and newspapers. Borrow audio books from the local
library and either just listen or read and listen simultaneously if they can get the written text too. Use a
bilingual or English students’ dictionary to look words up they do not know.
4. Try to watch TV/listen to the radio, if only for a short time. Use teletext to reinforce comprehension. Ask
English-speaking friends or relatives to explain words, phrases they do not understand.
5. Play board games (e.g. Scrabble, Monopoly) or language games (e.g. I Spy, 20 Questions) with English-
speaking friends or relatives.
6. Think of ways in which they can meet English-speaking people and use English as the medium of
communication – join an adult education class, a club or a committee (e.g. PTA, Local Residents’
Association), a trade union. Voluntary work can give useful opportunities – help in their children’s school or
contact the local Volunteer Bureau.
7. If they have children, read with them, ask them to read as well as reading to them.
68 Speaking – Level 2 Draft
Speaking – Level 2
At this level, adults can:
• listen and respond to spoken language, including extended information and narratives, and follow detailed
explanations and multi-step instructions of varying length, adapting response to speaker, medium and context;
• speak to communicate straightforward and detailed information, ideas and opinions clearly, adapting speech
and content to take account of the listener(s), medium, purpose and situation;
• engage in discussion with one or more people in a variety of different situations, making clear and effective
contributions that produce outcomes appropriate to purpose and topic.
An adult will be expected to:
• listen for and identify relevant information from extended explanations or presentations on a range of topics;
• listen to, understand and follow lengthy or multi-step instructions and narratives on a range of topics and in a
range of contexts;
• speak clearly and confidently in a way which suits the situation;
• respond to detailed or extended questions on a range of topics;
• respond to criticism and criticise constructively;
• make requests and ask questions to obtain detailed information in familiar and unfamiliar contexts;
• express clearly statements of fact, explanations, instructions, accounts, descriptions using appropriate structure,
style and vocabulary;
• present information and ideas in a logical sequence and provide further details and development to clarify or
confirm understanding;
• make relevant contributions and help to move discussions forward;
• adapt contributions to discussions to suit audience, context, purpose and situation;
• use appropriate phrases for interruption and change of topic;
• support opinions and arguments with evidence.
Issues which may affect the delivery of the curriculum at this level
• Students should be able to cope with distractors, such as background noise, music, interruptions and speech
delivered at normal speed or faster.
• Students should have the opportunity to hear a wide variety of accents and varieties of English.
• Students’ use of English may reflect the variety commonly spoken in their community, rather than Standard
English. Teachers need to raise this point in discussion.
• Students should be able to apply speaking skills in face to face and telephone situations.
• A variety of media (video, taped audio cassette), students and helpers may be used to deliver the material.
• The importance of non-verbal signalling, and the difficulties encountered when it is not present, should not be
underestimated.
• Any tasks which students are given to perform should aim to develop and test their spoken skills, rather than
their reading or writing.
• The need for and degree of accuracy should be determined by the purpose of the speech act and appropriateness
to the situation.
Note on the tables which follow
The Component skills column gives not a prescriptive list of functions, but a set of example functions. Under
Grammar, key sentence structures at this level are simple and compound sentences use of a varied range of
subordinate clauses and participle phrases. Under Phonology, pronunciation difficulties are to be addressed
according to student need. Discourse skills and cross-cultural features of communication are to be practised in
any context within the level. Examples are given of potential cross-cultural differences are neither prescriptive nor
exhaustive.
Draft Speaking – Level 2 69
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L2.1
give
per
sona
l inf
orm
atio
n;I s
tarte
d te
achi
ng in
197
9 an
d wo
rked
as a
Mod
ern
Lang
uage
s tea
cher
in se
cond
ary s
choo
lfo
r 8 ye
ars b
ut w
hen
I sta
rted
a fa
mily
I to
ok a
care
er b
reak
. Af
ter m
y you
nges
t sta
rted
prim
ary s
choo
l I w
ent
back
to te
achi
ng.
I live
in L
uton
at t
he m
omen
t.W
hen
I was
youn
g, I'
d wa
lk to
scho
ol w
ith m
ysis
ter.
stat
emen
ts, n
egat
ives a
nd sh
ort f
orm
s usin
g a
rang
e of
tens
es, s
truct
ures
, voc
abul
ary a
nd id
iom
s;va
ryin
g th
e re
gist
er a
ccor
ding
to th
e sit
uatio
n an
dif
requ
ired
prod
ucin
g ex
tend
ed, c
onne
cted
narra
tive
usin
g su
bord
inat
e cla
uses
;pr
esen
t sim
ple,
tem
pora
ry st
ates
;m
odal
wou
ld e
xpre
ssin
g ha
bit i
n th
e pa
st;
Fallin
g in
tona
tion
on c
ompl
ete,
defin
ite st
atem
ent
Stre
ss-ti
med
sent
ence
rhyt
hm
Abilit
y to
stru
ctur
e in
form
atio
n ap
prop
riate
ly
Disc
ussio
n of
cul
tura
l con
vent
ions
, exp
ecta
tions
rela
ting
to th
e or
derin
g of
info
rmat
ion
L2.2
des
crib
e se
lf/ot
hers
;He
's an
ext
rem
ely n
ice m
an. H
e lo
oks j
ust l
ikehi
s bro
ther
.He
rem
inds
me
of m
y cou
sin w
ho a
lso...
She'
s one
of t
he fr
iend
liest
peo
ple
I kno
wW
hen
I thi
nk o
f her
, I p
ictur
e he
r...
inte
nsifi
ers;
collo
quia
lism
s & id
iom
s;no
un a
nd a
djec
tival
phr
ases
and
subo
rdin
ate
claus
es a
s app
ropr
iate
;
Elisi
on
Unst
ress
ed vo
wel/s
chwa
L2.3
give
gen
eral
and
spec
ific
desc
riptio
ns o
fth
ings
, and
pla
ces;
Shop
ping
cen
tres i
n th
e UK
can
get
very
crow
ded
and
hect
ic.I'v
e lo
st m
y the
rmos
– it
's a
blac
k, m
etal
one
with
a gr
een
plas
tic c
up a
nd d
etac
habl
e ba
se. I
t has
ala
bel w
ith m
y nam
e at
tach
ed to
it.
use
of a
djec
tives
, idi
omat
ic us
age;
adje
ctiva
l phr
ases
and
subo
rdin
ate
claus
es a
sap
prop
riate
;us
e of
pro
noun
s.
Stre
ss fa
lls o
n im
porta
nt w
ords
inth
e se
nten
ce.
Risin
g in
tona
tion
on su
bord
inat
ecla
uses
to sh
ow th
e na
rrativ
eco
ntin
ues
Abilit
y to
use
appr
opria
te la
ngua
ge fo
r top
ic
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
stat
e an
d pr
ovid
e in
form
atio
n.
70 Speaking – Level 2 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L2.4
gen
eral
ise a
nd c
ompa
re/c
ontra
st;
Life
in B
ritai
n an
d in
my c
ount
ry h
ave
seve
ral
thin
gs in
com
mon
. The
y bot
h ha
ve la
rge
ports
as w
ell a
s... T
hey d
iffer
in va
rious
way
s. As
you
know
, afte
r 199
5 th
ings
cha
nged
a lo
t.
noun
cla
uses
and
subo
rdin
ate
claus
es a
sap
prop
riate
;Aw
aren
ess o
f int
erlo
cuto
rs' b
ackg
roun
dkn
owle
dge
Abilit
y to
fill i
n ba
ckgr
ound
info
rmat
ion
Abilit
y to
refe
r to
shar
ed k
nowl
edge
L2.5
nar
rate
;...
and
ther
e we
are
, wai
ting
for h
er a
t the
airp
ort
and
we se
e he
r com
e th
roug
h, h
oldi
ng a
bab
y in
her a
rms !
I par
ked
here
and
then
trie
d to
put
a 2
0p c
oin
inth
e m
eter
but
it w
as ja
mm
ed, s
o I l
eft a
not
e,ex
plai
ning
wha
t had
hap
pene
d. W
hen
I got
bac
kI'd
bee
n fin
ed.
dram
atic
pres
ent;
a ra
nge
of p
ast t
ense
s and
sequ
encin
g ad
verb
san
d co
njun
ctio
ns, s
ubor
dina
te c
laus
es a
sap
prop
riate
;
Abilit
y to
stru
ctur
e a
stor
y•
Intro
duce
a to
pic
•De
velo
p th
e to
pic
•Co
nclu
de sa
tisfa
ctor
ily
Abilit
y to
sequ
ence
and
refe
r bac
k us
ing
cohe
sive
devic
es.
L2.6
des
crib
e a
com
plex
pro
cess
;O
n ar
rival
, new
boo
ks a
re so
rted
acco
rdin
g to
auth
or. T
hey a
re th
en c
atal
ogue
d an
d ta
gged
.If
any a
re d
amag
ed...
Whe
n pa
tient
s are
adm
itted
they
are
ask
ed to
go to
the
mai
n en
tranc
e.
pres
ent s
impl
e –
pass
ive;
sequ
encin
g ad
verb
s and
con
junc
tions
;
L2.7
def
ine
with
in e
xpla
natio
ns;
Milk
whi
ch c
onta
ins c
hem
icals
is da
nger
ous
beca
use
it co
ntai
ns h
arm
ful t
oxin
s.
defin
ing
rela
tive
claus
e an
d cla
uses
of r
easo
n,ef
fect
, pur
pose
as a
ppro
pria
te.
Abilit
y to
indi
cate
rela
tions
hip
betw
een
idea
s:–
caus
ality
–co
ntra
st–
resu
lt–
purp
ose
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
stat
e an
d pr
ovid
e in
form
atio
n.
Draft Speaking – Level 2 71
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L2.8
cla
ssify
;Fl
ower
ing
plan
ts a
re c
lass
ified
into
two
larg
egr
oups
.
L2.9
give
exa
mpl
es;
The
first
is...
which
con
tain
s the
follo
wing
type
sof
flow
ers.
Anot
her e
xam
ple
of...
Let's
take
...
L2.1
0 e
xpre
ss o
blig
atio
n in
the
past
;Yo
u sh
ould
hav
e wa
ited
for h
im. H
e's p
roba
bly
still
stan
ding
ther
e;
shou
ld h
ave;
L2.1
1 e
xpre
ss d
efin
ite a
rrang
emen
ts in
the
futu
re;
I lea
ve a
t 5.0
0pm
on
Tues
day.
I'm d
efin
itely
goin
g to
stud
y Bus
ines
s at S
BUne
xt ye
ar.
This
time
tom
orro
w I'll
be
flyin
g to
Por
tuga
l.
a ra
nge
of st
ruct
ures
to e
xpre
ss th
e fu
ture
;
L2.1
2 re
port.
Afte
r the
acc
iden
t the
2 d
river
s wer
e ta
ken
toho
spita
l. Th
e po
lice
talke
d to
the
witn
esse
s and
I was
ask
ed a
lot o
f que
stio
ns.
He h
ad h
is ha
ir cu
t yes
terd
ay. S
he g
ot h
ersh
oes w
et.
com
bine
d us
e of
act
ive a
nd p
assiv
e te
nses
;
caus
ative
use
of '
have
';‘g
et' p
assiv
e.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
stat
e an
d pr
ovid
e in
form
atio
n.
72 Speaking – Level 2 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L2.1
3 a
sk fo
r per
sona
l inf
orm
atio
n;Co
uld
you
tell
me
your
nam
e?W
hat's
your
nam
e?N
ame?
ques
tions
usin
g a
rang
e of
tens
es st
ruct
ures
and
voca
bula
ry, va
ryin
g in
regi
ster
acc
ordi
ng to
the
situa
tion;
Risin
g in
tona
tion
for q
uest
ions
inge
nera
l, an
d in
par
ticul
ar th
ose
towh
ich th
e an
swer
is 'y
es' o
r 'no
'
Fallin
g in
tona
tion
ofte
n fo
und
with
wh
ques
tions
.
Awar
enes
s of t
he im
porta
nce
of in
tona
tion
inco
nvey
ing
mea
ning
, e.g
. for
pol
itene
ss, t
oco
nvey
the
form
ality
of s
ituat
ions
, rel
atio
nshi
pbe
twee
n sp
eake
rs
L2.1
4 g
reet
and
sust
ain
socia
l int
erac
tion;
So, h
ow h
ave
you
been
?Ha
ven'
t see
n yo
u in
age
s, wh
at a
re yo
u up
to?
Abilit
y to
open
a c
onve
rsat
ion
and
resp
ond
appr
opria
tely
to in
terlo
cuto
r
Disc
ussio
n on
diff
eren
t cul
tura
l con
vent
ions
inte
rms o
f tur
n-ta
king,
bac
k-ch
anne
lling,
bod
yla
ngua
ge
L2.1
5 a
sk fo
r des
crip
tions
of p
eopl
e;W
hat’s
he
like?
Wou
ld yo
u be
abl
e to
des
crib
e he
r to
me?
L2.1
6 a
sk fo
r des
crip
tions
of t
hing
s, pl
aces
;W
hat's
it m
ade
of?
Coul
d yo
u de
scrib
e it?
L2.1
7 m
ake
com
para
tive
ques
tions
;Ho
w di
ffere
nt a
re th
ings
in th
is co
untry
? Ha
ve th
ings
cha
nged
a lo
t sin
ce..?
L2.1
8 a
sk a
bout
pas
t eve
nts;
Wha
t hap
pene
d?W
ould
you
min
d te
lling
us w
hat h
appe
ned?
Risin
g in
tona
tion
for p
olite
ness
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
seek
info
rmat
ion.
Draft Speaking – Level 2 73
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L2.1
9 a
sk a
bout
pro
cess
es;
Tell
me
how
the
gear
s wor
k on
this
bike
.Co
uld
you
expl
ain
how
this
func
tions
?
L2.2
0 a
sk fo
r def
initi
ons;
How
do yo
u de
fine
X?Ho
w wo
uld
you
defin
e X?
L2.2
1 m
ake
requ
ests
in in
form
al a
nd fo
rmal
situa
tions
.
Ask
for s
omet
hing
Can
I bor
row
your
dict
iona
ry?
Is it
alrig
ht if
I bo
rrow
this?
I won
der i
f I c
ould
bor
row
your
pen
for a
min
ute?
Ask
som
eone
to d
o so
met
hing
for y
ouW
ould
you
min
d pa
ssin
g m
e m
y boo
k?Pa
ss m
e th
e bo
ok, w
ill yo
u?
Ask
for p
erm
issio
nCa
n I l
eave
ear
ly to
day?
Coul
d I p
ossib
ly us
e yo
ur p
en?
May
I us
e yo
ur te
leph
one?
Awar
enes
s of r
egist
er a
nd a
bilit
y to
chan
gere
gist
er a
ccor
ding
to si
tuat
ion
Disc
ussio
n on
the
use
of in
tona
tion,
‘you
’,‘p
leas
e’ a
nd m
odal
verb
s, co
mpa
ring
with
oth
erla
ngua
ges a
nd c
ultu
ral c
onve
ntio
ns in
term
s of
polit
enes
s
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
seek
info
rmat
ion.
74 Speaking – Level 2 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L2.2
2 g
ive vi
ews,
opin
ions
and
just
ifica
tion;
I thi
nk th
at...
beca
use.
I res
olly
belie
ve th
at if
we
don'
t vot
e fo
r the
new
cont
ract
, we'
ll ge
t the
sack
.Th
at's
tota
l rub
bish
!Th
ere'
s no
evid
ence
.
use
of a
rang
e of
stru
ctur
es a
nd c
ollo
quia
lism
sac
cord
ing
to th
e sit
uatio
n an
d in
tens
ity o
f opi
nion
;St
ress
falls
on
the
impo
rtant
wor
dor
phr
ase.
Abilit
y to
intro
duce
and
con
trol a
topi
c
Awar
enes
s of t
he im
porta
nce
of st
ress
toco
nvey
info
rmat
ion,
feel
ings
and
opi
nion
s
L2.2
4 su
mm
arise
;So
, to
sum
up,
this
is wh
at w
e've
dec
ided
...Le
t me
reca
p an
d su
mm
arise
wha
t we
are
goin
g to
do.
Abilit
y to
sum
mar
ise
L2.2
5 e
xpre
ss fe
elin
gs, l
ikes a
nd d
islike
s;I w
ish I
coul
d sw
im.
L2.2
3 e
xpla
in a
nd g
ive re
ason
s;If
I had
bee
n th
ere,
I wo
uld
have
give
n hi
m yo
urm
essa
ge.
She
mad
e m
e do
it.
3rd
cond
ition
al;
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
expr
ess
idea
s an
d op
inio
ns.
L2.2
6 c
ritici
se, r
ebuk
e;Yo
u sh
ould
hav
e te
leph
oned
me!
He sh
ould
n't h
ave
spen
t all
that
mon
ey.
shou
ld h
ave.
Draft Speaking – Level 2 75
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L2.27
spe
culat
e;He
mus
t be
out.
I won
der w
hy h
e ha
sn't
arriv
ed?
He m
ight
hav
e be
en d
elay
ed b
y the
traf
fic.
mus
tem
bedd
ed q
uest
ions
mig
ht/m
ay h
ave
Risin
g in
tona
tion
to e
xpre
ssun
certa
inty
L2.2
8 a
sk a
bout
peo
ple’s
feel
ings
, opi
nion
s,in
tere
sts,
wish
es, h
opes
.W
here
do
you
stan
d on
...?
Wha
t do
you
thin
k?Do
you
agre
e?
Abilit
y to
ackn
owle
dge
othe
r spe
aker
s and
abilit
y in
turn
-givi
ng
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Spea
k to
com
mun
icate
:To
expr
ess
idea
s an
d op
inio
ns.
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
use
func
tions
from
L2.1
to L
2.28
e.g.
requ
ests
for p
erso
nal in
form
atio
n;W
hat p
revio
us e
xper
ienc
e do
you
have
as a
cash
ier?
– W
ell, i
n m
y cou
ntry
I wo
rked
in a
resta
uran
t for
3ye
ars a
nd I
work
ed o
n th
e til
l.
stat
emen
ts, n
egat
ive a
nd sh
ort f
orm
s usin
gap
prop
riate
rang
e of
stru
ctur
es, v
ocab
ular
yco
lloqu
ialis
ms a
nd re
gist
er d
epen
ding
on
the
situa
tion
as in
L2.
1 to
L2.
28.
Abilit
y to
resp
ond
appr
opria
tely
to t
hein
terlo
cuto
r in
term
s of s
ituat
ion
and
regi
ster
Disc
ussio
n on
diff
eren
t cul
tura
l con
vent
ions
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
List
en a
nd re
spon
d: T
o qu
estio
ns, r
eque
sts,
requ
ests
for e
xten
ded
info
rmat
ion
and
narr
ativ
es.
76 Speaking – Level 2 Draft
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L2.29
con
firm
;Se
e yo
u to
mor
row
then
.–
Yes,
see
you
tom
orro
w.
Fallin
g in
tona
tion
on c
ompl
ete,
defin
ite st
atem
ent
L2.30
clar
ify.
Your
app
oint
men
t's a
t 2 o
'cloc
k.–
Sorry
, did
you
say 1
2 o'
clock
or 2
o'cl
ock?
Risin
g in
tona
tion
on fi
rst p
art o
fth
e se
nten
ce, f
allin
g on
the
seco
nd p
art
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
List
en a
nd re
spon
d:To
que
stio
ns, r
eque
sts,
requ
ests
for e
xten
ded
info
rmat
ion
and
narr
ativ
es.
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L2.31
exp
lain;
Coul
d yo
u ex
plain
that
to m
e ag
ain?
– Ye
s, th
e ga
rage
clos
es a
t 4.30
, Mon
day t
o Fr
iday
,bu
t on
Satu
rday
s it's
onl
y ope
n til
l 12.0
0.
stat
emen
ts, n
egat
ive a
nd sh
ort f
orm
s usin
gap
prop
riate
rang
e of
stru
ctur
es, v
ocab
ular
yco
lloqu
ialis
ms a
nd re
gist
er d
epen
ding
on
the
situa
tion
as in
L2.
1 to
L2.
28.
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
List
en a
nd re
spon
d:To
requ
ests
for e
xpla
natio
ns a
nd in
stru
ctio
ns.
L2.3
2 g
ive in
stru
ctio
ns.
Coul
d yo
u te
ll m
e th
e wa
y to
the
Post
Offi
ce?
– Ce
rtain
ly, k
eep
goin
g st
raig
ht u
ntil
you
get t
oth
e ro
unda
bout
, the
n ta
ke th
e se
cond
on
the
right
and
it's
abou
t hal
fway
dow
n on
the
left.
Stre
ss fa
lls o
n th
e se
quen
cem
arke
rs a
nd o
ther
impo
rtant
word
s in
the
sent
ence
.
Draft Speaking – Level 2 77
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L2.3
3 n
egot
iate
;W
hat d
o yo
u th
ink
of th
e wo
rk w
e've
don
e th
iste
rm?
We'
ve e
njoy
ed it
but
we'
d lik
e to
do
mor
esp
eakin
g an
d gr
amm
ar in
cla
ss.
If yo
u he
lp m
e wi
th th
is, I'
ll bu
y you
a c
up o
f tea
.W
hat d
o yo
u th
ink?
usin
g a
rang
e of
stru
ctur
es, v
ocab
ular
y, an
dco
lloqu
ialis
ms,
acco
rdin
g to
the
situa
tion.
Stre
ss fa
lls o
n th
e im
porta
ntwo
rds i
n th
e se
nten
ce.
Awar
enes
s of n
on-v
erba
l sig
nallin
g th
at h
elps
inte
ract
ion
betw
een
spea
kers
, e.g
. shr
uggi
ng o
rsa
ying
‘aha
’, ‘m
mh’
to sh
ow u
nder
stan
ding
and
ackn
owle
dge
othe
r spe
aker
, con
trast
ing
with
conv
entio
ns in
oth
er c
ultu
res,
inclu
ding
bod
yla
ngua
ge
use
any o
f the
pre
vious
lang
uage
func
tions
at
this
leve
l;
L2.3
4 in
terru
pt;
Excu
se m
e fo
r int
erru
ptin
g bu
t..So
rry to
but
t in.
..Lo
ok, h
old
on a
min
ute!
Abilit
y to
inte
rrupt
usin
g ap
prop
riate
regi
ster
Disc
ussio
n on
diff
eren
t cul
tura
l con
vent
ions
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Enga
ge in
disc
ussio
n in
fam
iliar a
nd u
nfam
iliar s
ituat
ions
:To
mak
e cl
ear a
nd e
ffect
ive
cont
ribut
ions
.
L2.3
5 c
hang
e th
e to
pic;
Chan
ging
the
subj
ect f
or a
min
ute.
If we
can
mov
e on
to...
Abilit
y to
chan
ge th
e to
pic
L2.3
6 d
isagr
ee;
I tak
e yo
ur p
oint
but
...I'm
not
sure
abo
ut th
at.
Oh,
com
e on
!
L2.3
7 re
phra
se fo
r cla
rifica
tion
or e
mph
asis.
In o
ther
wor
ds...
To p
ut it
ano
ther
way
.
78 Speaking – Level 2 Draft
L2.3
8 ta
ke le
ave;
It's l
ovel
y tal
king
to yo
u.W
e m
ust g
et to
geth
er so
on.
Abilit
y to
close
a c
onve
rsat
ion
L2.3
9 g
ive re
assu
ranc
e an
d pr
aise
;Th
at w
as g
reat
!Yo
u di
d th
at ve
ry w
ell,
cong
ratu
latio
ns.
Don'
t wor
ry, I'
m su
re yo
u di
d it
well.
L2.4
0 c
ritici
se.
With
all
due
resp
ect,
I don
't th
ink
that
was
quite
righ
t.I d
on't
mea
n to
soun
d cr
itica
l but
...W
hat s
he d
id w
as w
rong
!
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
Enga
ge in
disc
ussio
n in
fam
iliar a
nd u
nfam
iliar s
ituat
ions
:To
mak
e cl
ear a
nd e
ffect
ive
cont
ribut
ions
.
Draft Speaking – Level 2 79
Com
pone
nt sk
ills:
lang
uage
func
tions
with
exa
mpl
esKn
owle
dge
and
unde
rsta
ndin
g
Adul
ts sh
ould
be
taug
ht to
:Th
e gr
amm
ar n
eede
d fo
r the
se fu
nctio
ns in
clude
s:
L2. 4
1 c
heck
bac
k;So
, we'
re m
eetin
g at
5.0
0 ou
tsid
e th
e cin
ema.
Is th
at ri
ght?
Aren
't we
?
Risin
g in
tona
tion
on th
e ta
g if
spea
ker i
s ask
ing
for c
onfir
mat
ion
Fallin
g in
tona
tion
on th
e ta
g if
spea
ker i
s cer
tain
the
inte
rlocu
tor
will
agre
e
use
any o
f the
pre
vious
lang
uage
func
tions
at t
his
leve
l;
L2.4
2 a
sk fo
r con
firm
atio
n.Is
that
cle
ar?
Are
we O
K fo
r tom
orro
w?
Risin
g in
tona
tion
for c
onfir
mat
ion
Gra
mm
arPh
onol
ogy
Disc
ours
e sk
ills a
nd c
ross
-cul
tura
l fea
ture
s of
com
mun
icatio
n
List
en a
nd re
spon
d:To
see
k in
form
atio
n, id
eas
and
opin
ions
.
80 Speaking – Level 2 Draft
Strategies for Independent Learning
Students should be encouraged to try the following
1. At home:
• Go over work done in class, read it aloud, check understanding;
• Read practice dialogues to themselves and try learning them by heart;
• Keep a new vocabulary book and try to learn five new words or phrases after each lesson;
• Tape lessons or parts of lesson and play back at home;
• Use self-access English learning materials (books, computer software and tapes) outside the classroom for
extra practice or revision. and consult their teacher about appropriate materials.
2. Try and read as widely as possible – books, magazines and newspapers. Borrow audio books from the local
library and either just listen or read and listen simultaneously if they can get the written text too. Use a
bilingual or English students’ dictionary to look words up they do not know.
3. Try to watch TV/listen to the radio every day, if only for a short time. Use teletext to reinforce compre-
hension. Ask English-speaking friends or relatives to explain words and phrases they do not understand.
4. Play board games (e.g. Scrabble, Monopoly) or language games (e.g. I Spy, 20 Questions) with English-
speaking friends or relatives.
5. Think of ways in which they can meet English-speaking people and use English as the medium of
communication – join an adult education class, a club or a committee (e.g. PTA, Local Residents’
Association), a trade union. Voluntary work can give useful opportunities – help in their children’s school or
contact the local Volunteer Bureau.
6. If they have children read with them. Ask them to read as well as reading to them.
Draft Listening – Entry Level 1 81
The ESOL Curriculum
Listening – Entry Level 1
At this level, adults can:
• listen and respond to spoken language, including simple narratives, statements, questions and single step
instructions;
• speak to communicate basic information, feelings and opinions on familiar topics;
• engage in discussion with another person in a familiar situation about familiar topics.
An adult will be expected to:
• listen for the gist of short explanations;
• listen for detail using key words to extract some specific information;
• follow single step instructions in a familiar context, asking for instructions to be repeated if necessary;
• listen and respond to requests for personal information;
• speak clearly to be heard and understood in simple exchanges;
• make requests using appropriate terms;
• ask questions to obtain specific information;
• make statements of fact clearly;
• speak and listen in simple exchanges and everyday contexts.
Issues which may affect the delivery of the curriculum at this level
• Students can expect a lot of support in terms of repetition, re-phrasing and prompts. Speech may be
tightly controlled or slowed down, without distorting the normal stress, rhythm and intonation of
everyday spoken English.
• A variety of media (video, audio tapes), students and helpers may be used to deliver the
listening material.
• The importance of non-verbal signalling should not be underestimated, nor the difficulties encountered when
it is not present.
• Any tasks which students are given to perform should aim to develop and test their listening skills, rather
than their reading or writing. As some students may have basic literacy skills, activities should be devised
which can be performed orally and/or in writing.
Note on the tables which follow
Under Examples of application and level, see Speaking Entry Level 1 for examples of language in use and text
range. Sample activities are examples and should not be used as a prescriptive list.
The Listening at this level is contextualised in short, simple exchanges between two people and in short, simple
narratives with repeated language patterns on familiar topics.
82 Listening – Entry Level 1 Draft
List
en fo
r gi
st.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
E1.1
rec
ogni
se c
onte
xt;
Iden
tify t
he si
tuat
ion
and/
or sp
eake
rs, e
.g.
–in
terv
iew
betw
een
a tu
tor a
nd a
new
stud
ent;
–ap
poin
tmen
t at t
he d
entis
t.
•O
pen
ques
tions
, mul
tiple
cho
ice, t
rue/
false
, yes
/no
ques
tions
E1.2
pre
dict
gen
eral
mea
ning
;Pr
edict
con
tent
of a
dia
logu
e, p
rior t
o lis
teni
ng.
Pred
ict p
ossib
le e
ndin
g of
a se
nten
ce, c
hunk
of
text
or e
ndin
g.
•El
icit p
ossib
le c
onte
nt o
f a d
ialo
gue
prio
r to
liste
ning
, hav
ing
esta
blish
ed g
ener
al si
tuat
ion.
Stop
dia
logu
e at
a g
iven
poin
t and
ask
stud
ents
to p
redi
ct th
e en
d of
sent
ence
or t
ext.
E1.3
pre
dict
unk
nown
wor
ds;
Pred
ict th
e m
eani
ng o
f unk
nown
wor
ds in
adi
alog
ue u
sing
cont
ext a
nd th
e wh
ole
text
.•
Ask
stud
ents
to g
uess
the
mea
ning
of u
nkno
wn w
ords
, givi
ng p
ossib
le o
ptio
ns a
nd c
onte
xtclu
es, u
sing
pict
ures
, fla
shca
rds,
syno
nym
s with
in m
ultip
le c
hoice
.
E1.4
rec
ogni
se q
uest
ions
, sta
tem
ents
and
inst
ruct
ions
.Re
cogn
ise a
nd d
iscrim
inat
e be
twee
n ty
pes o
fse
nten
ce a
nd th
eir f
unct
ion.
•Lis
ten
to a
dia
logu
e, st
uden
ts to
raise
thei
r han
ds e
ach
time
a qu
estio
n is
aske
d, a
n an
swer
is gi
ven.
•As
k co
ncep
t que
stio
ns re
latin
g to
que
stio
ns a
nd a
nswe
rs in
the
dial
ogue
. Ask
stud
ents
tore
peat
the
inst
ruct
ions
they
hav
e he
ard.
List
en fo
r de
tail.
Com
pone
nt S
kills
Ex
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:
E1.5
ext
ract
bas
ic in
form
atio
n;Id
entif
y per
sona
l det
ails,
e.g
. nam
e, a
ge.
Iden
tify b
asic
info
rmat
ion,
e.g
. wei
ghts
, pla
ces,
times
.
•O
pen
ques
tions
, mul
tiple
cho
ice, t
rue/
false
, yes
/no
ques
tions
, tick
ing
or fi
lling
in si
mpl
eta
ble
if st
uden
ts a
re li
tera
te
E1.6
und
erst
and
key w
ords
;Id
entif
y key
wor
ds in
a g
iven
cont
ext,
e.g.
in th
eco
ntex
t of t
rave
l, th
e ke
y wor
ds m
ight
be:
timet
able
, sin
gle/
retu
rn, f
are.
•Pr
e-te
ach/
elici
t key
wor
ds p
rior t
o lis
teni
ng a
nd a
sk st
uden
ts to
list
en fo
r 3 o
f the
m. E
licit
the
word
s afte
r list
enin
g. G
ive st
uden
ts a
shor
t list
and
ask
them
to id
entif
y the
wor
ds th
eyhe
ar fr
om th
e lis
t.
E1.7
ide
ntify
key
gra
mm
atica
l fea
ture
s;Fo
r exa
mpl
e, id
entif
y wh
ques
tion
word
s,pr
epos
ition
s of p
lace
, sho
rt fo
rms,
nega
tives
.•
Ask
stud
ents
to li
sten
for s
pecif
ic wo
rds a
nd to
put
up
thei
r han
ds w
hen
they
hea
r the
m o
rm
ultip
le c
hoice
que
stio
ns –
is it
on
or in
the
box?
Draft Listening – Entry Level 1 83
List
en fo
r det
ail.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
E1.8
ide
ntify
stre
ss w
ithin
wor
ds;
Disc
rimin
ate
betw
een
stre
ssed
and
uns
tress
edsy
llabl
es.
•As
k stu
dent
s to
liste
n to
peo
ple
givin
g th
eir a
ges,
or th
eir h
ouse
num
ber:
He’s
13. I
live
atnu
mbe
r 30
Park
Roa
d.W
rite
the
two
num
bers
and
ask
them
to p
oint
to th
e nu
mbe
r the
y hea
r.
E1.9
ide
ntify
stre
ssed
wor
ds w
ithin
sent
ence
s.Id
entif
y inf
orm
atio
n or
con
tent
wor
ds a
ndre
cogn
ise h
ow th
ey a
re st
ress
ed in
sent
ence
s.•
Liste
n to
a sh
ort t
ext.
Teac
her c
laps
or b
eats
out
the
rhyt
hm o
f som
e sh
ort s
ente
nces
,em
phas
ising
the
stre
ssed
info
rmat
ion
word
s.
•St
uden
ts to
cop
y and
then
pra
ctise
with
oth
er e
xam
ples
from
the
tape
or d
ialo
gue.
•St
uden
ts to
read
shor
t sen
tenc
es, l
isten
to th
em o
n ta
pe a
nd m
ark
the
stre
ssed
wor
ds.
•Lit
erat
e st
uden
ts c
an b
e pa
ired
with
non
-lite
rate
par
tner
s.
Iden
tify
feel
ings
and
opi
nion
.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
E1.1
1 u
nder
stan
d sim
ply e
xpre
ssed
feel
ings
and
opi
nion
s;Id
entif
y sim
ple
com
mon
stru
ctur
es a
nd vo
cabu
lary
which
exp
ress
a sm
all n
umbe
r of f
eelin
gs a
ndop
inio
ns.
•As
k st
uden
ts to
list
en to
peo
ple
expr
essin
g lik
es a
nd d
islike
s and
then
ans
wer o
pen
ques
tions
mul
tiple
cho
ice, t
rue/
false
, yes
/no
ques
tions
.
E1.1
2 re
cogn
ise h
ow in
tona
tion
carri
esm
eani
ng.
Iden
tify f
eelin
gs e
xpre
ssed
thro
ugh
into
natio
nan
d co
rresp
ondi
ng w
ords
.
Iden
tify f
eelin
gs e
xpre
ssed
mai
nly t
hrou
ghin
tona
tion.
•As
k st
uden
ts to
list
en to
peo
ple
expr
essin
g ha
ppin
ess o
r ang
er th
roug
h th
eir l
angu
age
and
into
natio
n. T
hey a
re a
sked
to id
entif
y how
the
peop
le fe
el. S
tude
nts a
re a
sked
how
they
can
tell.
List
en to
and
follo
w in
stru
ctio
ns.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
E1.1
0 u
nder
stan
d an
d re
spon
d to
singl
e st
ep in
stru
ctio
ns.
Dem
onst
rate
und
erst
andi
ng o
f sho
rt in
stru
ctio
nsby
takin
g ap
prop
riate
act
ion.
•G
ive st
uden
ts so
me
shor
t, sin
gle
step
inst
ruct
ions
and
ask
them
to c
arry
them
out
, e.g
. Pl
ease
ope
n a
wind
ow; G
ive S
amia
a p
en p
leas
e, P
leas
e st
and
up, d
on’t
sit d
own
yet.
84 Listening – Entry Level 1 Draft
Strategies for independent learning
Students can be encouraged to do the following.
1. Listen to the television and radio and:
• having turned on mid-way, listen to understand gist, predict what kind of programme it is, using
context clues;
• listen to news headlines and predict content;
• listen for key words or words recently learnt in class;
• use teletext version where students have access to it;
• listen to idiomatic usage, variations in accents and informal register in TV drama, quiz shows,
sports programmes, soaps.
2. Listen to announcements in daily life and try and pick out specific information, e.g. times, prices, platforms,
special offers, numbers.
3. Listen to other people and recognise/pick out functions learnt in class.
4. Record lessons or parts of them and play them back outside the classroom.
5. Use listening texts from text books and practise with them outside the classroom, doing exercises suggested
by the teacher.
6. Use English-speaking friends and/or relatives to do short listening activities in English e.g. with their own
children, play a ‘passing’ game for a few minutes during a mesol, listening for the instructions and items
requested.
Draft Listening – Entry Level 2 85
Listening – Entry Level 2
At this level adults can:
• listen and respond to spoken language, including straightforward information, short narratives, explanations
and instructions;
• speak to communicate information, feelings and opinions on familiar topics;
• engage in discussion with one or more people in a familiar situation, to establish shared understanding
about familiar topics.
An adult will be expected to:
• listen for and follow the gist of explanations, instructions and narratives;
• listen for detail in short explanations, instructions and narratives;
• listen for and identify the main points of short explanations or presentations;
• listen to and follow short, straightforward explanations and instructions;
• listen and identify simply expressed feelings and opinions;
• speak clearly to be heard and understood in straightforward exchanges;
• make requests and ask questions to obtain information in everyday contexts;
• respond to straightforward questions;
• express clearly statements of fact and short accounts and descriptions;
• ask questions to clarify understanding;
• follow the gist of discussions;
• follow the main points and make appropriate contributions to the discussion.
Issues which may affect the delivery of the curriculum at this level
• Students can expect support in terms of repetition, re-phrasing and prompts. Speech may be slightly slowed
down, without distorting the normal stress, rhythm and intonation of everyday spoken English.
• Students should have the opportunity to hear a limited variety of accents and both genders.
• A variety of media (video, audio tapes), students and helpers may be used to deliver the
listening material.
• The importance of non-verbal signalling should not be underestimated, nor the difficulties encountered when
it is not present.
• Any tasks which students are given to perform should aim to develop and test their listening skills, rather
than their reading or writing. As some students may have basic literacy skills, activities should be devised
which can be performed orally and/or in writing, as appropriate.
Note on the tables which follow
Under Examples of application and level, see Speaking Entry Level 2 for examples of language in use and text
range. Sample activities are examples and should not be used as a prescriptive list.
Listening at this level is contextualised in short, straightforward exchanges between two or more people, and in
short, straightforward narratives and explanations or familiar topics.
86 Listening – Entry Level 2 Draft
List
en fo
r gist
.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
E2.1
rec
ogni
se c
onte
xt;
Iden
tify t
he si
tuat
ion
and/
or sp
eake
rs, e
.g. i
nter
view
betw
een
a pa
rent
and
scho
olte
ache
r, a
pers
onal
narra
tive,
frie
nds t
alkin
g, in
stru
ctio
ns.
•O
pen
ques
tions
, mul
tiple
cho
ice, t
rue/
false
, yes
/no
ques
tions
E2.2
pre
dict
gen
eral
mea
ning
;Pr
edict
con
tent
of a
dia
logu
e, p
rior t
o lis
teni
ng.
Pred
ict p
ossib
le e
ndin
g of
a se
nten
ce, c
hunk
of
text
or e
ndin
g.
•El
icit p
ossib
le c
onte
nt o
f a d
ialo
gue
prio
r to
liste
ning
, hav
ing
esta
blish
ed th
e ge
nera
lsit
uatio
n. S
top
the
dial
ogue
at a
give
n po
int a
nd a
sk st
uden
ts to
pre
dict
the
end
of a
sent
ence
or t
ext.
E2.3
pre
dict
unk
nown
wor
ds;
Pred
ict th
e m
eani
ng o
f unk
nown
wor
ds in
adi
alog
ue u
sing
cont
ext a
nd th
e wh
ole
text
.•
Ask
stud
ents
to g
uess
the
mea
ning
of u
nkno
wn w
ords
, givi
ng p
ossib
le o
ptio
ns a
nd c
onte
xtclu
es, u
sing
pict
ures
, fla
shca
rds,
syno
nym
s with
in m
ultip
le c
hoice
.
E2.4
und
erst
and
the
gist
of a
shor
t,sim
ple
disc
ussio
n be
twee
n 2
or m
ore
peop
le.
Iden
tify t
he si
tuat
ion
and/
or sp
eake
rs.
Iden
tify s
ubje
ct/to
pic
of d
iscus
sion.
Follo
w in
tera
ctive
nat
ure
of d
iscus
sion.
•O
pen
ques
tions
, mul
tiple
cho
ice, t
rue/
false
, yes
/no
ques
tions
•As
k qu
estio
ns a
bout
the
way s
peak
ers d
o/do
not
use
who
le se
nten
ces,
paus
e, in
terru
pt e
tc.
List
en fo
r det
ail.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
E2.5
ext
ract
shor
t, st
raig
htfo
rwar
din
form
atio
n;Id
entif
y inf
orm
atio
n co
ntai
ned
in d
escr
iptio
ns o
fpe
ople
, e.g
. app
eara
nce,
per
sona
lity o
r pla
ces,
e.g.
wea
ther
, pop
ulat
ion.
•O
pen
ques
tions
, mul
tiple
cho
ice, t
rue/
false
, yes
/no
ques
tions
, tick
ing
or fi
lling
in a
sim
ple
tabl
e if
stud
ents
are
lite
rate
E2.6
und
erst
and
key w
ords
;Id
entif
y key
wor
ds in
a g
iven
cont
ext,
e.g.
in th
eco
ntex
t of w
ork,
the
key w
ords
hou
rs, h
olid
ays,
pay.
•Pr
e-te
ach/
elici
t key
wor
ds p
rior t
o lis
teni
ng a
nd a
sk st
uden
ts to
list
en fo
r 3/5
of t
hem
.
•Se
t com
preh
ensio
n qu
estio
ns li
nked
to sp
ecifi
c ke
y wor
ds fo
r stu
dent
s to
repl
y to
afte
rhe
arin
g th
e te
xt.
Draft Listening – Entry Level 2 87
List
en fo
r det
ail.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
E2.7
ide
ntify
key
gra
mm
atica
l fea
ture
s;Us
e of
‘did
’ in
ques
tions
in th
e pa
st, s
eque
ntia
lm
arke
rs, m
odal
verb
s•
Ask
a co
ncep
t que
stio
n e.
g. is
he
still
livin
g th
ere?
•M
ultip
le c
hoice
e.g
. did
/doe
s he
work
in a
clin
ic?
•Lis
ten
to a
shor
t set
of i
nstru
ctio
ns a
nd g
ap-fi
ll se
quen
tial m
arke
rs, o
rally
or w
ith a
gap
ped
text
miss
ing.
E2.8
ide
ntify
stre
ss w
ithin
wor
ds;
Disc
rimin
ate
betw
een
stre
ssed
and
uns
tress
edsy
llabl
es.
•As
k st
uden
ts to
list
en to
peo
ple
talki
ng in
a g
iven
cont
ext
e.g.
wor
k –
Abdu
l’s a
n en
gine
er a
nd M
aria
’s a
teac
hera
nd m
ark
the
stre
ssed
sylla
ble
with
ado
t/circ
le o
r rep
eat t
he p
hras
es, s
tress
ing
the
stre
ssed
sylla
bles
.
•Pr
actis
e wi
th st
uden
ts’ o
wn se
nten
ces.
E2.9
ide
ntify
stre
ssed
wor
ds w
ithin
sent
ence
s;Id
entif
y inf
orm
atio
n or
con
tent
wor
ds a
ndre
cogn
ise h
ow th
ey a
re st
ress
ed in
sent
ence
s.•
Liste
n to
a sh
ort t
ext.
Teac
her c
laps
or b
eats
out
the
rhyt
hm o
f som
e sh
ort s
ente
nces
,em
phas
ising
the
stre
ssed
info
rmat
ion
word
s.
•As
k st
uden
ts to
cop
y and
then
pra
ctise
with
oth
er e
xam
ples
from
the
tape
or d
ialo
gue.
•As
k st
uden
ts to
read
shor
t sen
tenc
es, l
isten
to th
em o
n ta
pe a
nd m
ark
the
stre
ssed
wor
ds.
•Lit
erat
e st
uden
ts c
an b
e pa
ired
with
non
- lite
rate
par
tner
s.
E2.1
0 id
entif
y stre
ss-ti
med
rhyt
hm;
Awar
enes
s of s
tress
ed-ti
med
rhyt
hm, t
he sc
hwa
and
elisi
on•
Give
stud
ents
exa
mpl
es in
con
text
e.g
. tra
vel.
A sin
gle
to C
rewe
, ple
ase.
A sin
gle
to L
uton
, ple
ase.
A sin
gle
to M
anch
este
r, pl
ease
.
•As
k st
uden
ts to
com
pare
num
bers
of s
yllab
les i
n th
e pl
ace
nam
es a
nd d
iscus
s diff
eren
ces.
•As
k th
em to
list
en a
nd re
peat
The
train
’s at
10
to 7
.Ta
ke a
n ea
rly tr
ain
and
chan
ge a
t Eps
om.
•As
k th
em to
bea
t out
the
rhyt
hm. A
sk st
uden
ts to
mar
k th
e st
ress
ed w
ords
with
dot
s/cir
cles.
•As
k th
em w
hat h
appe
ns to
the
word
s to,
at,a
nd.
E2.1
1 e
xtra
ct m
ain
poin
ts;
Iden
tify m
ain
poin
ts o
r ide
as in
a sh
ort
expl
anat
ion
or p
rese
ntat
ion
on a
fam
iliar t
opic.
•As
k st
uden
ts to
list
en to
a sh
ort n
arra
tive
or d
ialo
gue
and
answ
er tr
ue/fa
lse q
uest
ions
rela
ting
to th
e m
ain
poin
ts.
88 Listening – Entry Level 2 Draft
List
en fo
r det
ail.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
E2.1
2 u
nder
stan
d op
inio
ns.
Iden
tify c
omm
on st
ruct
ures
and
voca
bula
ry u
sed
in e
xpre
ssin
g di
ffere
nt o
pini
ons.
•As
k st
uden
ts to
list
en to
dia
logu
es o
r disc
ussio
ns w
ith p
eopl
e ex
pres
sing
opin
ions
. In
pairs
,as
k st
uden
ts to
say w
ho th
inks
wha
t. Us
e clo
sed/
open
que
stio
ns, s
impl
e qu
estio
nnai
re.
Iden
tify
feel
ings
and
em
otio
ns.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
E2.1
3 u
nder
stan
d fe
elin
gs;
Iden
tify c
omm
on st
ruct
ures
and
voca
bula
ry u
sed
in e
xpre
ssin
g di
ffere
nt fe
elin
gs a
nd e
mot
ions
.•
Ask
stud
ents
to li
sten
to ro
le p
lay d
ialo
gues
with
peo
ple
expr
essin
g a
num
ber o
f diff
eren
tfe
elin
gs a
nd e
mot
ions
. Stu
dent
s are
then
ask
ed to
mat
ch th
e ke
y wor
ds, p
hras
es w
ith th
efe
elin
gs/e
mot
ions
or a
nswe
r ope
n qu
estio
ns, m
ultip
le c
hoice
, tru
e/fa
lse, y
es/n
oqu
estio
ns/q
uest
ionn
aire
s.
E2.1
4 re
cogn
ise h
ow in
tona
tion
carri
esm
eani
ng;
Iden
tify d
iffer
ent f
eelin
gs e
xpre
ssed
thro
ugh
into
natio
n an
d co
rresp
ondi
ng w
ords
.
Iden
tify f
eelin
gs e
xpre
ssed
mai
nly t
hrou
ghin
tona
tion.
•As
k st
uden
ts to
list
en to
peo
ple
expr
essin
g a
num
ber o
f diff
eren
t fee
lings
thro
ugh
thei
rla
ngua
ge a
nd in
tona
tion,
and
also
mai
nly t
hrou
gh th
eir i
nton
atio
n. P
lay a
mat
chin
g ga
me.
•El
icit h
ow th
ey c
an te
ll. Id
entif
y risi
ng o
r fal
ling
into
natio
n, st
ress
and
pitc
h, a
nd h
ow th
ese
rela
te to
the
emot
ions
. Ask
stud
ents
to p
ract
ise w
ith o
wn e
xam
ples
.
E2.1
5 u
nder
stan
d th
e or
der o
f a sh
ort
set o
f ins
truct
ions
;Re
cogn
ise o
ral i
nstru
ctio
ns/d
irect
ions
.
Reco
gnise
and
resp
ond
to th
e se
quen
tial
mar
kers
in a
shor
t set
of o
rder
s.
•As
k st
uden
ts to
list
en to
peo
ple
givin
g sim
ple
dire
ctio
ns o
r ins
truct
ions
. Ear
pin
ning
activ
ities
for s
eque
ntia
l mar
kers
. Stu
dent
s are
ask
ed to
follo
w th
e di
rect
ions
on
a sim
ple
map
, say
whe
re p
lace
s are
on
a m
ap o
r ord
er p
ictur
es fo
llowi
ng in
stru
ctio
ns g
iven.
E2.1
6 u
nder
stan
d an
d re
spon
d to
inst
ruct
ions
.De
mon
stra
te u
nder
stan
ding
of i
nstru
ctio
ns b
yta
king
appr
opria
te a
ctio
n.•
Give
stud
ents
a sh
ort s
et o
f ins
truct
ions
and
ask
them
to c
arry
them
out
, e.g
. Tak
e a
piec
eof
pap
er a
nd w
rite
your
full
nam
e. T
hen,
und
erlin
e yo
ur su
rnam
e.
Draft Listening – Entry Level 2 89
Strategies for independent learning
Students can be encouraged to do the following.
1. Listen to the television and radio and:
• having turned on mid-way, listen to understand gist, predict what kind of programme it is, using
context clues;
• listen to news headlines and predict content;
• listen for key words or words recently learnt in class;
• listen for the main points in a factual programme;
• use teletext version where students have access;
• listen for idiomatic usage, variations in accents and informal register in TV drama, quiz shows,
sports programmes, soaps.
2. Listen to announcements in their daily life and try and pick out specific information, e.g. times, prices,
platforms, special offers, numbers.
3. Listen to other people and recognise/pick out idiomatic expressions, the way people vary structures in
common functions.
4. Record lessons or parts of them and play them back outside the classroom.
5. Use listening texts from text books and practise with them outside the classroom, doing exercises suggested
by the teacher.
6. Use English-speaking friends and/or relatives to do short listening activities in English e.g. with their own
children, play a ‘passing’ game for a few minutes during a mesol, listening for the instructions and items
requested.
90 Listening – Entry Level 3 Draft
Listening – Entry Level 3
At this level adults can:
• listen and respond to spoken language, including straightforward information and narratives, and follow
straightforward explanations and instructions, both face to face and on the telephone;
• speak to communicate information, feelings and opinions on familiar topics, using appropriate formality,
both face to face and on the telephone;
• engage in discussion with one or more people in a familiar situation, making relevant points and
responding to what others say and to reach a shared understanding about familiar topics.
An adult will be expected to:
• listen for and follow the gist of explanations, instructions and narratives in different contexts;
• listen for detail in short explanations, instructions and narratives in different contexts;
• listen for and identify relevant information from discussions, explanations or presentations;
• use strategies to clarify and confirm understanding (such as facial expressions or gesture);
• listen to and respond appropriately to other points of view;
• speak clearly to be heard and understood using appropriate clarity, speed and phrasing;
• use formal language and register when appropriate;
• respond to a range of questions about familiar topics;
• express clearly statements of fact and give short explanations, accounts and descriptions;
• make requests and ask questions to obtain information in familiar and unfamiliar contexts;
• follow and understand the main points of discussions on different topics;
• make contributions to discussions that are relevant to the subject;
• respect the turn-taking rights of others during discussion.
Issues which may affect the delivery of the curriculum at this level
• Students can expect some support in terms of repetition, re-phrasing and prompts. Speechis to be delivered
at normal speed and students should be able to cope with a limited range of distractors, for example
background noise, music and interruptions.
• Students should have the opportunity to hear a range of accents and variety of English.
• A variety of media (video, taped audio cassette), students and helpers may be used to deliver the
listening material.
• Students should be able to apply listening skills in face to face and telephone situations.
• The importance of non-verbal signalling should not be underestimated nor the difficulties encountered when
it is not present.
• Any tasks which students are given to perform should aim to develop and test their listening skills, rather
than their reading or writing. As some students may have basic literacy skills, activities should be devised
which can be performed orally and/or in writing, as appropriate.
Note on the tables which follow
Under Examples of application and level, see Speaking – Entry Level 3 for examples of language in use and
text range. Sample activities are examples and should not be used as a prescriptive list.
Listening at this level is contextualised in straightforward narratives, explanations and exchanges on familiar
topics, between one or more people in face to face situations or on the telephone.
Draft Listening – Entry Level 2 91
List
en fo
r gist
.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
E3.1
rec
ogni
se c
onte
xt;
Iden
tify t
he g
enre
, situ
atio
n an
d/or
spea
kers
, e.
g. jo
b in
terv
iew,
nar
rativ
e of
an
even
t in
the
past
.•
Ope
n qu
estio
ns, m
ultip
le c
hoice
, tru
e/fa
lse, y
es/n
o qu
estio
ns
E3.2
pre
dict
gen
eral
mea
ning
;Pr
edict
con
tent
of a
dia
logu
e or
nar
rativ
e, p
rior
to li
sten
ing.
Pred
ict p
ossib
le e
ndin
g of
a se
nten
ce, c
hunk
of
text
or e
ndin
g.
•El
icit p
ossib
le c
onte
nt o
f a d
ialo
gue
or n
arra
tive
prio
r to
liste
ning
, hav
ing
esta
blish
ed t
hege
nera
l situ
atio
n. S
top
the
dial
ogue
at a
give
n po
int a
nd a
sk st
uden
ts to
pre
dict
the
end
of th
e se
nten
ce o
r tex
t.
E3.3
pre
dict
unk
nown
wor
ds;
Pred
ict th
e m
eani
ng o
f unk
nown
wor
ds in
adi
alog
ue o
r nar
rativ
e us
ing
cont
ext a
nd th
ewh
ole
text
.
•As
k st
uden
ts to
gue
ss th
e m
eani
ng o
f unk
nown
wor
ds, g
iving
pos
sible
opt
ions
and
con
text
clues
, usin
g pi
ctur
es, f
lash
card
s, sy
nony
ms w
ithin
mul
tiple
cho
ice.
E3.4
und
erst
and
the
gist
of a
disc
ussio
n be
twee
n 2
or m
ore
peop
lein
a fa
milia
r situ
atio
n.
Iden
tify t
he si
tuat
ion
and/
or sp
eake
rs.
Iden
tify s
ubje
ct/to
pic
of d
iscus
sion.
Follo
w in
tera
ctive
nat
ure
of d
iscus
sion.
•O
pen
ques
tions
, mul
tiple
cho
ice, t
rue/
false
, yes
/no
ques
tions
•As
k qu
estio
ns a
bout
the
way s
peak
ers d
o/do
not
use
who
le se
nten
ces,
paus
e, in
terru
pt e
tc.
List
en fo
r det
ail.
Skills
Ex
ampl
esSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:
E3.5
ext
ract
stra
ight
forw
ard
info
rmat
ion;
Iden
tify i
nfor
mat
ion
cont
aine
d in
exp
lana
tions
,na
rrativ
es, d
escr
iptio
ns o
f thi
ngs,
peop
le a
ndpl
aces
.
•O
pen
ques
tions
, mul
tiple
cho
ice, t
rue/
false
, yes
/no
ques
tions
, tick
ing
or fi
lling
in a
tabl
e if
stud
ents
are
lite
rate
E3.6
und
erst
and
key w
ords
and
phra
ses;
Iden
tify k
ey w
ords
and
phr
ases
in a
give
n co
ntex
t,e.
g. in
the
cont
ext o
f bus
ines
s, th
e ke
y wor
dsris
e/fa
ll, pe
rcen
tage
of,
fore
cast
.
•Pr
e-te
ach/
elici
t key
wor
ds p
rior t
o lis
teni
ng.
•Se
t com
preh
ensio
n qu
estio
ns li
nked
to sp
ecifi
c ke
y wor
ds fo
r stu
dent
s to
repl
y to
afte
rhe
arin
g th
e te
xt.
92 Listening – Entry Level 3 Draft
List
en fo
r det
ail.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
E3.7
ide
ntify
key
gra
mm
atica
l fea
ture
s;Fo
r exa
mpl
e, ra
nge
of te
nses
at t
his l
evel
,di
scou
rse
mar
kers
and
cla
uses
of r
easo
n, p
urpo
se,
resu
lt
•As
k co
ncep
t que
stio
ns.
•M
ultip
le c
hoice
or c
loze
exe
rcise
.
•G
ap-fi
ll a
narra
tive
with
miss
ing
mar
kers
of r
easo
n, p
urpo
se e
tc.
E3.8
ide
ntify
stre
ss w
ithin
wor
ds;
Disc
rimin
ate
betw
een
stre
ssed
and
uns
tress
edsy
llabl
es.
•As
k st
uden
ts to
list
en to
peo
ple
talki
ng in
a g
iven
cont
ext e
.g. w
ork
– Ab
dul’s
an
engi
nee r
and
Mar
ia’s
a te
ache
r – a
nd m
ark
the
stre
ssed
sylla
ble
with
a d
ot/c
ircle
.
•Pr
actis
e wi
th st
uden
ts’ o
wn se
nten
ces.
E3.9
ide
ntify
stre
ssed
wor
ds w
ithin
sent
ence
s;Id
entif
y inf
orm
atio
n or
con
tent
wor
ds a
ndre
cogn
ise h
ow th
ey a
re st
ress
ed in
sent
ence
s.•
Liste
n to
a sh
ort t
ext.
Teac
her c
laps
or b
eats
out
the
rhyt
hm o
f som
e sh
ort s
ente
nces
,em
phas
ising
the
stre
ssed
info
rmat
ion
word
s.
•As
k st
uden
ts to
cop
y and
then
pra
ctise
with
oth
er e
xam
ples
from
the
tape
or d
ialo
gue.
•As
k st
uden
ts to
read
shor
t sen
tenc
es, l
isten
to th
em o
n ta
pe a
nd m
ark
the
stre
ssed
wor
ds.
•Lit
erat
e st
uden
ts c
an b
e pa
ired
with
non
-lite
rate
par
tner
s.
E3.1
0 id
entif
y stre
ss-ti
med
rhyt
hm;
Awar
enes
s of s
tress
-tim
ed rh
ythm
, the
schw
a an
del
ision
•G
ive st
uden
ts e
xam
ples
in c
onte
xt e
.g. t
rave
l.A
singl
e to
Cre
we, p
leas
e.A
singl
e to
Lut
on, p
leas
e.A
singl
e to
Man
ches
ter,
plea
se.
•As
k st
uden
ts to
com
pare
num
bers
of s
yllab
les i
n th
e pl
ace
nam
es a
nd d
iscus
s diff
eren
ces.
Ask
them
to li
sten
and
repe
at.
The
train
’s at
10
to 7
.Ta
ke a
n ea
rly tr
ain
and
chan
ge a
t Eps
om.
•As
k th
em to
bea
t out
the
rhyt
hm. A
sk st
uden
ts to
mar
k th
e st
ress
ed w
ords
with
dot
s/cir
cles.
•As
k th
em w
hat h
appe
ns to
the
word
s to,
at,
and.
E3.1
1 e
xtra
ct m
ain
poin
ts in
a n
arra
tive;
Iden
tify m
ain
poin
ts o
r ide
as.
•As
k st
uden
ts to
list
en to
a sh
ort n
arra
tive
and
answ
er tr
ue/fa
lse q
uest
ions
rela
ting
to th
em
ain
poin
ts.
E3.1
2 id
entif
y whe
re st
atem
ents
inclu
deop
inio
ns a
nd/o
r fac
tual
info
rmat
ion;
Iden
tify c
omm
on st
ruct
ures
and
voca
bula
ry u
sed
in e
xpre
ssin
g di
ffere
nt o
pini
ons a
nd fa
cts.
•As
k st
uden
ts to
list
en to
dia
logu
es o
r disc
ussio
ns w
ith p
eopl
e ex
pres
sing
fact
s and
/or
opin
ions
. In
pairs
, ask
stud
ents
to sa
y who
thin
ks w
hat.
Use
close
d/op
en q
uest
ions
and
simpl
e qu
estio
nnai
res.
Draft Listening – Entry Level 2 93
Iden
tify
feel
ings
and
opi
nion
s.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
E3.1
4 u
nder
stan
d a
varie
ty o
f fee
lings
;Id
entif
y com
mon
stru
ctur
es a
nd vo
cabu
lary
use
din
exp
ress
ing
diffe
rent
feel
ings
and
em
otio
ns.
E3.1
5 re
cogn
ise h
ow in
tona
tion
carri
esm
eani
ng.
Iden
tify d
iffer
ent f
eelin
gs e
xpre
ssed
thro
ugh
into
natio
n an
d co
rresp
ondi
ng w
ords
.
Iden
tify f
eelin
gs e
xpre
ssed
mai
nly t
hrou
ghin
tona
tion.
•As
k st
uden
ts to
list
en to
peo
ple
expr
essin
g a
num
ber o
f diff
eren
t fee
lings
thro
ugh
thei
rla
ngua
ge a
nd in
tona
tion,
and
also
mai
nly t
hrou
gh th
eir i
nton
atio
n. In
pai
rs st
uden
ts p
lay
‘who
feel
s wha
t’ m
atch
ing
gam
e. E
licit
how
they
can
tell.
Iden
tify r
ising
or f
allin
g in
tona
tion,
stre
ss a
nd p
itch,
how
thes
e re
late
to e
mot
ions
. Ask
stud
ents
to p
ract
ise w
ith th
eir o
wnex
ampl
es.
List
en to
and
follo
w s
trai
ghtf
orw
ard
inst
ruct
ions
.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
E3.1
6 u
nder
stan
d th
e or
der o
f a se
t of
inst
ruct
ions
;Re
cogn
ise o
ral i
nstru
ctio
ns/d
irect
ions
.
Reco
gnise
and
resp
ond
to th
e se
quen
tial m
arke
rsin
a sh
ort s
et o
f ord
ers.
•As
k st
uden
ts to
list
en to
peo
ple
givin
g sim
ple
dire
ctio
ns o
r ins
truct
ions
, with
ear
pin
ning
activ
ities
for s
eque
ntia
l mar
kers
. Stu
dent
s are
ask
ed to
follo
w th
e di
rect
ions
on
a sim
ple
map
, say
whe
re p
lace
s are
on
a m
ap o
r ord
er p
ictur
es fo
llowi
ng in
stru
ctio
ns g
iven.
E3.1
7 u
nder
stan
d an
d re
spon
d to
inst
ruct
ions
.De
mon
stra
te u
nder
stan
ding
of i
nstru
ctio
ns b
yta
king
appr
opria
te a
ctio
n.•
Give
stud
ents
a se
t of i
nstru
ctio
ns a
nd a
sk th
em to
car
ry th
em o
ut, e
.g. f
or m
akin
g a
simpl
ekit
e, o
rigam
i fig
ure.
•As
k st
uden
ts to
list
en to
role
-pla
y and
dia
logu
es w
ith p
eopl
e ex
pres
sing
a nu
mbe
r of
diffe
rent
feel
ings
and
em
otio
ns. S
tude
nts a
re th
en a
sked
to m
atch
the
key w
ords
, phr
ases
with
the
feel
ings
/em
otio
ns o
r ans
wer o
pen
ques
tions
, mul
tiple
cho
ice, t
rue/
false
, yes
/no
ques
tions
/que
stio
nnai
res.
E3.1
3 re
cogn
ise th
e re
latio
nshi
pbe
twee
n sp
eake
rs in
fam
iliar s
ituat
ions
.Id
entif
y diff
eren
ces i
n re
gist
er th
roug
h se
nten
cest
ruct
ure,
phr
asin
g an
d us
e of
voca
bula
ry.•
Use
mul
tiple
cho
ice q
uest
ions
and
ope
n/clo
sed
ques
tions
e.g
. Are
the
spea
kers
frie
nds?
Why
do
you
thin
k th
is?
94 Listening – Entry Level 3 Draft
Strategies for independent learning
Students can be encouraged to do the following.
1. Listen to the television and radio and:
• having turned on mid-way, listen to understand gist, predict what kind of programme it is, using
context clues;
• listen to news headlines and predict content;
• listen for key words or words recently learnt in class, new structures, particular to specific situations
e.g. future structures in weather forecasts;
• listen for the main points in documentaries, discussion programmes and news;
• use teletext version where students have access;
• listen for idiomatic usage, variations in accents and informal register in TV drama, quiz shows and sports
programmes, soaps.
2. Listen to announcements in daily life and try and pick out specific information, e.g. times, prices, platforms,
special offers and numbers.
3. Listen to other people and recognise/pick out idiomatic expressions, the way people vary structures in
common functions.
4. Record lessons or parts of them and play them back outside the classroom.
5. Use listening texts from text books and practise with them outside the classroom, doing exercises suggested
by the teacher.
6. Use English-speaking friends and/or relatives to do short listening activities in English, e.g. with their own
children, play a ‘passing’ game for a few minutes during a mesol, listening for the instructions and items
requested.
Draft Listening – Level 1 95
Listening – Level 1
At this level adults can:
• listen and respond to spoken language, including information and narratives, and follow explanations and
instructions of varying length, adapting response to speaker, medium and context;
• speak to communicate information, ideas and opinions, adapting speech and content to take account of
the listener(s) and medium;
• engage in discussion with one or more people in familiar and unfamiliar situations, making clear and relevant
contributions that respond to what others say and produce a shared understanding about different topics.
An adult will be expected to:
• listen for and identify relevant information from explanations and presentations on a range of
straightforward topics;
• listen for and understand explanations, instructions and narratives on different topics in a range of contexts;
• use strategies to clarify and confirm understanding (such as facial expressions, body language and
verbal prompts);
• provide feedback and confirmation when listening to others;
• make contributions relevant to the situation and subject;
• speak clearly in a way which suits the situation;
• make requests and ask questions to obtain information in familiar and unfamiliar contexts;
• respond to questions on a range of topics;
• express clearly statements of fact, explanations, instructions, accounts and descriptions;
• present information and ideas in a logical sequence and include detail and develop ideas where appropriate;
• follow and contribute to discussions on a range of straightforward topics;
• respect the turn-taking rights of others during discussions;
• use appropriate phrases for interruption.
Issues which may affect the delivery of the curriuculum at this level
• Students can expect a little support in terms of repetition and re-phrasing. Speech should be delivered at
normal speed and students should be able to cope with a limited range of distractors, e.g. background
noises, music, interruptions.
• Students should have the opportunity to hear a variety of accents and varieties of English.
• Students should be able to apply listening skills in face to face and telephone situations.
• A variety of media (video, taped audio cassette), students and helpers may be used to deliver the
listening material.
• The importance of non-verbal signalling, and the difficulties encountered when it is not present, should
not be underestimated.
• Any tasks which students are given to perform should aim to develop and test their listening skills, rather
than their reading or writing unless writing is specified in the standards e.g. listening and note taking.
As some students, even at this level, may have basic literacy skills, activities should be devised which can
be performed orally and/or in writing, where possible or appropriate.
Note on the tables which follow
Under Examples of application and level, see Speaking Level 1 for examples of language in use and text range.
Sample activities are examples and should not be used as a prescriptive list.
Listening at this level is contextualised in exchanges between two or more people in a range of familiar and
unfamiliar situations in narratives and explanations of ranging length and detail.
96 Listening – Level 1 Draft
List
en fo
r gist
.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
L1.1
rec
ogni
se c
onte
xt;
Iden
tify t
he g
enre
, situ
atio
n an
d/or
spea
kers
in a
rang
e of
inte
ract
ive a
nd n
arra
tive
disc
ours
e ty
pes,
e.g.
disc
ussio
ns, c
onve
rsat
ions
, sho
rt pr
esen
tatio
ns,
anno
unce
men
ts.
•O
pen
ques
tions
, mul
tiple
cho
ice, t
rue/
false
, yes
/no
ques
tions
L1.2
pre
dict
gen
eral
mea
ning
;Pr
edict
the
cont
ent o
f a d
ialo
gue,
nar
rativ
e or
expl
anat
ion,
prio
r to
liste
ning
.
Pred
ict th
e po
ssib
le e
ndin
g of
a se
nten
ce, c
hunk
of te
xt o
r end
ing.
•El
icit t
he p
ossib
le c
onte
nt o
f a d
ialo
gue
prio
r to
liste
ning
, hav
ing
esta
blish
ed th
e ge
nera
lsit
uatio
n. S
top
the
dial
ogue
at a
give
n po
int a
nd a
sk st
uden
ts to
pre
dict
the
end
of a
sent
ence
or t
ext.
L1.3
pre
dict
unk
nown
wor
ds;
Pred
ict th
e m
eani
ng o
f unk
nown
wor
ds in
adi
alog
ue n
arra
tive
or e
xpla
natio
n us
ing
cont
ext
and
the
whol
e te
xt.
•As
k st
uden
ts to
gue
ss th
e m
eani
ng o
f unk
nown
wor
ds, g
iving
pos
sible
opt
ions
and
con
text
clues
, usin
g pi
ctur
es, f
lash
card
s or s
ynon
yms w
ithin
mul
tiple
cho
ice.
L1.4
und
erst
and
the
gist
of a
disc
ussio
n be
twee
n 2
or m
ore
peop
lein
fam
iliar a
nd u
nfam
iliar s
ituat
ions
.
Iden
tify t
he si
tuat
ion
and/
or sp
eake
rs.
Iden
tify t
he su
bjec
t/top
ic of
disc
ussio
n.
Follo
w th
e in
tera
ctive
nat
ure
of d
iscus
sion.
•O
pen
ques
tions
, mul
tiple
cho
ice, t
rue/
false
, yes
/no
ques
tions
. •
Ask
ques
tions
abo
ut th
e wa
y spe
aker
s do/
do n
ot u
se w
hole
sent
ence
s, pa
use,
inte
rrupt
etc
.
List
en fo
r det
ail.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
L1.5
ext
ract
info
rmat
ion;
Iden
tify i
nfor
mat
ion
cont
aine
d in
a ra
nge
ofsp
oken
text
s, e.
g. n
ews i
tem
, nar
rativ
es.
•O
pen
ques
tions
, mul
tiple
cho
ice, t
rue/
false
, yes
/no
ques
tions
, tick
ing
or fi
lling
in a
sim
ple
tabl
e if
stud
ents
are
lite
rate
L1.6
und
erst
and
key w
ords
and
phra
ses;
Iden
tify k
ey w
ords
and
phr
ases
in a
give
n co
ntex
t,e.
g. in
inte
rvie
ws, p
revio
us e
xper
ienc
e, sk
ills,
pens
ion
sche
me.
•Pr
e-te
ach/
elici
t key
wor
ds p
rior t
o lis
teni
ng a
nd a
sk st
uden
ts to
list
en fo
r as m
any a
s pos
sible
and
note
them
dow
n in
ord
er.
•El
icit t
he w
ords
afte
r list
enin
g.
•G
ive st
uden
ts a
list
and
ask
them
to id
entif
y the
wor
ds th
ey h
ear f
rom
the
list,
num
berin
gth
em a
s the
y hea
r the
m.
Draft Listening – Level 1 97
List
en fo
r det
ail.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
L1.7
ide
ntify
key
gra
mm
atica
l fea
ture
s;Us
e of
pas
sive
cons
truct
ions
, rel
ative
pro
noun
s•
Ask
conc
ept q
uest
ion
and
give
ear
-pin
ning
act
ivitie
s.
•M
ultip
le c
hoice
com
preh
ensio
n
•G
ap-fi
ll a
shor
t par
agra
ph w
ith m
issin
g au
xilia
ries.
L1.8
ide
ntify
stre
ss w
ithin
wor
ds;
Disc
rimin
ate
betw
een
stre
ssed
and
uns
tress
edsy
llabl
es.
•As
k st
uden
ts to
list
en to
peo
ple
talki
ng in
a g
iven
cont
ext e
.g. w
ork
– Ab
dul’s
an
engi
neer
and
Mar
ia’s
a te
ache
r– a
nd m
ark
the
stre
ssed
sylla
ble
with
a d
ot/c
ircle
. Pra
ctise
with
stud
ents
’ own
sent
ence
s.
L1.9
ide
ntify
stre
ssed
/uns
tress
ed w
ords
with
in se
nten
ces;
Iden
tify i
nfor
mat
ion
or c
onte
nt w
ords
and
reco
gnise
how
they
are
stre
ssed
in se
nten
ces.
•Lis
ten
to a
shor
t tex
t. Te
ache
r cla
ps o
r bea
ts o
ut th
e rh
ythm
of s
ome
shor
t sen
tenc
es,
emph
asisi
ng th
e st
ress
ed in
form
atio
n wo
rds.
•St
uden
ts c
opy a
nd th
en p
ract
ise w
ith o
ther
exa
mpl
es fr
om th
e ta
pe o
r dia
logu
e.
•St
uden
ts re
ad sh
ort s
ente
nces
, list
en to
them
on
tape
and
mar
k th
e st
ress
ed w
ords
.
•Lit
erat
e st
uden
ts c
an b
e pa
ired
with
non
-lite
rate
par
tner
s.
L1.1
0 id
entif
y stre
ss-ti
med
rhyt
hm;
Awar
enes
s of s
tress
-tim
ed rh
ythm
, the
schw
a an
del
ision
•G
ive st
uden
ts e
xam
ples
in c
onte
xt e
.g. t
rave
l.A
singl
e to
Cre
we, p
leas
e.A
singl
e to
Lut
on, p
leas
e.A
singl
e to
Man
ches
ter,
plea
se.
•As
k st
uden
ts to
com
pare
num
bers
of s
yllab
les i
n th
e pl
ace
nam
es a
nd d
iscus
s the
diff
eren
ces.
Ask
them
to li
sten
and
repe
at, b
eatin
g ou
t the
rhyt
hm.
The
train
’s at
10
to 7
.
Take
an
early
trai
n an
d ch
ange
at E
psom
.•
Ask
stud
ents
to m
ark
the
stre
ssed
wor
ds w
ith d
ots/
circle
s.•
Ask
them
wha
t hap
pens
to th
e wo
rds t
o, a
t, an
d.
L1.1
1 e
xtra
ct th
e m
ain
poin
ts fr
omna
rrativ
es, e
xpla
natio
ns a
nd d
iscus
sions
;Id
entif
y mai
n po
ints
or i
deas
.•
Ask
stud
ents
to li
sten
to a
rang
e of
spok
en te
xts a
nd a
nswe
r tru
e/fa
lse q
uest
ions
rela
ting
toth
e m
ain
poin
ts, o
r tra
nsfe
r inf
orm
atio
n on
to a
tabl
e.
L1.1
2 id
entif
y whe
re st
atem
ents
inclu
deop
inio
ns a
nd/o
r fac
tual
info
rmat
ion;
Iden
tify c
omm
on st
ruct
ures
and
voca
bula
ry u
sed
in e
xpre
ssin
g di
ffere
nt o
pini
ons a
nd fa
cts.
•As
k st
uden
ts to
list
en to
dia
logu
es o
r disc
ussio
ns w
ith p
eopl
e ex
pres
sing
fact
s and
opi
nion
s.
•In
pai
rs, a
sk st
uden
ts to
say w
ho th
inks
wha
t.
•Us
e clo
sed/
open
que
stio
ns, s
impl
e qu
estio
nnai
res.
98 Listening – Level 1 Draft
List
en fo
r det
ail.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
L1.1
3 re
cogn
ise re
latio
nshi
p be
twee
nsp
eake
rs in
form
al an
d in
form
al sit
uatio
ns;
Iden
tify d
iffer
ence
s in
regi
ster
thro
ugh
sent
ence
stru
ctur
e, p
hras
ing,
and
use
of v
ocab
ular
y.•
Use
mul
tiple
cho
ice q
uest
ions
.
•O
pen/
close
d qu
estio
ns e
.g. A
re th
e sp
eake
rs fr
iend
s? W
hy d
o yo
u th
ink
this?
L1.1
4 p
rovid
e fe
edba
ck a
ndco
nfirm
atio
n.Re
cogn
ise a
nd re
spon
d to
requ
ests
for
clarif
icatio
n or
con
firm
atio
n.•
Conf
irmin
g an
d ch
eckin
g ba
ck e
xerc
ises e
.g. a
sk st
uden
ts to
repe
at a
rrang
emen
ts/a
set o
fin
stru
ctio
ns. W
hat h
ave
we a
rrang
ed?
Iden
tify
feel
ings
and
em
otio
ns.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
L1.1
5 u
nder
stan
d a
rang
e of
feel
ings
and
attit
udes
;Id
entif
y com
mon
stru
ctur
es a
nd vo
cabu
lary
use
din
exp
ress
ing
diffe
rent
feel
ings
and
em
otio
ns.
•As
k st
uden
ts to
list
en to
role
-pla
y, di
alog
ues w
ith p
eopl
e ex
pres
sing
a ra
nge
of d
iffer
ent
feel
ings
and
em
otio
ns.
•St
uden
ts a
re th
en a
sked
to m
atch
the
key w
ords
and
phr
ases
with
the
feel
ings
/em
otio
ns o
ran
swer
ope
n qu
estio
ns m
ultip
le c
hoice
, tru
e/fa
lse, y
es/n
o qu
estio
ns/q
uest
ionn
aire
s.
L1.1
6 re
cogn
ise h
ow in
tona
tion
carri
esm
eani
ng.
Iden
tify d
iffer
ent f
eelin
gs e
xpre
ssed
thro
ugh
into
natio
n an
d co
rresp
ondi
ng w
ords
.
Iden
tify f
eelin
gs e
xpre
ssed
mai
nly t
hrou
ghin
tona
tion.
•As
k stu
dent
s to
liste
n to
peo
ple
expr
essin
g a
num
ber o
f diff
eren
t fee
lings
thro
ugh
thei
rlan
guag
e an
d in
tona
tion,
and
also
main
ly th
roug
h th
eir i
nton
atio
n.
•In
pair
s stu
dent
s are
ask
ed to
say ‘
who
feel
s wha
t’ –
mat
chin
g ga
me.
•
Elici
t how
they
can
tell.
•Id
entif
y risi
ng o
r fall
ing
into
natio
n, st
ress
and
pitc
h, h
ow th
ese
relat
e to
em
otio
ns.
•As
k stu
dent
s to
prac
tise
with
thei
r own
exa
mpl
es.
Draft Listening – Level 1 99
List
en to
and
follo
w s
trai
ghtfo
rwar
d in
stru
ctio
ns in
fam
iliar
and
unf
amili
ar s
ituat
ions
.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
L1.1
7 u
nder
stan
d th
e or
der o
f a se
t of
stra
ight
forw
ard
inst
ruct
ions
;Re
cogn
ise o
ral i
nstru
ctio
ns/d
irect
ions
.
Reco
gnise
and
resp
ond
to th
e se
quen
tial m
arke
rsin
a se
t of s
traig
htfo
rwar
d or
ders
.
•As
k st
uden
ts to
list
en to
peo
ple
givin
g co
mpl
ex d
irect
ions
or i
nstru
ctio
ns, a
nd g
ive e
arpi
nnin
g ac
tiviti
es fo
r seq
uent
ial m
arke
rs.
•St
uden
ts a
re a
sked
to fo
llow
the
dire
ctio
ns o
n a
map
, say
whe
re p
lace
s are
on
a m
ap o
ror
der w
ritte
n in
stru
ctio
ns in
a ju
mbl
ed o
rder
follo
wing
the
oral
inst
ruct
ions
.
L1.1
8 u
nder
stan
d an
d re
spon
d to
inst
ruct
ions
.De
mon
stra
te u
nder
stan
ding
of i
nstru
ctio
ns b
yta
king
appr
opria
te a
ctio
n.•
Give
stud
ents
a se
t of i
nstru
ctio
ns a
nd a
sk th
em to
car
ry th
em o
ut, e
.g. f
ill in
an
orde
r for
m,
draw
a si
mpl
e m
ap.
100 Listening – Level 1 Draft
Strategies for independent learning
Students can be encouraged to do the following.
1. Listen to the television and radio and:
• having turned on mid-way, listen to understand gist, predict what kind of programme it is, using
context clues;
• listen to news headlines and predict content;
• listen for key words or words recently learnt in class, new structures, particular to specific situations;
• listen for main points in factual programmes;
• use a teletext version where students have access;
• listen for idiomatic usage, variations in accents and informal register in TV drama, quiz shows,
sports programmes, soaps.
2. Listen to announcements in daily life and try and pick out specific information, e.g. times, prices, platforms,
special offers, numbers.
3. Listen to other people and recognise/pick out idiomatic expressions, the way people vary structures in
common functions.
4. Record lessons or parts of them and play them back outside the classroom.
5. Use listening texts from text books and practise with them outside the classroom, doing exercises suggested
by the teacher.
6. Use English-speaking friends and/or relatives to do short listening activities in English e.g. with your own
children, play a ‘passing’ game for a few minutes during a mesol, listening for the instructions and items
requested.
Draft Listening – Level 2 101
Listening – Level 2
At this level adults can:
• listen and respond to spoken language, including extended information and narratives, and follow detailed
explanations and multi-step instructions of varying length, adapting response to speaker, medium and context;
• speak to communicate straightforward and detailed information, ideas and opinions clearly, adapting
speech and content to take account of the listener(s), medium, purpose and situation;
• engage in discussion with one or more people in a variety of different situations, making clear and effective
contributions that produce outcomes appropriate to purpose and topic.
An adult will be expected to:
• listen for and identify relevant information from extended explanations or presentations on a range of topics;
• listen to, understand and follow lengthy or multi-step instructions and narratives on a range of topics and in
a range of contexts;
• speak clearly and confidently in a way which suits the situation;
• respond to detailed or extended questions on a range of topics;
• respond to criticism and criticise constructively;
• make requests and ask questions to obtain detailed information in familiar and unfamiliar contexts;
• express clearly statements of fact, explanations, instructions, accounts, descriptions using appropriate
structure, style and vocabulary;
• present information and ideas in a logical sequence and provide further details and development to clarify or
confirm understanding;
• make relevant contributions and help to move discussions forward;
• adapt contributions to discussions to suit audience, context, purpose and situation;
• use appropriate phrases for interruption and change of topic;
• support opinions and arguments with evidence.
Issues which may affect the delivery of the curriculum at this level
• Speech is to be delivered at normal speed or faster. Students should be able to cope with distractors, such as
background noise, music, interruptions.
• Students should have the opportunity to hear a wide variety of accents and varieties of English.
• Students should be able to apply listening skills in face to face and telephone situations.
• A variety of media (video, taped audio cassette), students and helpers may be used to deliver the material.
• The importance of non-verbal signalling , and the difficulties encountered when it is not present, should not
be underestimated.
• Any tasks which students are given to perform should aim to develop and test their listening skills, rather
than their reading or writing.
Note on the tables which follow
Under Examples of application and level, see Speaking Level 2 for examples of language in use and text range.
Sample activities are examples and should not be used as a prescriptive list.
Listening at this level is contextualised in a range of exchanges, some of them complex and detailed, between
two or more people in familiar and unfamiliar situations, in narratives and explanations of varying length.
102 Listening – Level 2 Draft
List
en fo
r gist
.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
L2.1
rec
ogni
se c
onte
xt;
Iden
tify t
he g
enre
, situ
atio
n an
d/or
spea
kers
in a
wide
rang
e of
inte
ract
ive a
nd n
arra
tive
disc
ours
ety
pes,
e.g.
disc
ussio
ns, l
ectu
res,
news
bro
adca
sts,
anno
unce
men
ts, r
ecor
ded
mes
sage
s.
•O
pen
ques
tions
, mul
tiple
cho
ice, t
rue/
false
, yes
/no
ques
tions
L2.2
pre
dict
gen
eral
mea
ning
;Pr
edict
con
tent
of a
rang
e of
spee
ch a
cts,
prio
r to
liste
ning
.
Pred
ict p
ossib
le e
ndin
g of
a se
nten
ce, c
hunk
of
text
or e
ndin
g.
•El
icit p
ossib
le c
onte
nt o
f a d
ialo
gue
prio
r to
liste
ning
, hav
ing
esta
blish
ed g
ener
alsit
uatio
n.
•St
op th
e di
alog
ue a
t a g
iven
poin
t and
ask
stud
ents
to p
redi
ct th
e en
d of
a se
nten
ce o
rte
xt.
L2.3
pre
dict
unk
nown
wor
ds;
Pred
ict th
e m
eani
ng o
f unk
nown
wor
ds in
aco
mpl
ex d
ialo
gue,
nar
rativ
e or
exp
lana
tion
usin
gco
ntex
t and
the
whol
e te
xt.
•As
k st
uden
ts to
gue
ss th
e m
eani
ng o
f unk
nown
wor
ds, g
iving
pos
sible
opt
ions
and
con
text
clues
, usin
g pi
ctur
es, f
lash
card
s and
syno
nym
s with
in m
ultip
le c
hoice
.
L2.4
und
erst
and
the
gist
of a
nar
rativ
edi
scus
sion
betw
een
2 or
mor
e pe
ople
in a
varie
ty o
f situ
atio
ns.
Iden
tify t
he si
tuat
ion
and/
or sp
eake
rs.
Iden
tify s
ubje
ct/to
pic
of th
e di
scus
sion.
Follo
w th
e in
tera
ctive
nat
ure
of d
iscus
sion.
•O
pen
ques
tions
, mul
tiple
cho
ice, t
rue/
false
, yes
/no
ques
tions
•As
k qu
estio
ns a
bout
the
way s
peak
ers d
o/do
not
use
who
le se
nten
ces,
paus
e, in
terru
pt e
tc.
List
en fo
r det
ail.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
L2.5
ext
ract
stra
ight
forw
ard
and
com
plex
info
rmat
ion;
Iden
tify i
nfor
mat
ion
cont
aine
d in
a w
ide
rang
e of
spok
en te
xts.
•O
pen
ques
tions
, mul
tiple
cho
ice, t
rue/
false
, yes
/no
ques
tions
, tra
nsfe
rring
info
rmat
ion
onto
a ta
ble,
or g
rid if
stud
ents
are
lite
rate
L2.6
und
erst
and
key w
ords
and
phra
ses;
Iden
tify k
ey w
ords
and
phr
ases
in a
rang
e of
form
al c
onte
xts,
e.g.
in th
e co
ntex
t of n
ews
broa
dcas
ts:
alle
gatio
n, fe
ars o
f fur
ther
..., m
embe
rs o
f the
parli
amen
tary
com
mitt
ee, g
obsm
acke
d.
•Pr
e-te
ach/
elici
t key
wor
ds p
rior t
o lis
teni
ng. A
sk st
uden
ts to
list
en fo
r as m
any a
s pos
sible
and
note
them
dow
n in
ord
er.
•El
icit t
he w
ords
afte
r list
enin
g.•
Give
stud
ents
a li
st a
nd a
sk th
em to
iden
tify t
he w
ords
they
hea
r fro
m th
e lis
t, nu
mbe
ring
them
as t
hey h
ear t
hem
.
Draft Listening – Level 2 103
List
en fo
r det
ail.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
L2.7
ide
ntify
key
gra
mm
atica
l fea
ture
s;Fo
r exa
mpl
e, th
e us
e of
pas
sive
v. ac
tive,
use
of
pres
ent p
erfe
ct v.
pas
t sim
ple,
coh
esive
dev
ices.
•As
k co
ncep
t que
stio
ns a
nd d
o ea
r-pin
ning
act
ivitie
s.
•M
ultip
le c
hoice
com
preh
ensio
n •
Gap
-fill
a sh
ort t
rans
crip
t with
miss
ing
auxil
iarie
s or o
ther
gra
mm
atica
l fea
ture
s.
L2.8
ide
ntify
stre
ss w
ithin
wor
ds;
Disc
rimin
ate
betw
een
stre
ssed
and
uns
tress
edsy
llabl
es.
•As
k st
uden
ts to
list
en to
peo
ple
talki
ng in
a g
iven
cont
ext e
.g. w
ork
– Ab
dul’s
an
engi
neer
and
Mar
ia’s
a te
ache
r– a
nd m
ark
the
stre
ssed
sylla
ble
with
a d
ot/c
ircle
or r
epea
t the
phr
ases
,st
ress
ing
the
stre
ssed
sylla
bles
.•
Prac
tise
with
stud
ents
’ own
sent
ence
s.
L2.9
ide
ntify
stre
ssed
/uns
tress
ed w
ords
with
in se
nten
ces;
Iden
tify i
nfor
mat
ion
or c
onte
nt w
ords
and
reco
gnise
how
they
are
stre
ssed
in se
nten
ces.
•Lis
ten
to a
shor
t tex
t. Te
ache
r cla
ps o
r bea
ts o
ut th
e rh
ythm
of s
ome
shor
t sen
tenc
es,
emph
asisi
ng th
e st
ress
ed in
form
atio
n wo
rds.
Stud
ents
cop
y and
then
pra
ctise
with
oth
erex
ampl
es fr
om th
e ta
pe o
r dia
logu
e. S
tude
nts r
ead
shor
t sen
tenc
es, l
isten
to th
em o
n ta
pean
d m
ark
the
stre
ssed
wor
ds.
•Lit
erat
e st
uden
ts c
an b
e pa
ired
with
non
-lite
rate
par
tner
s.
L2.1
0 id
entif
y stre
ss-ti
med
rhyt
hm;
Awar
enes
s of s
tress
-tim
ed rh
ythm
, the
schw
a an
del
ision
•G
ive st
uden
ts e
xam
ples
in c
onte
xt e
.g. t
rave
l.A
singl
e to
Cr e
we, p
leas
e.A
singl
e to
Lut
on, p
leas
e.A
singl
e to
Man
ches
ter,
plea
se.
•As
k st
uden
ts to
com
pare
num
bers
of s
yllab
les i
n th
e pl
ace
nam
es a
nd d
iscus
s the
diff
eren
ces.
Ask
them
to li
sten
and
repe
at, b
eatin
g ou
t the
rhyt
hm.
The
train
’ s at
10
to 7
.Ta
ke a
n ea
rly tr
ain
and
chan
ge a
t Eps
om.
•As
k st
uden
ts to
mar
k th
e st
ress
ed w
ords
with
dot
s/cir
cles.
•As
k th
em w
hat h
appe
ns to
the
word
s to,
at,
and.
L2.1
1 e
xtra
ct m
ain
poin
ts fr
om c
ompl
exna
rrativ
es, e
xpla
natio
ns a
nd d
iscus
sions
;Id
entif
y mai
n po
ints
or i
deas
.•
Stud
ents
list
en to
com
plex
nar
rativ
es, e
xpla
natio
ns a
nd a
nswe
r tru
e/fa
lse q
uest
ions
rela
ting
to th
e m
ain
poin
ts o
r tra
nsfe
r inf
orm
atio
n on
to a
tabl
e.
L2.1
2 id
entif
y whe
re st
atem
ents
inclu
deop
inio
ns a
nd/o
r fac
tual
info
rmat
ion;
Iden
tify c
omm
on st
ruct
ures
and
voca
bula
ry u
sed
in e
xpre
ssin
g di
ffere
nt o
pini
ons a
nd fa
cts.
•As
k st
uden
ts to
list
en to
dia
logu
es o
r disc
ussio
ns w
ith p
eopl
e ex
pres
sing
fact
s and
/or
opin
ions
. In
pairs
, ask
stud
ents
to sa
y who
thin
ks w
hat.
•Us
e clo
sed/
open
que
stio
ns, s
impl
e qu
estio
nnai
res.
104 Listening – Level 2 Draft
List
en fo
r det
ail.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
L2.1
3 li
sten
for i
nfer
ence
;Id
entif
y an
idea
, opi
nion
or f
act w
hich
is n
otov
ertly
stat
ed.
•As
k st
uden
ts to
list
en to
a d
iscus
sion
with
peo
ple
expr
essin
g a
rang
e of
idea
s and
opi
nion
s,so
me
of w
hich
are
not
stat
ed o
vertl
y. Us
e m
ultip
le c
hoice
que
stio
ns to
che
ck st
uden
ts’
com
preh
ensio
n.
L2.1
4 re
cogn
ise re
latio
nshi
p be
twee
n a
wide
rang
e of
spea
kers
in fo
rmal
and
info
rmal
situ
atio
ns;
Iden
tify d
iffer
ence
s in
into
natio
n.
Iden
tify d
iffer
ence
s in
regi
ster
thro
ugh
sent
ence
stru
ctur
e, p
hras
ing,
and
use
of v
ocab
ular
y.
•Us
e m
ultip
le c
hoice
que
stio
ns.
•O
pen/
close
d qu
estio
ns e
.g. A
re th
e sp
eake
rs fr
iend
s? W
hy d
o yo
u th
ink
this?
L2.1
5 p
rovid
e fe
edba
ck a
ndco
nfirm
atio
n.Re
cogn
ise a
nd re
spon
d to
requ
ests
for
clarif
icatio
n or
con
firm
atio
n.•
Conf
irmin
g an
d ch
eckin
g ba
ck e
xerc
ises e
.g. a
sk st
uden
ts to
repe
at a
rrang
emen
ts/a
set o
fin
stru
ctio
ns, W
hat h
ave
we a
rrang
ed?
Iden
tify
feel
ings
and
em
otio
ns.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
L2.1
6 u
nder
stan
d a
rang
e of
feel
ings
and
attit
udes
;Id
entif
y com
mon
stru
ctur
es a
nd vo
cabu
lary
use
din
exp
ress
ing
diffe
rent
feel
ings
and
em
otio
ns.
•As
k st
uden
ts to
list
en to
role
pla
y, di
alog
ues w
ith p
eopl
e ex
pres
sing
a ra
nge
of d
iffer
ent
feel
ings
and
em
otio
ns. S
tude
nts a
re th
en a
sked
to m
atch
the
key w
ords
, phr
ases
with
the
feel
ings
/em
otio
ns o
r ans
wer o
pen
ques
tions
, mul
tiple
cho
ice, t
rue/
false
, yes
/no
ques
tions
/que
stio
nnai
res.
L2.1
7 re
cogn
ise h
ow in
tona
tion
carri
esm
eani
ng.
Iden
tify d
iffer
ent f
eelin
gs e
xpre
ssed
thro
ugh
into
natio
n an
d co
rresp
ondi
ng w
ords
.
Iden
tify f
eelin
gs e
xpre
ssed
mai
nly t
hrou
ghin
tona
tion.
•St
uden
ts li
sten
to p
eopl
e ex
pres
sing
a nu
mbe
r of d
iffer
ent f
eelin
gs th
roug
h th
eir l
angu
age
and
into
natio
n, a
nd a
lso m
ainl
y thr
ough
thei
r int
onat
ion.
In p
airs
stud
ents
are
ask
ed to
say
‘who
feel
s wha
t’ m
atch
ing
gam
e.
•El
icit h
ow th
ey c
an te
ll. Id
entif
y risi
ng o
r fal
ling
into
natio
n, st
ress
and
pitc
h, e
licit
how
thes
ere
late
to th
e em
otio
ns.
•As
k st
uden
ts to
pra
ctise
with
thei
r own
exa
mpl
es.
Draft Listening – Level 2 105
List
en fo
r and
follo
w in
stru
ctio
ns.
Com
pone
nt S
kills
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:
L2.1
8 u
nder
stan
d th
e or
der o
f len
gthy
or
mul
ti-st
ep in
stru
ctio
ns in
a ra
nge
ofco
ntex
ts;
Reco
gnise
diff
eren
t way
s of g
iving
ora
lin
stru
ctio
ns/d
irect
ions
.Re
cogn
ise im
plici
t and
exp
licit
inst
ruct
ions
.Re
cogn
ise a
nd re
spon
d to
the
prep
ositi
onal
phra
ses,
sequ
entia
l mar
kers
, com
man
ds.
•As
k st
uden
ts to
list
en to
peo
ple
givin
g le
ngth
y dire
ctio
ns o
r mul
ti-st
ep in
stru
ctio
ns.
•G
ive e
ar p
inni
ng a
ctivi
ties f
or k
ey g
ram
mat
ical s
truct
ures
and
non
-seq
uent
ial o
rder
ing.
•As
k co
ncep
t que
stio
ns to
iden
tify i
mpl
ict q
uest
ions
.
•St
uden
ts a
re a
sked
to fo
llow
the
dire
ctio
ns o
n a
map
, say
whe
re p
lace
s are
on
a m
ap a
ndor
der w
ritte
n in
stru
ctio
ns g
iven
in a
jum
bled
irde
r or v
ice ve
rsa.
L2.1
9 u
nder
stan
d an
d re
spon
d to
inst
ruct
ions
.De
mon
stra
te u
nder
stan
ding
of i
nstru
ctio
ns b
yta
king
appr
opria
te a
ctio
n.•
Give
stud
ents
a se
t of i
nstru
ctio
ns a
nd a
sk th
em to
car
ry th
em o
ut, e
.g. d
rawi
ng a
gra
ph,
fillin
g in
a p
ie c
hart
or ta
ble.
106 Listening – Level 2 Draft
Strategies for independent learning
1. Students can be encouraged to listen to the television and radio and:
• having turned on mid-way, listen to understand gist, predict what kind of programme it is, using
context clues;
• listen to news headlines and predict content;
• listen for key words or words recently learnt in class.
• listen for the main points in factual programmes;
• use a teletext version where students have access;
• listen for idiomatic usage, variations in accents and informal register in TV drama, quiz shows,
sports programmes, soaps.
2. Listen to announcements in their daily lives and try and pick out specific information, e.g. times, prices,
platforms, special offers, numbers.
3. Listen to other people and recognise/pick out idiomatic expressions, the way people vary structures in
common functions.
4. Record their lessons or parts of them and play them back outside the classroom.
5. Use listening texts from text books and practise with them outside the classroom, doing exercises suggested
by the teacher.
6. Use English-speaking friends and/or relatives to do short listening activities in English e.g. with own
children, play a guessing game, where the child describes an object and the student has to identify/name it.
Draft Reading – Entry Level 1 107
The ESOL Curriculum
Reading – Entry Level 1
At this level, adults can:• read and understand short texts with repeated language patterns on familiar topics;
• read and obtain information from common signs and symbols.
An adult will be expected to:
• follow a narrative on a familiar topic or experience;
• recognise the different purposes of texts at this level;
• possess a limited, meaningful sight vocabulary of words, signs and symbols;
• decode simple, regular words;
• recognise the letters of the alphabet in both upper and lower case;
in texts such as public signs and notices, lists, forms, notes, records, simple narratives.
Issues of which may affect the delivery of the curriculum at this level
• Texts at this level consist of single words or signs, very simple forms, very simple sentences and familiarvocabulary.
• The pacing of lessons and ordering of items will vary according to students’ level of literacy and the type ofscript they can read.
• The students’ knowledge of written conventions and texts in their own language will be a useful basis fordevelopment/comparative work.
• The spoken competence of some students may well be considerably more advanced than their literacy skills,enabling useful discussion and cross-cultural comparisons to take place.
Note on the tables which followUnder Knowledge and understanding, see Speaking – Entry Level 1 for grammar. Under Examples of
application and level, see Speaking – Entry Level 1 for examples of language in use and text range. Sample activities are examples only and should not be used as a prescriptive list.
108 Reading – Entry Level 1 Draft
Text
Foc
us:
Read
and
und
erst
and
shor
t te
xts.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E1.1
tra
ck te
xts i
n rig
ht o
rder
, lef
tto
righ
t, to
p to
bot
tom
;be
awa
re th
at te
xt o
n a
page
goe
s fro
m le
ft to
right
and
top
to b
otto
m;
Read
own
com
posit
ion
that
som
eone
else
has
writ
ten
down
.•
Follo
w fa
milia
r tex
t with
fing
er, f
rom
left
to ri
ght a
ndlis
ten
to te
xt b
eing
read
at s
ame
time.
E1.3
ide
ntify
pur
pose
of s
ome
text
s fro
m th
eir f
orm
at;
reco
gnise
that
diff
eren
t typ
es o
f tex
t will
look
diffe
rent
;Si
gns a
nd sy
mbo
ls e.
g. la
dies
, no
smok
ing,
exit
,ver
y sim
ple
lette
r, ve
rysim
ple
narra
tive
on a
fam
iliar s
ubje
ct, (
for
exam
ple
see
abov
e), v
ery s
impl
e fo
rm,
appo
intm
ent c
ard,
adv
ert.
•Sh
ow a
varie
ty o
f tex
ts a
nd a
sk w
hat t
hey a
re fo
r.
•So
rt te
xts i
nto
diffe
rent
text
type
s.
•As
k if
text
type
s loo
k th
e sa
me
in st
uden
ts' l
angu
ages
.
E1.4
rec
ogni
se p
rint i
n a
varie
tyof
setti
ngs;
reco
gnise
that
Mon
dayi
n a
cale
ndar
is w
ritte
nin
the
sam
e wa
y as M
onda
yon
anap
poin
tmen
t car
d;
Hosp
italo
n a
sign
or in
a le
tter.
•Ci
rcle
sam
e wo
rd in
diff
eren
t tex
ts.
•Su
gges
t whe
re e
lse th
at w
ord
may
app
ear.
E1.2
use
a ra
nge
of st
rate
gies
toge
t mea
ning
from
text
;re
cogn
ise th
at p
rint c
arrie
s mea
ning
and
that
word
s on
the
page
repr
esen
t wor
ds th
at c
anbe
spok
en;
be a
ware
that
it is
not
alw
ays n
eces
sary
to re
adev
ery w
ord
in o
rder
to c
ompr
ehen
d or
gai
nin
form
atio
n fro
m te
xt;
Take
par
t in
lang
uage
exp
erie
nce
activ
ity,
wher
e te
ache
r writ
es d
own
stud
ent’s
word
s and
read
s the
m b
ack
to th
est
uden
t, e.
g.I’v
e go
t 3 c
hild
ren.
I’ve
got 1
girl
.I’v
e go
t 2 b
oys.
Follo
w a
simpl
e na
rrativ
e, w
ith re
peat
edla
ngua
ge p
atte
rns,
on a
fam
iliar t
opic
orex
perie
nce,
e.g
.Th
is is
Amin
a. S
he c
omes
from
Som
alia
.Th
is is
Moh
amed
. He
com
es fr
omSo
mal
ia to
o. T
hey a
re m
arrie
d.Id
entif
y sen
der a
nd re
cipie
nt o
f let
ter.
Use
info
rmat
ion
in il
lust
ratio
ns to
aid
unde
rsta
ndin
g.
•Fo
llow
text
read
by t
each
er, o
ther
stud
ent,
or o
n ta
pe.
•Re
ad b
ack
own
word
s writ
ten
down
by t
each
er.
•An
swer
que
stio
ns a
bout
a te
xt to
dem
onst
rate
unde
rsta
ndin
g, e
.g.
–W
here
doe
s Am
ina
com
e fro
m?
–M
oham
ed is
mar
ried
(true
/false
).
•Lo
ok a
t bill
and
answ
er o
ral q
uest
ions
on
spec
ific
info
rmat
ion
– e.
g. W
hat k
ind
of b
ill is
it? H
ow m
uch
isth
ere
to p
ay? W
hen
mus
t the
pay
men
t be
mad
e?
Draft Reading – Entry Level 1 109
Sent
ence
Foc
us:
Read
and
reco
gnise
sim
ple
sent
ence
str
uctu
res.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E1.5
rea
d an
d re
cogn
ise si
mpl
ese
nten
ce st
ruct
ures
;be
awa
re o
f the
con
cept
of a
sent
ence
;I c
ome
from
Mal
aga.
I liv
e in
Bra
dfor
d. I
have
two
child
ren.
So
y de
Mal
aga.
Viv
o en
Bra
dfor
d.Te
ngo
dos
hijo
s.
•Pu
t par
ts o
f sen
tenc
e (e
ach
on d
iffer
ent c
olou
r car
d) in
orde
r to
mak
e se
nten
ces.
•Su
bstit
ute
own
word
s int
o m
odel
sent
ence
.
•Co
mpa
re w
ith st
uden
ts' o
wn la
ngua
ges.
E1.6
rec
ogni
se h
ow si
mpl
epu
nctu
atio
n, c
apita
l let
ter a
nd a
full
stop
aid
s und
erst
andi
ng.
be a
ware
of w
hat t
he d
iffer
ent p
unct
uatio
nm
arks
mea
n, i.
e. th
at a
full
stop
indi
cate
s the
end
of th
e se
nten
ce a
nd th
at a
new
sent
ence
will
follo
w, a
nd th
at a
new
sent
ence
is li
kely
tobe
abo
ut a
new
poi
nt.
Sim
ple
sent
ence
pun
ctua
tion,
e.g
. cap
ital
lette
r at b
egin
ning
and
full
stop
at e
nd.
•Co
mpa
re w
ith st
uden
ts' o
wn la
ngua
ges.
•Re
ad si
mpl
e, fa
milia
r tex
t alo
ud (s
ee E
1.2
abov
e fo
rex
ampl
e), a
nd d
iscus
s fun
ctio
n of
cap
ital l
ette
rs a
nd fu
llst
ops i
n th
e se
nten
ces.
Wor
d Fo
cus:
Dev
elop
und
erst
andi
ng a
nd u
se o
f voc
abul
ary,
mor
phol
ogy
and
phon
ics.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E1.7
rec
ogni
se le
tters
of t
heal
phab
et, l
ower
and
upp
er c
ase;
reco
gnise
that
lette
rs o
f the
alp
habe
t can
be
repr
esen
ted
in d
iffer
ent w
ays;
Wor
ds w
ritte
n in
diff
eren
t typ
e st
yles o
rha
ndwr
itten
•M
atch
upp
er a
nd lo
wer c
ase
lette
rs.
•M
atch
sets
of w
ords
writ
ten
in u
pper
and
lowe
r cas
e:•
TOIL
ET
to
ilet
•M
atch
lette
rs w
ritte
n in
diff
eren
t typ
e st
yles.
E1.8
use
bas
ic so
und/
sym
bol
asso
ciatio
n to
aid
dec
odin
g;be
awa
re th
at sy
mbo
ls re
pres
ent s
ound
s;In
itial
and
fina
l sou
nds a
nd c
omm
onco
nson
ant d
igra
phs (
such
as c
h, sh
, th)
.•
Mat
ch p
ictur
e of
obj
ect w
ith le
tter r
epre
sent
ing
its
initi
al so
unds
.
•Id
entif
y wor
ds st
artin
g wi
th sa
me
initi
al so
und,
e.g
.na
mes
of s
tude
nts i
n cla
ss –
Mar
ta, M
assim
o, M
iriam
.
E1.9
re
cogn
ise c
omm
on w
hole
word
s and
som
e pe
rson
al k
eywo
rds.
be a
ware
that
as r
eade
rs b
ecom
e m
ore
fluen
tat
read
ing
they
read
fam
iliar w
ords
as w
hole
word
s.
Com
mon
socia
l sig
ht vo
cabu
lary,
own
nam
e, n
ame
of to
wn, d
ays o
f the
wee
k.•
Gam
es su
ch a
s pel
man
ism, b
ingo
.
•M
atch
wor
ds a
gain
st sa
me
word
in d
iffer
ent t
ype
style
.
•M
atch
wor
ds a
gain
st w
ords
in se
nten
ces.
110 Reading – Entry Level 1 Draft
Dev
elop
str
ateg
ies
for
inde
pend
ent
lear
ning
Sugg
est
that
stu
dent
s:
•lo
ok a
t sig
ns w
hile
out
and
abo
ut a
nd tr
y an
d w
ork
out m
eani
ng;
•fin
d w
ays
of r
emem
beri
ng c
omm
on w
ords
– fo
r in
stan
ce p
in u
p at
hom
e;
•re
ad c
aptio
ns to
illu
stra
tions
in m
agaz
ines
and
new
spap
ers
and
try
and
wor
k ou
t mea
ning
.
Draft Reading – Entry Level 2 111
Reading – Entry Level 2
At this level adults can:
• read and understand short, straightforward texts on familiar topics;
• read and obtain information from short documents, familiar sources and signs and symbols.
An adult will be expected to:
• trace and understand the main events of chronological or instructional texts;
• recognise the different purposes of texts at this level;
• identify common sources of information;
• use illustrations and captions to locate information;
• read and understand linking words and adverbials in instructions and directions such as next, then, right andstraight on;
• read and understand words on forms related to personal information (such as first name, surname, address,postcode, age, date of birth);
• recognise high frequency words and words with common spelling patterns;
• use phonic and graphic knowledge to decode words;
• use a simplified dictionary to find the meaning of unfamiliar words;
• use initial letter to find and sequence words in alphabetical order;
in texts such as public signs and notices, lists, forms, notes, records, emails, simple narratives, letters and diagrams.
Issues at this level
• Texts at this level consist of a few, simple sentences or short paragraph, simple signs and forms with clearlayout, using familiar vocabulary.
• The pacing of lessons and ordering of items will vary according to students' level of spoken English and theirprint stamina.
• The students' knowledge of written conventions and texts in their own language will be a useful basis fordevelopment/comparative work.
• The spoken competence of some students may well be considerably more advanced than their literacy skills,enabling useful discussion and cross-cultural comparisons to take place.
Note on the tables which follow
Under Knowledge and understanding, see Speaking – Entry Level 2 for grammar. Under Examples of
application and level, see Speaking – Entry Level 2 for examples of language in use and text range.Sample activities are examples only and should not be used as a prescriptive list.
112 Reading – Entry Level 2 Draft
Wor
d Fo
cus:
Read
and
und
erst
and
shor
t, st
raig
htfo
rwar
d te
xts.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E2.1
ide
ntify
the
purp
ose
of a
varie
ty o
f sho
rt, st
raig
htfo
rwar
dte
xts s
uch
as to
info
rm, t
o se
llso
met
hing
, to
requ
est a
ctio
n, to
tell
a st
ory;
be a
ware
of t
he c
once
pt o
f pur
pose
and
audi
ence
;Sh
ort p
erso
nal n
arra
tive,
form
, let
ter,
mes
sage
, sim
ple
news
pape
r arti
cle,
adve
rt or
not
ice.
•Lo
ok a
t diff
eren
t tex
ts. A
sk W
hat d
oes t
he w
riter
wan
t?W
hy h
as s/
he w
ritte
n it?
Who
is it
writ
ten
to?
E2.2
rec
ogni
se so
me
com
mon
text
type
s fro
m k
ey g
ener
icfe
atur
es;
reco
gnise
that
diff
eren
t tex
ts w
hich
shar
e a
com
mon
pur
pose
will
shar
e co
mm
on fe
atur
es;
Key g
ener
ic fe
atur
es in
clude
:•
form
at;
•la
yout
;•
grap
hics
;•
illust
ratio
ns;
•st
ruct
ure;
•gr
amm
atica
l fea
ture
s;•
key v
ocab
ular
y.
•Lo
ok a
t two
or m
ore
text
s of t
he sa
me
type
and
ana
lyse
key f
eatu
res,
for e
xam
ple,
take
2 fo
rmal
lette
rs a
nd a
sk –
Is
the
layo
ut th
e sa
me?
How
do
they
ope
n an
d clo
se?
E2.3
use
thes
e ke
y fea
ture
s to
pred
ict m
eani
ng a
nd a
idun
ders
tand
ing;
as a
bove
;Us
e of
hea
dlin
e or
illu
stra
tion
inne
wspa
per,
form
at o
f a le
tter,
use
of w
ord
Iin
pers
onal
nar
rativ
e, la
yout
of a
form
(i.e. n
ame
usua
lly c
omes
bef
ore
addr
ess).
•Lo
ok a
t illu
stra
tions
and
disc
uss w
hat t
he te
xt w
ill be
abou
t.
•Lo
ok a
t for
m a
nd p
redi
ct w
hat i
nfor
mat
ion
is lik
ely t
o be
need
ed a
nd w
here
it sh
ould
be
put.
E2.4
use
a ra
nge
of st
rate
gies
toge
t mea
ning
from
text
, e.g
. skim
to g
et th
e gi
st, s
can
for s
pecif
icin
form
atio
n or
mai
n ev
ents
, rea
dth
orou
ghly
wher
e ne
cess
ary;
reco
gnise
that
it is
not
alw
ays n
eces
sary
to re
adev
ery w
ord
to g
et m
eani
ng fr
om te
xt;
Be a
ble
to a
nswe
r que
stio
n, W
hat’s
itab
out?
Be
abl
e to
pick
out
T.V.
prog
ram
mes
at
8.00
o'cl
ock
from
T.V.
guid
e.Fo
llow
writt
en in
stru
ctio
ns (e
.g. o
n te
stpa
per o
r dom
estic
pro
duct
s suc
h as
cook
ing
inst
ruct
ions
) acc
urat
ely.
•G
ive st
uden
ts a
lim
ited
time
to sk
im te
xt a
nd g
ive g
ist o
rsp
ecifi
c in
form
atio
n.
•M
atch
inst
ruct
ions
aga
inst
illu
stra
tions
or d
iagr
ams.
•Co
mpr
ehen
sion
activ
ities
– tr
ue/fa
lse, q
uest
ions
, circ
leco
rrect
ans
wer,
gap
fill.
Draft Reading – Entry Level 2 113
Text
Foc
us:
Read
and
und
erst
and
shor
t, st
raig
htfo
rwar
d te
xts.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E2.5
use
kno
wled
ge o
f lin
ksbe
twee
n se
nten
ces t
o ai
dm
eani
ng;
be a
ware
of t
he c
ohes
ive n
atur
e of
disc
ours
em
arke
rs in
ach
ievin
g m
eani
ng;
•Un
derli
ne d
iscou
rse
mar
kers
whi
ch a
re re
leva
nt to
gen
rebe
ing
read
, e.g
. the
n,ne
xtfo
r chr
onol
ogica
l nar
rativ
e.
•Sh
ow li
nks b
etwe
en p
rono
uns a
nd n
ouns
they
repr
esen
t.
E2.6
use
con
text
to m
onito
rm
eani
ng;
reco
gnise
that
the
purp
ose
of re
adin
g is
to g
etm
eani
ng fr
om te
xt;
In n
arra
tives
, ins
truct
iona
l tex
ts•
Put s
ente
nces
from
a n
arra
tive
in o
rder
to re
-tell
the
stor
y.
•St
op a
t reg
ular
inte
rval
s and
ask
stud
ents
to sa
y wha
t the
text
is a
bout
and
to sa
y if i
t mak
es se
nse.
E2.7
int
erac
t with
text
;be
awa
re th
at it
is p
ossib
le to
reac
t to
text
s in
diffe
rent
way
s;Ex
pres
s opi
nion
abo
ut te
xt.
Say w
heth
er o
r not
text
is a
ccur
ate.
Say w
heth
er a
gree
or d
isagr
ee w
ith te
xt.
•Di
scus
sion
in p
airs
, gro
ups,
whol
e gr
oup.
•De
bate
.
E2.8
infe
r inf
orm
atio
n th
at is
not
stat
ed;
be a
ware
that
opi
nion
s and
info
rmat
ion
are
not
alwa
ys o
vertl
y sta
ted
in te
xts;
Whe
re I
live
is a
very
goo
d ar
ea a
nd I
like
it ve
ry m
uch.
Som
etim
es I
leav
e m
y mon
ey to
pay
the
milk
man
on
the
wind
ow in
an
enve
lope
–no
pro
blem
.In
fer t
hat t
he la
st li
ne m
eans
no
one
stes
ols t
he m
oney
.
•Co
mpr
ehen
sion
activ
ities
(see
abo
ve).
•As
k st
uden
ts to
just
ify th
eir a
nswe
rs–
Wha
t par
t of
the
text
mak
es yo
u th
ink
that
?
E2.9
use
own
kno
wled
ge o
f the
world
to h
elp
get m
eani
ng fr
omte
xt;
be a
ware
of t
he im
porta
nce
of sh
ared
back
grou
nd k
nowl
edge
and
kno
wled
ge o
f the
world
in o
btai
ning
mea
ning
from
text
s;
Read
and
und
erst
and
a ne
wspa
per
head
line
abou
t eve
nts i
n st
uden
t’s c
ount
ry.Re
ad a
recip
e fo
r a fa
milia
r dish
.
•Di
scus
sion
to a
ctiva
te p
rior k
nowl
edge
.
•Lo
ok a
t illu
stra
tion
or h
eadi
ng a
nd p
redi
ct c
onte
nt.
•Id
entif
y key
wor
ds in
adv
ance
of r
eadi
ng.
E2.1
0 id
entif
y and
use
sim
ple
refe
renc
e to
ols a
nd fe
atur
es to
get i
nfor
mat
ion
from
text
s.
reco
gnise
use
of k
ey re
fere
nce
feat
ures
of t
exts
;
be a
ble
to u
se si
mpl
e al
phab
etica
l ord
er.
Cont
ents
list
, ans
wer k
ey, s
impl
ified
or
bilin
gual
dict
iona
ry,•
Que
stio
nnai
re, q
uiz,
gam
es to
find
info
rmat
ion,
can
be
com
petit
ive.
•So
rt fla
sh c
ards
in a
lpha
betic
al o
rder
of i
nitia
l let
ter.
•Lo
ok u
p un
fam
iliar w
ords
in a
sim
plifi
ed o
r bilin
gual
dict
iona
ry.
Cohe
sive
ties,
disc
ours
e m
arke
rsW
hen
I firs
t sta
rted.
.. T
hen
I... I
n th
e en
d...
This
is a
story
abo
ut m
y bes
t frie
nd .
She
com
es fr
om...
114 Reading – Entry Level 2 Draft
Sent
ence
Foc
us:
Read
and
reco
gnise
sim
ple
and
com
poun
d se
nten
ce s
truc
ture
s.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E2.1
1 us
e kn
owle
dge
of si
mpl
ean
d co
mpo
und
sent
ence
patte
rns t
o wo
rk o
ut m
eani
ngan
d to
con
firm
und
erst
andi
ng;
reco
gnise
com
mon
sent
ence
pat
tern
s and
feat
ures
;He
like
s Dov
er b
ut h
e do
esn’
t like
Lond
on.
Lear
n Co
mpu
ting
and
impr
ove
your
Engl
ish.
•Id
entif
y sen
tenc
es w
ith si
mila
r stru
ctur
es.
•Pr
edict
wha
t the
nex
t wor
d wi
ll be
from
the
sent
ence
stru
ctur
e, u
sing
a se
nten
ce ji
gsaw
.
•G
ap-fi
ll ex
ercis
es.
E2.1
2 re
cogn
ise h
ow si
mpl
epu
nctu
atio
n ai
ds u
nder
stan
ding
.be
awa
re o
f wha
t the
diff
eren
t pun
ctua
tion
mar
ks m
ean;
be a
ware
of s
ome
com
mon
rule
s suc
h as
capi
tal l
ette
rs fo
r pro
per n
ouns
.
Capi
tal l
ette
rs fo
r pro
per n
ouns
and
begi
nnin
g of
sent
ence
s, fu
ll st
ops,
com
mas
in a
list
, que
stio
n m
arks
.
•Id
entif
y que
stio
ns in
a te
xt.
•Id
entif
y nam
es in
a n
arra
tive.
•Re
ad a
loud
to a
par
tner
, mak
ing
use
of p
unct
uatio
n.
Wor
d Fo
cus:
Dev
elop
und
erst
andi
ng a
nd u
se o
f voc
abul
ary,
mor
phol
ogy
and
phon
ics.
Skills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E 2.
13 n
ame
all t
he le
tters
of t
heal
phab
et a
nd le
arn
alph
abet
ical
orde
r;
reco
gnise
that
soun
ds a
nd n
ames
of l
ette
rsar
e di
ffere
nt;
be a
ble
to u
se a
lpha
betic
al o
rder
;
Spel
l wor
ds a
loud
, suc
h as
nam
e an
dad
dres
s.
Look
up
simpl
e wo
rds i
n a
dict
iona
ry,us
ing
the
initi
al le
tter.
•Di
ctat
e sp
ellin
g of
nam
e an
d ad
dres
s to
partn
er.
•Co
mpa
re w
ith st
uden
ts’ o
ther
lang
uage
s (e.
g. n
umbe
r of
lette
rs, a
re so
unds
and
nam
es d
iffer
ent?
Is sc
ript
diffe
rent
?).
•Re
ad a
text
, stu
dent
s und
erlin
e wo
rds t
hey d
o no
t und
er-
stan
d an
d lo
ok th
em u
p in
a si
mpl
ified
or b
ilingu
aldi
ctio
nary.
E2.1
4 u
se in
crea
sing
soun
d/sy
mbo
l ass
ocia
tion
to a
idde
codi
ng;
be a
ware
that
ther
e ar
e m
ore
soun
ds th
an
lette
rs o
f the
alp
habe
t;W
ord
endi
ngs,
vowe
l dig
raph
s suc
h as
ea, a
i,so
me
com
mon
ble
nds.
•Te
ach
in co
ntex
t – lo
ok fo
r rec
urrin
g so
unds
in a
text
, thi
nkof
oth
er w
ords
that
soun
d th
e sa
me.
•Di
scus
s whe
ther
that
soun
d ex
ists i
n st
uden
ts' l
angu
ages
and
if so
, how
man
y let
ters
are
use
d to
repr
esen
t it.
Draft Reading – Entry Level 2 115
Wor
d Fo
cus:
Dev
elop
und
erst
andi
ng a
nd u
se o
f voc
abul
ary,
mor
phol
ogy
and
phon
ics.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E2.1
5 id
entif
y the
func
tion
ofco
mm
on le
tter c
ombi
natio
ns;
be a
ware
of
simpl
e, in
flect
ed fo
rms o
f ver
bs;
reco
gnise
com
mon
pre
fixes
;
ing,
ed,
un.
•Un
derli
ne a
ll th
e wo
rds w
ith e
d in
a n
arra
tive
– sa
y wha
tth
e ed
tells
them
.
•Th
ink
of o
ppos
ites o
f wor
ds su
ch a
s hap
py,t
idy,
etc.
– ge
nera
lise
from
the
exam
ples
.
•Co
mpa
re w
ith st
uden
ts' o
wn la
ngua
ges.
E2.1
6 e
xten
d sig
ht vo
cabu
lary
;be
awa
re th
at a
s rea
ders
bec
ome
mor
e flu
ent
they
read
fam
iliar w
ords
as w
hole
wor
ds a
ndde
velo
p a
rang
e of
socia
l sig
ht vo
cabu
lary
;
A ra
nge
of te
xt ty
pes a
nd to
pics
.
Form
s.
•W
ord
asso
ciatio
n ga
mes
.•
Look
at w
ord
fam
ilies.
•Cl
assif
y voc
abul
ary (
e.g.
tran
spor
t wor
ds to
do
with
sea,
air,
land
).•
Vary
text
type
s to
get a
rang
e of
voca
bula
ry.•
Wor
ds o
n fo
rms r
elat
ed to
per
sona
l inf
orm
atio
n, su
ch a
s–
first
nam
e, su
rnam
e, a
ddre
ss, p
ostc
ode,
age
, dat
e of
birth
.
E2.1
7 wo
rk o
ut m
eani
ng o
fun
fam
iliar v
ocab
ular
y fro
mco
ntex
t and
kno
wled
ge o
fwo
rd fa
milie
s.
be a
ware
of t
he st
ruct
ure
of w
ords
such
as
adje
ctive
s and
adv
erbs
qui
ck, q
uick
ly, sl
ow,
slowl
y, ha
ppy,
happ
ily e
tc.
He a
rrive
d qu
ickly .
It o
nly t
ook
him
thre
em
inut
es.
•Tr
ansfo
rm a
djec
tives
to a
dver
bs.
•Fi
ll in
tabl
e of
pas
t/pre
sent
tens
es o
r adj
ectiv
es/a
dver
bsta
ken
from
a te
xt –
com
pare
and
gen
eral
ise.
Stra
tegi
es fo
r ind
epen
dent
lear
ning
Sugg
est t
hat s
tude
nts:
•pr
actic
e re
adin
g as
muc
h as
pos
sibl
e ou
tsid
e th
e cl
assr
oom
;
•re
ad a
loud
to
child
ren
in E
nglis
h as
wel
l as
own
lang
uage
s;
•ke
ep a
voc
abul
ary
note
book
and
lear
n ne
w w
ords
;
•us
e a
sim
ple
or b
iling
ual d
ictio
nary
to
chec
k m
eani
ng o
f unf
amili
ar w
ords
.
116 Reading – Entry Level 3 Draft
Reading – Entry Level 3
At this level adults can:
• read and understand short, straightforward texts on familiar topics accurately and independently;
• read and obtain information from everyday sources.
An adult will be expected to:
• trace and understand the main events of chronological, continuous descriptive and instructional texts ofmore than one paragraph;
• recognise the different purposes of texts at this level;
• recognise and understand the organisational features and typical language of instructional texts (such as use
of imperatives and second person);
• identify the main points and ideas, and predict words from context;
• understand and use organisational features to locate information (such as contents, index, menus);
• skim read title, headings and illustrations to decide if material is of interest;
• scan texts to locate information;
• obtain specific information through detailed reading;
• relate an image to print and use it to obtain meaning;
• recognise and understand relevant key specialist words;
• read and understand words and phrases commonly used on forms;
• use a dictionary to find the meaning of unfamiliar words;
• use first and second place letters to find and sequence words in alphabetical order;
in texts such as forms, notes, records, emails, narratives, letters, diagrams, simple instructions, short reports.
Issues which may affect the delivery of the curriculum at this level
• Students will begin to read longer and more complex texts. However, the density and language of the textwill still affect reading fluency.
• Students need to become more familiar with different text types and authors.
• The students' knowledge of written conventions and texts in their own language will be a useful basis fordevelopment/comparative work.
• The spoken competence of some students may well be considerably more advanced than their literacy skills,enabling useful discussion and cross-cultural comparisons to take place.
Note on the tables which follow Under Knowledge and understanding, see Speaking – Entry Level 3 for grammar. Under Examples of
application and level, see Speaking – Entry Level 3 for examples of language in use and text range. Sample activities are examples only and should not be used as a prescriptive list.
Draft Reading – Entry Level 3 117
Text
Foc
us:
Read
and
und
erst
and
shor
t, st
raig
htfo
rwar
d te
xts.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E3.1
iden
tify p
urpo
se o
f a va
riety
of st
raig
htfo
rwar
d te
xts s
uch
asto
info
rm, t
o se
ll so
met
hing
, to
requ
est a
ctio
n, to
tell
a st
ory,
toin
stru
ct, t
o pe
rsua
de, t
o m
ake
cont
act;
be a
ware
of t
he c
once
pt o
f pur
pose
;N
ewsp
aper
arti
cle, b
iogr
aphy
, fol
k ta
le,
shor
t rep
ort,
e-m
ail,
simpl
e in
stru
ctio
ns,
desc
riptiv
e wr
iting
, rev
iew,
form
, for
mal
and
info
rmal
lette
r, m
emo.
Key g
ener
ic fe
atur
es in
clude
:•
form
at;
•la
yout
;•
orga
nisa
tiona
l stru
ctur
e;•
gram
mat
ical f
eatu
res;
•di
scou
rse
mar
kers
;•
regi
ster
;•
key v
ocab
ular
y.
•Lo
ok a
t diff
eren
t tex
ts.
–As
k wh
at d
oes t
he w
riter
wan
t?–
Why
has
s/he
writ
ten
it?
E3.2
ide
ntify
the
audi
ence
,re
gist
er a
nd o
utco
me
ofst
raig
htfo
rwar
d te
xts;
be a
ware
of t
he c
once
pt o
f aud
ienc
e an
dou
tcom
e;
be a
ware
of c
hang
es in
regi
ster
dep
endi
ng o
nth
e de
gree
of f
orm
ality
;
As a
bove
.•
Look
at e
xam
ples
of f
orm
al a
nd in
form
al le
tters
.–
Ask
who
is it
writt
en to
? Is i
t a fo
rmal
or i
nfor
mal
lette
r?W
hat d
oes t
he w
riter
hop
e wi
ll ha
ppen
?
E3.3
rec
ogni
se so
me
com
mon
text
type
s fro
m k
eyge
neric
feat
ures
;
be a
ware
that
diff
eren
t tex
ts w
hich
shar
e a
com
mon
pur
pose
will
shar
e co
mm
on fe
atur
es,
for i
nsta
nce
that
a d
escr
iptio
n is
ofte
n wr
itten
in th
e pr
esen
t ten
se, t
hat m
emos
hav
e a
parti
cula
r lay
out;
As a
bove
.•
Look
at t
wo o
r mor
e te
xts o
f the
sam
e ty
pe a
nd a
nalys
eke
y fea
ture
s.
118 Reading – Entry Level 3 Draft
Text
Foc
us:
Read
and
und
erst
and
shor
t, st
raig
htfo
rwar
d te
xts.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E3.4
use
thes
e ke
y fea
ture
s to
pred
ict m
eani
ng a
nd a
idun
ders
tand
ing;
As a
bove
;Us
e of
hea
dlin
e or
illu
stra
tions
in a
news
pape
r arti
cle,
com
mon
stru
ctur
e of
afo
lk-ta
le (e
.g. u
sual
ly ha
s a h
appy
end
ing)
,us
e of
pas
t ten
se in
stra
ight
forw
ard
narra
tive,
use
of l
ingu
istic
mar
kers
firs
t,ne
xt, t
hen,
fina
llyto
indi
cate
sequ
ence
,us
e of
tim
es a
nd d
ates
in c
hron
olog
ical
narra
tive,
use
of n
umbe
ring
in a
set o
fin
stru
ctio
ns.
•Lo
ok a
t illu
stra
tions
and
disc
uss w
hat t
he te
xt w
ill be
abou
t.
•Lo
ok a
t for
m a
nd p
redi
ct w
hat i
nfor
mat
ion
is lik
ely t
o be
need
ed a
nd w
here
it sh
ould
be
put.
•Lo
ok a
t let
ter a
nd d
ecid
e th
e re
latio
nshi
p (fo
rmal
or
info
rmal
) bet
ween
writ
er a
nd re
ader
.
•Re
ad ti
tle a
nd fi
rst p
arag
raph
of n
arra
tive
and
disc
uss
what
may
follo
w.
E3.5
rec
ogni
se a
nd u
se fe
atur
esof
IT te
xts;
unde
rsta
nd IT
con
cept
s und
erlyi
ng th
e te
xts,
e.g.
con
cept
of a
serie
s of m
enus
;M
enus
, ico
ns, t
elet
ext p
ages
•Ex
ercis
es to
find
spec
ific
info
rmat
ion,
usin
g IT
text
ual
feat
ures
.
•M
atch
icon
with
des
crip
tion.
E3.6
use
a ra
nge
of st
rate
gies
to g
et m
eani
ng fr
om te
xt, e
.g.
skim
to g
et th
e gi
st, s
can
for
spec
ific
info
rmat
ion,
read
thor
ough
ly wh
ere
nece
ssar
y;
be a
ware
that
it is
not
alw
ays n
eces
sary
to re
adev
ery w
ord
to g
et m
eani
ng fr
om te
xt;
Get
the
gist
of l
ette
r, re
port,
auto
biog
raph
ical n
arra
tive,
folk
tale
,sim
ple
news
pape
r arti
cle.
Scan
for i
nfor
mat
ion
from
a ti
me-
tabl
e,pl
aces
to vi
sit fr
om a
bro
chur
e.Re
ad th
orou
ghly
to u
nder
stan
d de
tails
of
proc
edur
e or
hav
e in
-dep
th a
ppre
ciatio
nof
nar
rativ
e.
•G
ive st
uden
ts a
lim
ited
time
to sk
im te
xt a
nd g
ive g
ist o
rob
tain
spec
ific
info
rmat
ion.
•M
atch
inst
ruct
ions
aga
inst
illu
stra
tions
or d
iagr
ams.
•Co
mpr
ehen
sion
activ
ities
– tr
ue/fa
lse, q
uest
ions
, circ
leco
rrect
ans
wer,
gap
fill,
disc
ussio
n, re
-tell.
Draft Reading – Entry Level 3 119
Text
Foc
us:
Read
and
und
erst
and
shor
t, st
raig
htfo
rwar
d te
xts.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E3.8
pick
out
mai
n po
ints
or
even
ts in
a te
xt;
be a
ware
that
text
s of t
he sa
me
type
shar
eco
mm
on st
ruct
ural
feat
ures
and
how
this
aids
unde
rsta
ndin
g;
Chro
nolo
gy fr
om a
n au
tobi
ogra
phica
lac
coun
t, ac
tion
to b
e ta
ken
from
a le
tter.
•Hi
ghlig
ht m
ain
poin
ts in
a te
xt, c
ompa
re w
ith a
noth
erst
uden
t’s m
ain
poin
ts.
•Tr
ansfe
r key
info
rmat
ion
from
text
to o
ther
form
at –
e.g.
tabl
e, fl
ow c
hart,
min
d-m
ap.
E3.9
use
con
text
to m
onito
rm
eani
ng a
nd in
tera
ct w
ith te
xt;
reco
gnise
that
it is
pos
sible
to re
act t
o te
xts i
ndi
ffere
nt w
ays a
nd th
at te
xts m
ay b
e wr
ong
orin
cons
isten
t;
Chec
k wh
at is
bei
ng re
ad m
akes
sens
e.
Expr
ess o
pini
on a
bout
text
.
•Pu
t sen
tenc
es fr
om a
nar
rativ
e in
ord
er to
re-te
ll th
e st
ory.
•St
op a
t reg
ular
inte
rval
s and
ask
stud
ents
to sa
y wha
t the
text
is a
bout
and
to sa
y if i
t mak
es se
nse.
•Re
-tell
narra
tive
or e
xpla
in c
onte
nt o
f tex
t to
anot
her
pers
on.
•Di
scus
sion
in p
airs
, gro
ups,
whol
e gr
oup.
•De
bate
.
E3.1
0 u
se o
wn k
nowl
edge
of
the
world
to h
elp
get m
eani
ngfro
m te
xt;
be a
ware
of t
he im
porta
nce
of sh
ared
back
grou
nd k
nowl
edge
and
kno
wled
ge o
f the
world
in o
btai
ning
mea
ning
from
text
s;
Prev
ious
kno
wled
ge a
bout
subj
ect m
atte
r(fo
r ins
tanc
e re
adin
g a
child
-car
e te
xt,
havin
g br
ough
t up
child
ren)
, cul
tura
lun
ders
tand
ing
(for i
nsta
nce
know
ing
how
the
educ
atio
n sy
stem
wor
ks b
efor
ere
adin
g a
colle
ge p
rosp
ectu
s).
•Di
scus
sion.
•Se
lf-qu
estio
ning
– w
hat d
o I k
now
alre
ady a
bout
this
subj
ect?
•Id
entif
ying
key p
hras
es a
nd vo
cabu
lary
(e.g
. for
apr
ospe
ctus
: GN
VQ, a
sses
smen
t, po
rtfol
io).
E3.7
use
kno
wled
ge o
f lin
ksbe
twee
n se
nten
ces a
ndpa
ragr
aphs
to a
id m
eani
ng;
be a
ware
of t
he c
once
pt o
f a p
arag
raph
,co
mm
on st
ruct
ure
of p
arag
raph
s and
how
para
grap
hs li
nk to
geth
er;
•Id
entif
y wor
ds w
hich
show
link
s bet
ween
sent
ence
s and
betw
een
para
grap
hs.
•La
bel p
arag
raph
s in
a te
xt a
nd d
iscus
s stru
ctur
e of
text
.
•Fi
ll in
gap
s in
text
s with
suita
ble
linkin
g wo
rds a
ndph
rase
s.
Cohe
sive
ties,
disc
ours
e m
arke
rs
Late
r on
we w
ill go
on
to sh
ow...
.
At th
e m
omen
t out
side
my c
lass
room
wind
ow i
t is r
aini
ng.
T
his
mak
esm
e th
ink
of th
e we
athe
r in
my o
wn c
ount
ry,Su
dan.
In S
udan
the
wint
er w
eath
er is
like
sum
mer
in E
ngla
nd, b
ut t
he su
mm
ers a
reve
ry h
ot .
..
Durin
g th
e ho
t wea
ther
...
Anot
her f
eatu
re o
f the
wea
ther
...
120 Reading – Entry Level 3 Draft
Text
Foc
us:
Read
and
und
erst
and
shor
t, st
raig
htfo
rwar
d te
xts.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E3.1
1 u
se im
ages
to a
idun
ders
tand
ing;
E3.1
2 re
ad a
nd, i
nter
pret
info
rmat
ion
in a
gra
phica
l for
m.
be a
ble
to u
se a
nd in
terp
ret i
nfor
mat
ion
ingr
aphi
cal f
orm
.
Be a
ware
of t
he c
onve
ntio
ns o
f sim
ple
tabu
lar
form
ats.
•Ta
ke va
rious
sim
ple
leaf
lets
and
disc
uss h
ow im
ages
and
grap
hica
l inf
orm
atio
n he
lp in
und
erst
andi
ng th
e te
xts.
•Us
ing
loca
l tra
in o
r bus
tim
etab
les,
disc
uss t
he la
yout
,us
e of
col
umns
and
rows
. Set
som
e tru
e/fa
lse q
uest
ions
,su
ch a
s–
The
last
trai
n is
at 2
3.48
.–
The
train
s on
Sund
ays r
un e
very
45
min
utes
.
Map
to a
ccom
pany
add
ress
on
a le
afle
t.
Tim
etab
les,
simpl
e gr
aphs
, bar
cha
rts.
Text
Foc
us:
Read
and
obt
ain
info
rmat
ion
from
eve
ryda
y so
urce
s.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E3.1
3 u
se a
rang
e of
refe
renc
eto
ols a
nd so
urce
s to
get
info
rmat
ion
from
text
s;
E3.1
4 u
se a
lpha
betic
al o
rder
ing
skills
to a
cces
s inf
orm
atio
n.
deve
lop
awar
enes
s of s
ourc
es o
f inf
orm
atio
n;
deve
lop
unde
rsta
ndin
g of
of a
lpha
betic
alor
der.
•Q
uest
ionn
aire
, qui
z, ga
mes
to fi
nd in
form
atio
n.
•Jig
saw
read
ing
activ
ities
(whe
re o
ne st
uden
t has
som
ein
form
atio
n an
d an
othe
r has
the
rest
).
•Pu
t wor
ds in
alp
habe
tical
ord
er.
•Ch
eck
own
or p
artn
er’s
work
in a
nswe
r key
.
Cont
ents
pag
e, in
dex,
answ
er k
ey,
dict
iona
ries,
gram
mar
boo
ks, p
hone
boo
k,st
reet
atla
s (A-
Z).
Draft Reading – Entry Level 3 121
Sent
ence
Foc
us:
Read
and
reco
gnise
sim
ple
and
com
plex
sen
tenc
e st
ruct
ures
.
Skills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E3.1
5 u
se k
nowl
edge
of s
ynta
xan
d gr
amm
ar to
wor
k ou
tm
eani
ng a
nd to
con
firm
unde
rsta
ndin
g;
reco
gnise
sim
ple
and
com
plex
sent
ence
patte
rns a
nd g
ram
mat
ical f
eatu
res –
see
Spea
king
Entry
3 fo
r gra
mm
ar a
t thi
s lev
el;
•Id
entif
y sen
tenc
es w
ith si
mila
r stru
ctur
es.
•Pr
edict
wha
t the
nex
t wor
d wi
ll be
from
the
sent
ence
stru
ctur
e.
•G
ap-fi
ll.
Alth
ough
you
have
wor
ked
hard
this
term
,yo
u ne
ed to
read
mor
e wi
dely
i.e. t
hat
alth
ough
indi
cate
s the
firs
t cla
use
will
befo
llowe
d by
a c
ontra
stin
g on
eW
hen
she
was t
welve
she
used
to h
elp
her
brot
her a
nd fa
ther
to b
ring
in th
e fis
h.
The
used
to m
eans
she
did
it re
gula
rlySe
e Sp
eakin
g Cu
rricu
lum
for m
ore
exam
ples
of s
ente
nces
at t
his l
evel
.
E3.1
6 re
cogn
ise h
owpu
nctu
atio
n ai
ds u
nder
stan
ding
.re
cogn
ise w
hat t
he d
iffer
ent m
arks
mea
n.•
Read
alo
ud to
a p
artn
er, s
howi
ng h
ow p
ause
s and
info
rmat
ion
corre
spon
d to
pun
ctua
tion.
•Di
scus
s use
of p
unct
uatio
n in
a te
xt.
Capi
tal l
ette
rs, f
ull s
tops
, com
mas
, que
stio
nan
d ex
clam
atio
n m
arks
, bul
let p
oint
s,nu
mbe
ring.
Wor
d Fo
cus:
Dev
elop
und
erst
andi
ng a
nd u
se o
f voc
abul
ary,
mor
phol
ogy
and
phon
ics.
Skills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E3.1
7 re
cogn
ise a
rang
e of
lette
rco
mbi
natio
ns a
nd si
lent
lette
rs;
be a
ware
that
cer
tain
lette
r pat
tern
s are
com
mon
in E
nglis
h;•
High
light
wor
ds w
ith th
ese
patte
rns i
n te
xts.
•Th
ink
of fu
rther
wor
ds w
ith th
ese
patte
rns.
•Co
ntra
st w
ith st
uden
ts’ o
ther
lang
uage
s.
tion,
oug
h, c
ial,
wr, k
n
E3.1
8 w
here
pos
sible
use
pho
nic
stra
tegi
es to
dec
ode
unfa
milia
rwo
rds;
reco
gnise
that
ther
e ar
e m
ore
soun
ds th
anle
tters
of t
he a
lpha
bet;
begi
n to
use
the
phon
etic
alph
abet
to fi
nd th
epr
onun
ciatio
n of
a w
ord;
•Te
ach
in co
ntex
t – lo
ok fo
r rec
urrin
g so
unds
in a
text
, thi
nkof
oth
er w
ords
that
soun
d th
e sa
me.
•Di
scus
s whe
ther
that
soun
d ex
ists i
n st
uden
ts' l
angu
ages
and
if so
, whi
ch le
tters
are
use
d to
repr
esen
t it.
•Di
scus
s the
diff
eren
ces b
etwe
en w
ords
as s
poke
n in
conn
ecte
d sp
eech
and
in is
olat
ion,
such
as
–a
bottl
e of
milk
/of.
Sing
le so
unds
, ble
nds,
digr
aphs
.
Lear
n th
e ph
onet
ic sy
mbo
l for
som
eco
mm
on so
unds
, suc
h as
the
sym
bol f
orth
e sc
hwa
vowe
l.
122 Reading – Entry Level 3 Draft
Dev
elop
str
ateg
ies
for i
ndep
ende
nt le
arni
ng
Sugg
est
that
stu
dent
s:
•lo
ok a
t ne
wsp
aper
s an
d m
agaz
ines
, joi
n th
e lib
rary
– r
ead
as m
uch
as p
ossi
ble
outs
ide
the
clas
sroo
m;
•ke
ep a
voc
abul
ary
note
book
and
lear
n ne
w w
ords
– o
rgan
ise
them
in w
ord
fam
ilies
or
subj
ect
cate
gori
es;
•us
e a
dict
iona
ry t
o ch
eck
mea
ning
of u
nfam
iliar
wor
ds;
•st
art
to u
se a
dic
tiona
ry t
o ch
eck
pron
unci
atio
n.
Wor
d Fo
cus:
Dev
elop
und
erst
andi
ng a
nd u
se o
f voc
abul
ary,
mor
phol
ogy
and
phon
ics.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E3.1
9 id
entif
y the
func
tion
ofco
mm
on su
ffixe
s and
pre
fixes
;re
cogn
ise th
e fo
rm a
nd fu
nctio
n of
com
mon
pref
ixes;
•Un
derli
ne w
ords
with
com
mon
suffi
xes a
nd p
refix
es in
ana
rrativ
e –
disc
uss w
hat t
hey m
ean.
•Co
mpa
re w
ith w
ord
stru
ctur
e in
stud
ents
' own
lang
uage
s.
(hel
p)le
ss, (
rece
ptio
n)ist
, eve
ry(b
ody),
re(tu
rned
)
E3.2
0 e
xten
d sig
ht vo
cabu
lary
and
work
out
mea
ning
of
unfa
milia
r voc
abul
ary f
rom
cont
ext a
nd k
nowl
edge
of w
ord
fam
ilies;
have
an
awar
enes
s of t
he st
ruct
ure
of w
ords
–e.
g. ve
rb, n
oun,
ger
und
Teac
h/te
ache
r/tea
chin
gFa
rm/fa
rmer
/farm
ing;
•W
ord
asso
ciatio
n ga
mes
.
•Lo
ok a
t wor
d fa
milie
s (sig
n/sig
natu
re, p
hoto
grap
h,/
phot
ogra
pher
/pho
togr
aphy
).
•Cl
assif
y voc
abul
ary.
•Va
ry te
xt ty
pes t
o ge
t a ra
nge
of vo
cabu
lary.
A ra
nge
of te
xt ty
pes a
nd to
pics
E3.2
1 re
ad a
nd u
nder
stan
dwo
rds c
omm
only
used
on
form
s.be
awa
re o
f for
m fi
lling
conv
entio
ns a
ndla
ngua
ge c
omm
only
used
on
form
s.•
Brin
g in
exa
mpl
es o
f for
ms a
nd d
iscus
s wo
rds a
ndph
rase
s com
mon
ly fo
und.
•Di
scus
s the
way
in w
hich
the
sam
e in
form
atio
n is
aske
dfo
r in
diffe
rent
way
s, su
ch a
s firs
t nam
e, fo
rena
me,
othe
r nam
es a
nd th
e wa
y ins
truct
ions
are
give
n, st
ated
and
unst
ated
.
A va
riety
of f
orm
s
Draft Reading – Level 1 123
Reading – Level 1
At this level adults can:
• read and understand straightforward texts of varying lengths on a variety of topics accurately andindependently;
• read and obtain information from different sources.
An adult will be expected to:
• trace and understand the main events of continuous descriptive, explanatory or persuasive texts;
• recognise how language and other textual features are used to achieve different purposes (such as to
instruct, explain, describe, persuade);
• identify the main points and specific detail, and infer meaning from images, which is not explicit in the text;
• use organisational and structural features to locate information (such as contents, index, menus,
subheadings, paragraphs);
• use different reading strategies to find and obtain information (such as skimming, scanning,
detailed reading);
• use reference material to find the meaning of unfamiliar words;
in reports, instructional, explanatory and persuasive texts.
Issues at which may affect the delivery of the curriculum at this level
• Students need to read a variety of text types and authors.
• The students’ knowledge of written conventions and texts in their own language will be a useful basis fordevelopment/comparative work.
• The spoken competence of some students may well be considerably more advanced than their literacy skills,enabling useful discussion and cross-cultural comparisons to take place.
Note on the tables which follow
Under Knowledge and understanding, see Speaking – Level 1 for grammar. Under Examples of application
and level, see Speaking – Level 1 for examples of language in use and text range. Sample activities areexamples only and should not be used as a prescriptive list.
124 Reading – Level 1 Draft
Text
Foc
us:
Read
and
und
erst
and
stra
ight
forw
ard
text
s.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L1.1
ide
ntify
pur
pose
, aud
ienc
ean
d ou
tcom
e in
text
s of v
aryin
gle
ngth
s;
L1.2
rec
ogni
se a
rang
e of
text
type
s fro
m th
eir k
ey g
ener
icfe
atur
es;
reco
gnise
that
diff
eren
t tex
ts w
hich
shar
e a
com
mon
pur
pose
will
shar
e co
mm
on fe
atur
essu
ch a
s for
mat
, lay
out,
disc
ours
e m
arke
rs,
gram
mar
, key
voca
bula
ry, st
ruct
ure,
regi
ster
;
Repo
rt, si
mpl
e es
say,
text
boo
k,st
raig
htfo
rwar
d in
stru
ctio
nal n
ewsp
aper
artic
le, s
hort
stor
y, au
tobi
ogra
phica
lna
rrativ
e, b
roch
ure,
poe
m, r
evie
w,de
scrip
tion,
e-m
ail,
web-
site,
inst
ruct
ions
,ap
plica
tion
form
, for
mal
lette
r
Key f
eatu
res i
nclu
de:
•fo
rmat
;•
layo
ut;
•or
gani
satio
nal s
truct
ure;
•gr
amm
atica
l fea
ture
s;•
disc
ours
e m
arke
rs;
•re
gist
er;
•ke
y voc
abul
ary.
•Lo
ok a
t var
ious
text
s and
say w
hat t
hey a
re, w
hat t
heir
purp
ose
is an
d wh
at th
eir k
ey fe
atur
es a
re.
L1.3
use
thes
e ke
y fea
ture
s to
pred
ict, i
nfer
mea
ning
and
aid
unde
rsta
ndin
g;
as a
bove
;
be a
ware
that
mea
ning
is n
ot a
lway
s sta
ted.
over
tly in
text
s and
nee
ds to
be
infe
red;
Use
of h
eadi
ngs i
n re
port
to g
ivest
ruct
ure,
use
of g
raph
ics a
nd h
eadl
ines
in n
ewsp
aper
arti
cle to
pre
dict
con
tent
and/
or p
oint
of v
iew
of w
riter
(e.g
.Re
fuge
es fl
ood
Dove
r), p
arag
raph
ing
tom
ake
a se
ries o
f poi
nts,
use
of su
mm
ary
at e
nd o
f eac
h ch
apte
r in
text
boo
k.
•Di
scus
sion
•Lo
ok a
t diff
eren
t typ
es o
f tex
t and
iden
tify w
hat f
eatu
res
will h
elp
pred
ict co
nten
t, po
int o
f vie
w et
c.
•Te
xt a
nalys
is (i.e
. look
at g
ener
ic fe
atur
es o
f diff
eren
tte
xt ty
pes).
L1.4
rec
ogni
se a
nd u
se fe
atur
esof
IT te
xts;
be a
ware
of I
T co
ncep
ts u
nder
lying
the
text
s,e.
g. w
hat h
yper
text
link
s act
ually
do;
Hype
rtext
link
s, m
enus
, ico
ns, t
elet
ext
page
s.•
Exer
cises
to fi
nd sp
ecific
info
rmat
ion,
usin
g IT
text
ual
feat
ures
.
•M
atch
icon
with
des
crip
tion.
Draft Reading – Level 1 125
Text
Foc
us:
Read
and
und
erst
and
stra
ight
forw
ard
text
s.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L1.5
use
a ra
nge
of st
rate
gies
for
getti
ng m
eani
ng fr
om te
xt su
chas
surv
eyin
g, sk
imm
ing,
scan
ning
,th
orou
gh re
adin
g;
reco
gnise
that
diff
eren
t stra
tegi
es a
re u
sefu
lfo
r diff
eren
t pur
pose
s;Su
rvey
to d
ecid
e wh
ich p
art o
f an
acad
emic
text
to re
ad (e
.g. i
ntro
duct
ion
and
conc
lusio
n), s
kim a
mag
azin
e to
see
if it
is wo
rth b
uyin
g, sc
an m
ail-o
rder
broc
hure
to fi
nd c
orre
ct p
rice,
read
the
topi
c se
nten
ce o
f eac
h pa
ragr
aph
in a
nar
ticle
to u
nder
stan
d th
e m
ain
poin
ts,
read
thor
ough
ly to
und
erst
and
deta
iled
inst
ruct
ions
or h
ave
in-d
epth
app
recia
tion
of a
rgum
ent o
r nar
rativ
e.
•Di
scus
s whe
n it
is he
lpfu
l to
use
diffe
rent
stra
tegi
es.
•Di
scus
s stra
tegi
es fo
r sur
veyin
g.
•Ex
ercis
es to
test
and
deve
lop
spee
d of
skim
min
g an
dsc
anni
ng.
•Va
riety
of e
xerc
ises t
o te
st co
mpr
ehen
sion
and
extra
ctio
nof
info
rmat
ion,
inclu
ding
que
stion
s, m
ultip
le ch
oice
, clo
zeet
c.
L1.6
pick
out
mai
n po
ints
or
even
ts fr
om a
text
;be
awa
re o
f usu
al st
ruct
ure
of th
at ty
pe o
f tex
t;Ar
gum
ents
for o
r aga
inst
GM
food
from
an in
stru
ctio
nal a
rticle
.Ke
y fea
ture
s fro
m a
des
crip
tion.
Key h
istor
ical e
vent
s fro
m a
chr
onol
ogica
lac
coun
t of s
omet
hing
.
•Hi
ghlig
ht m
ain p
oint
s in
a te
xt, c
ompa
re w
ith a
noth
erstu
dent
’s m
ain p
oint
s.
•Tr
ansfe
r key
info
rmat
ion
from
text
to o
ther
form
at –
e.g
.ta
ble,
flow
char
t, m
ind-
map
.
L1.7
use
kno
wled
ge o
f lin
ksbe
twee
n se
nten
ces a
ndpa
ragr
aphs
to a
id m
eani
ng;
be a
ware
of t
he c
once
pt o
f a p
arag
raph
,co
mm
on st
ruct
ure
of p
arag
raph
s, an
d ho
wpa
ragr
aphs
link
toge
ther
;
•Id
entif
y disc
ourse
mar
kers
in d
iffer
ent t
exts.
•Sa
y wha
t pro
noun
s etc
. ref
er to
in te
xt.
•Fi
ll in
gaps
with
suita
ble
linkin
g wo
rds a
nd p
hras
es.
L1.8
inf
er in
form
atio
n th
at is
not
stat
ed, i
nclu
ding
aut
hor's
opin
ion;
be a
ware
that
goo
d re
ader
s 're
ad b
etwe
en th
elin
es' i
n ce
rtain
type
s of t
exts
;•
Com
preh
ensio
n ac
tiviti
es: W
hy d
id sh
e ch
eck h
er w
ill?
•As
k stu
dent
s to
justi
fy th
eir a
nswe
rs –
which
par
t in
the
text
mak
es yo
u th
ink t
hat?
Disc
ours
e m
arke
rs, e
.g.
In th
e la
st p
arag
raph
we
disc
usse
d...
Cohe
sive
ties,
e.g.
Lo
ndon
is a
very
bus
y city
. Ho
weve
r,be
caus
e of
its
hug
e po
pula
tion
and
its
posit
ion
in th
e wo
rld fi
nanc
ial m
arke
t...
Poet
ry, n
arra
tive,
new
spap
er a
rticle
s,ad
verti
sem
ents
:I h
ad m
y ope
ratio
n on
Frid
ay. O
nTh
ursd
ay m
orni
ng I
chec
ked
my w
ill, sa
idm
y pra
yers
and
kiss
ed th
e ch
ildre
ngo
odby
e.
126 Reading – Level 1 Draft
Text
Foc
us:
Read
and
und
erst
and
stra
ight
forw
ard
text
s.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L1.9
int
erac
t with
text
;re
cogn
ise w
hat m
akes
a g
ood
text
;be
awa
re o
f how
lang
uage
is u
sed
to c
reat
edi
ffere
nt e
ffect
s (e.
g. d
escr
iptiv
e la
ngua
ge,
form
al re
gist
er);
•Di
scus
s rea
ctio
n to
text
.
•Di
scus
s wha
t mak
es te
xt 's
ucce
ssfu
l' or n
ot.
•Id
entif
y par
ts of
text
that
wor
k par
ticul
arly
well (
or n
ot)
givin
g re
ason
s.
•Re
view
text
s.
Say w
heth
er st
ory i
s enj
oyab
le, w
heth
erin
form
atio
n is
accu
rate
, whe
ther
info
rmat
ion
is bi
ased
.
L1.1
0 u
se o
wn k
nowl
edge
of
the
world
to h
elp
get m
eani
ngfro
m te
xt.
be a
ware
of t
he im
porta
nce
of sh
ared
back
grou
nd k
nowl
edge
and
kno
wled
ge o
f the
world
in o
btai
ning
mea
ning
from
text
s.
•Di
scus
sion
to a
ctiva
te p
revio
us kn
owle
dge.
•Se
lf-qu
estio
n –
what
do
I kno
w alr
eady
abo
ut th
is su
bjec
t?
•Id
entif
y key
phr
ases
and
voca
bular
y (e.
g. fo
r job
appl
icatio
n,pe
rman
ent,
tem
pora
ry, se
ssio
nal s
taff).
Prev
ious
kno
wled
ge a
bout
subj
ect m
atte
r(e
.g. s
cienc
e le
arnt
in o
wn c
ount
ry),
cultu
ral u
nder
stan
ding
, (fo
r ins
tanc
ekn
owin
g wh
at C
V, ap
plica
tion
form
etc
. are
in jo
b ad
verti
sem
ents
)
Text
Foc
us:
Read
and
obt
ain
info
rmat
ion
from
diff
eren
t so
urce
s
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L1.1
1 re
ad a
nd o
btai
nin
form
atio
n fro
m a
varie
ty o
fso
urce
s;
be a
ware
of k
ey so
urce
s of r
efer
ence
and
be
able
to c
hoos
e ap
prop
riate
refe
renc
e to
ols f
orpu
rpos
e of
task
;
•Ex
ercis
es co
mpa
ring
info
rmat
ion
from
diff
eren
t sou
rces
.En
cyclo
paed
ias –
boo
k an
d CD
, atla
ses,
dict
iona
ries,
gram
mar
boo
ks.
Illust
ratio
ns, s
traig
htfo
rwar
d gr
aphs
L1.1
2 u
se re
fere
nce
mat
eria
l to
find
the
mea
ning
of u
nkno
wnwo
rds;
know
ledg
e of
alp
habe
tical
ord
erin
g;•
Exer
cises
to p
ract
ice fi
ndin
g th
e m
eani
ng o
f unk
nown
word
s, alp
habe
tical
orde
ring
skills
.As
abo
ve
L1.1
3 o
btain
info
rmat
ion
from
simpl
e gr
aphi
cal s
ourc
es.
reco
gnise
diff
eren
t typ
es o
f gra
phs a
nd h
owth
ey re
pres
ent d
ata.
•Tr
ansfe
r inf
orm
atio
n fro
m o
ne so
urce
to a
noth
er.
•Co
mpa
re d
iffer
ent w
ays o
f pre
sent
ing
info
rmat
ion
grap
hica
lly.
Bar c
harts
, tab
les,
pie
char
ts, s
catte
rgr
aphs
Draft Reading – Level 1 127
Sent
ence
Foc
us:
Read
and
rec
ogni
se s
impl
e an
d co
mpo
und
sent
ence
str
uctu
res.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L1.1
4 u
se k
nowl
edge
of s
impl
ean
d co
mpo
und
sent
ence
stru
ctur
es to
wor
k ou
t mea
ning
and
to c
onfir
m u
nder
stan
ding
;
see
Spea
king
Leve
l 1 fo
r ran
ge o
f gra
mm
ar a
tth
is le
vel;
•Id
entif
y diff
eren
t typ
es o
f sen
tenc
e str
uctu
res i
n di
ffere
ntty
pes o
f tex
ts.
•Pr
edict
wha
t the
nex
t wor
d wi
ll be
from
the
sent
ence
struc
ture
.
•G
ap-fi
ll.
Reco
gnise
a ra
nge
of p
ast,
pres
ent a
ndfu
ture
tens
es to
est
ablis
h wh
en a
n ev
ent
occu
rred
and
which
occ
urre
d fir
st in
ase
quen
ce o
f eve
nts.
Reco
gnise
the
use
of th
e pr
esen
t sim
ple
and
past
sim
ple
pass
ive in
repo
rts.
L1.1
5 u
se k
nowl
edge
of l
inks
with
in se
nten
ces t
o ai
d m
eani
ng;
for g
ram
mat
ical k
nowl
edge
see
Spea
king
Leve
l 1;
•M
atch
halv
es o
f sen
tenc
es to
geth
er.
•G
ap-fi
ll.
The
word
s bec
ause
or a
sare
like
ly to
link
two
halve
s of a
sent
ence
in a
cau
sal
rela
tions
hip
e.g.
Ple
ase
ensu
re yo
uar
rive
in g
ood
time
as w
e ca
nnot
allo
wan
yone
to e
nter
the
room
afte
r the
star
tof
the
exam
.
L1.1
6 re
cogn
ise h
owpu
nctu
atio
n ai
ds u
nder
stan
ding
.re
cogn
ise w
hat d
iffer
ent p
unct
uatio
n m
arks
mea
n.•
Disc
uss u
se o
f pun
ctua
tion
and
how
it aid
s und
ersta
ndin
g.
•Co
mpa
re w
ith o
ther
lang
uage
s.
Wid
e ra
nge
of p
unct
uatio
n, in
cludi
ng fu
llsto
ps, q
uesti
on an
d ex
clam
atio
n m
arks
,co
mm
as, c
olon
s, se
mi-c
olon
s, bu
llets,
num
berin
g, sp
eech
mar
ks, a
postr
ophe
s,br
acke
ts.
Wor
d Fo
cus:
Exte
nd u
nder
stan
ding
and
use
of v
ocab
ular
y, m
orph
olog
y an
d ph
onic
s.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L1.1
7 u
se p
refix
es a
nd su
ffixe
s to
aid
unde
rsta
ndin
g;be
awa
re o
f the
orig
in o
f com
mon
pre
fixes
and
suffi
xes;
•M
atch
pre
fix/s
uffix
with
mea
ning
.
•Lis
t wor
ds w
ith sa
me
pref
ix/su
ffix.
•Di
scus
s orig
in o
f som
e pr
efixe
s and
suffi
xes.
•Co
mpa
re w
ith o
ther
lang
uage
s.
For i
nsta
nce
anti,
pro
, bi,
tri, o
logy
That
if so
ciolo
gyis
the
stud
y of s
ocie
ty,cli
mat
olog
yis t
he st
udy o
f clim
ate.
128 Reading – Level 1 Draft
Dev
elop
str
ateg
ies
for r
eadi
ng
for
exam
ple:
•ex
tend
ran
ge o
f voc
abul
ary
thro
ugh
read
ing
wid
ely
and
chec
king
mea
ning
and
pro
nunc
iatio
n of
unf
amili
ar w
ords
in a
dic
tiona
ry o
r as
king
som
eone
;
•ke
ep v
ocab
ular
y bo
ok a
nd le
arn
new
voc
abul
ary;
•co
mpa
re te
xt, s
ente
nce
and
wor
d st
ruct
ures
with
str
uctu
res
in o
ther
lang
uage
s, n
otin
g si
mila
ritie
s an
d di
ffere
nces
;
•w
ith lo
nger
text
s, e
mpl
oy P
Q4R
– p
revi
ew, q
uest
ion,
rea
d, r
ecite
, ref
lect
, rev
iew
.
Wor
d Fo
cus:
Exte
nd u
nder
stan
ding
and
use
of v
ocab
ular
y, m
orph
olog
y an
d ph
onics
.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L1.1
8 w
ork
out m
eani
ng o
fun
fam
iliar w
ords
by u
sing
deriv
atio
ns, w
ord
fam
ilies e
tc;
reco
gnise
how
wor
ds c
hang
e to
form
diff
eren
tpa
rts o
f spe
ech;
•Bu
ild w
ord
fam
ilies.
•G
ap-fi
ll with
corre
ct fo
rm o
f wor
d.
Phot
ogra
ph/p
hoto
grap
her/p
hoto
grap
hyHo
t/hot
ter/h
otte
st.
L1.1
9 w
here
pos
sible
use
pho
nic
stra
tegi
es to
dec
ode
unfa
milia
rwo
rds;
be a
ware
of t
he p
hone
tic a
lpha
bet a
nd c
hoos
ewh
ethe
r or n
ot to
lear
n to
use
it to
aid
pron
uncia
tion.
•Co
mpa
re so
unds
to st
uden
ts' o
wn la
ngua
ges.
•If
rele
vant
, mat
ch sy
mbo
ls of
pho
netic
alp
habe
t to
soun
dsof
wor
ds.
Read
ing
regu
lar u
nfam
iliar w
ords
Use
phon
etic
alph
abet
to w
ork
out
pron
uncia
tion
of u
nfam
iliar w
ords
.
L1.2
0 e
xten
d sig
ht vo
cabu
lary.
•W
ord
asso
ciatio
n ga
mes
.
•W
ord
fam
ilies.
•Va
ry re
adin
g to
get
a ra
nge
of vo
cabu
lary.
•Co
mpa
re w
ord
with
own
lang
uage
–Is
ther
e a d
irect
trans
lation
or n
ot?
Wou
ld th
e us
age
be th
esa
me?
In a
ll to
pics
, inc
ludi
ng sp
ecia
list
voca
bula
ry fo
r wor
k or
stud
y.
Draft Reading – Level 2 129
Reading – Level 2
At this level adults can:
• read and understand a range of texts of varying complexity accurately and independently;
• read and obtain information of varying length and detail from different sources.
An adult will be expected to:
• trace and understand the main events of continuous descriptive, explanatory or persuasive texts;
• identify the purpose of a text and infer meaning which is not explicit;
• identify the main points and specific detail;
• read an argument and identify the points of view;
• read critically to evaluate information, and compare information, ideas and opinions from different sources;
• use organisational features and systems to locate texts and information;
• use reference material to find the meaning of unfamiliar words;
• use different reading strategies to find and obtain information (such as skimming, scanning,
detailed reading);
• summarise information from longer documents;
• read and understand technical vocabulary;
• use reference material to find the meaning of unfamiliar words;
in a wide range of text types.
Issues which may affect the delivery of the curriculum at this level
• Students need to read a wide variety of text types, by different authors. Students should be tackling texts ofdifferent lengths and density.
• The students’ knowledge of written conventions and texts in their own language will be a useful basis fordevelopment/comparative work.
• The spoken competence of some students may well be more advanced than their literacy skills, enablinguseful discussion and cross-cultural comparisons to take place.
Note on the tables which follow
Under Knowledge and understanding, see Speaking – Level 2 for grammar. Under application and level, seeSpeaking – Level 2 for examples of language in use and text range. Sample activities are examples only andshould not be used as a prescriptive list.
130 Reading – Level 2 Draft
Text
Foc
us:
Read
and
und
erst
and
a ra
nge
of t
exts
.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L2.1
ide
ntify
pur
pose
and
auth
or’s
inte
ntio
ns o
f a w
ide
rang
e of
text
s;
L2.2
rec
ogni
se a
rang
e of
text
type
s fro
m th
eir k
ey g
ener
icfe
atur
es;
reco
gnise
that
diff
eren
t tex
ts w
hich
shar
e a
com
mon
pur
pose
will
shar
e co
mm
on fe
atur
essu
ch a
s for
mat
, lay
out,
disc
ours
e m
arke
rs,
gram
mar
, key
voca
bula
ry, st
ruct
ure,
regi
ster
,gr
aphi
c fe
atur
es;
•Lo
ok a
t a ra
nge
of te
xts a
nd sa
y wha
t the
y are
, wha
t the
irpu
rpos
e is
and
what
the
auth
ors w
ante
d th
e re
ader
s to
get
out o
f the
m.
•Ex
amin
e di
ffere
nt te
xt ty
pes a
nd id
entif
y gen
eric
feat
ures
.
Repo
rt, e
ssay
, tex
t boo
k, st
raig
htfo
rwar
djo
urna
l or i
nstru
ctio
nal n
ewsp
aper
or
mag
azin
e ar
ticle
, nar
rativ
e, d
escr
iptio
n,ad
verti
sem
ent,
poem
, eva
luat
ion,
desc
riptio
n, e
-mai
l, we
b-sit
e, te
chni
cal
inst
ruct
ions
, com
plex
form
, for
mal
lette
r.So
me
of th
e te
xts s
houl
d in
clude
idio
mat
ic an
d sp
oken
usa
ge a
nd b
ewr
itten
by m
oder
n au
thor
s.
Key f
eatu
res i
nclu
de•
Form
at;
•La
yout
;•
Org
anisa
tiona
l stru
ctur
e;•
Gra
mm
atica
l feat
ures
;•
Disc
ourse
mar
kers;
•Re
giste
r;•
Key v
ocab
ular
y.
L2.3
use
thes
e ke
y fea
ture
s to
pred
ict m
eani
ng a
nd a
idun
ders
tand
ing;
as a
bove
;•
Disc
ussio
n.
•Lo
ok a
t diff
eren
t typ
es o
f tex
t and
iden
tify w
hat f
eatu
res
will h
elp
pred
ict co
nten
t, po
int o
f vie
w et
c.
•Te
xt a
nalys
is (i.e
. look
at g
ener
ic fe
atur
es o
f diff
eren
tte
xt-ty
pes).
Use
of to
pic s
ente
nces
to se
e if
need
tore
ad th
e wh
ole
para
grap
h; u
se o
f 'bl
urb'
on b
ack o
f boo
k, co
nten
ts pa
ge a
ndda
te o
f pub
licat
ion
to p
redi
ct co
nten
tan
d re
leva
nce
of b
ook;
use
of g
raph
s in
statis
tical
artic
le to
illum
inat
e te
xt.
L2.4
rec
ogni
se a
nd u
se fe
atur
esof
IT te
xts;
be a
ware
of I
T co
ncep
ts u
nder
lying
the
text
s,e.
g. w
hat t
he H
ome-
page
on a
web
-site
actu
ally
does
;
•Ex
ercis
es to
find
spec
ific in
form
atio
n, u
sing
IT te
xtua
lfe
atur
es.
•M
atch
wor
d an
d/or
icon
with
def
initi
on.
Hype
rtext
links
, men
us, ic
ons,
tele
text
page
s, ww
w fe
atur
es su
ch a
s sea
rch,
Hom
e-pa
ge.
Draft Reading – Level 2 131
Text
Foc
us:
Read
and
und
erst
and
a ra
nge
of te
xts.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L2.5
use
a ra
nge
of st
rate
gies
for
getti
ng m
eani
ng fr
om te
xt su
ch a
ssu
rvey
ing,
skim
min
g, sc
anni
ng,
getti
ng m
ain p
oint
s or e
vent
s,th
orou
gh re
adin
g; va
ryin
g sp
eed
and
thor
ough
ness
of r
eadi
ngde
pend
ing
on p
urpo
se a
nd ty
peof
mat
erial
bei
ng re
ad;
reco
gnise
that
diff
eren
t stra
tegi
es a
re u
sefu
lfo
r diff
eren
t pur
pose
s;•
Disc
uss w
hen
it is
help
ful t
o us
e di
ffere
nt st
rate
gies
.
•Di
scus
s stra
tegi
es fo
r sur
veyin
g.
•Ex
ercis
es to
test
and
deve
lop
spee
d of
skim
min
g an
dsc
anni
ng.
•Va
riety
of e
xerc
ises t
o te
st co
mpr
ehen
sion
and
extra
ctio
nof
info
rmat
ion,
inclu
ding
disc
ussio
n, co
mpr
ehen
sion
ques
tions
, mul
tiple
choi
ce, t
rans
fer o
f inf
orm
atio
n et
c.
Surv
ey to
dec
ide
whet
her o
r not
to re
ad a
parti
cular
text
.Sk
im a
n ne
wspa
per a
rticle
to g
et id
ea o
fco
nten
t.Sc
an a
refe
renc
e te
xt to
find
spec
ificin
form
atio
n (fo
r ins
tanc
e UC
AS b
ookle
t to
find
if a
unive
rsity
runs
a p
artic
ular
cour
se).
Extra
ct m
ain p
oint
s fro
m ch
apte
r in
text
book
.Re
ad th
orou
ghly
to a
ppre
ciate
arg
umen
t,be
abs
orbe
d by
des
crip
tion
or n
arra
tive,
take
in d
etail
ed in
form
atio
n.
L2.6
rea
d an
d su
mm
arise
info
rmat
ion;
reco
gnise
the
impo
rtanc
e of
bei
ng a
ble
tosh
ow u
nder
stan
ding
of t
exts
by s
umm
arisi
ngth
e m
ain
poin
ts.
•Jig
saw
read
ing
exer
cise
– Tw
o stu
dent
s rea
d di
ffere
ntha
lves o
f a te
xt a
nd su
mm
arise
the
miss
ing
sect
ions
for
thei
r par
tner
.
Sum
mar
ise th
e m
ain p
oint
s in
long
erte
xts.
L2.7
use
kno
wled
ge o
f lin
ksbe
twee
n se
nten
ces a
ndpa
ragr
aphs
to a
id m
eani
ng;
be a
ware
of t
he c
once
pt o
f a p
arag
raph
,co
mm
on st
ruct
ure
of p
arag
raph
s, an
d ho
wpa
ragr
aphs
link
toge
ther
;
be a
ware
of m
eani
ng o
f diff
eren
t disc
ours
em
arke
rs;
•Hi
ghlig
ht d
iscou
rse m
arke
rs in
diff
eren
t tex
ts.
•Us
ing
disc
ourse
mar
kers,
pre
dict
wha
t will
com
e ne
xt.
•Sa
y wha
t pro
noun
s etc
. ref
er to
in te
xt.
Disc
ours
e m
arke
rs th
at li
nk a
nd c
ontra
star
gum
ents
, e.g
. On
the
one
hand
...An
othe
r poi
nt o
f vie
w is.
.. So
me
peop
leth
ink..
.O
r lin
k id
eas a
nd e
xam
ples
, e.g
. for
inst
ance
, an
inst
ance
of t
his w
as...
O
r sho
w st
ruct
ure
of te
xt, e
.g.
This
chap
ter w
ill ex
plor
e...
To su
m u
p...
132 Reading – Level 2 Draft
Text
Foc
us:
Read
and
und
erst
and
a ra
nge
of t
exts
.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L2.8
use
con
text
and
syn
tax
tom
onito
r mea
ning
and
mak
ein
fere
nces
abo
ut u
nsta
ted
info
rmat
ion,
inclu
ding
aut
hor's
poin
t of v
iew;
reco
gnise
that
mea
ning
can
be
infe
rred
as w
ell
as st
ated
exp
licitl
y;•
Chec
k tex
ts fo
r inc
onsis
tenc
ies.
•Co
mpr
ehen
sion
ques
tions
.
•Di
scus
s inf
eren
ces f
rom
text
, givi
ng re
ason
s for
mak
ing
infe
renc
es.
•Di
scus
s mea
ning
and
aut
hor’s
poi
nt o
f vie
w, in
pair
s, sm
allgr
oups
, who
le g
roup
s.
•Re
-tell t
ext t
o an
othe
r per
son.
•Re
ad p
art o
f tex
t and
pre
dict
nex
t par
t.
Iden
tify b
ias i
n ne
wspa
per a
rticle
,ex
posit
iona
l or p
ersu
asive
text
.
Disc
uss b
alan
ce o
f arg
umen
t.
L2.9
eva
luat
e an
d co
mpa
re te
xts
for s
ucce
ss in
ach
ievin
g pu
rpos
e,ac
cura
cy, c
larity
of a
rgum
ent,
ease
of u
nder
stand
ing,
style
;
reco
gnise
wha
t mak
es a
goo
d te
xt o
f apa
rticu
lar g
enre
;
be a
ware
of h
ow la
ngua
ge is
use
d to
cre
ate
diffe
rent
effe
cts (
e.g.
des
crip
tive
lang
uage
,fo
rmal
regi
ster
);
•Co
mpa
re m
ore
and
less
succ
essfu
l tex
ts o
f sam
e ge
nre.
•Di
scus
s wha
t mak
es te
xt ‘s
ucce
ssfu
l’.
•Id
entif
y par
ts o
f tex
t tha
t wor
k pa
rticu
larly
wel
l, (o
r not
)gi
ving
reas
ons.
•Re
view
text
s.
Jour
nal a
rticle
for a
ccur
acy o
fin
form
atio
n, p
oetry
for a
chie
ving
effe
ct,
web-
site
for e
ase
of n
avig
atio
n.
L2.10
use
own
know
ledg
e of
the
world
to h
elp
get m
eani
ng fr
omte
xt.
be a
ware
of t
he im
porta
nce
of sh
ared
back
grou
nd k
nowl
edge
and
kno
wled
ge o
f the
world
in o
btai
ning
mea
ning
from
text
s.
•Di
scus
sion
to a
ctiva
te p
revio
us k
nowl
edge
.
•Se
lf-qu
estio
n –
what
do
I kno
w al
read
y abo
ut th
issu
bjec
t?
•Id
entif
y key
phr
ases
and
voca
bula
ry.
Prev
ious
know
ledge
abou
t sub
ject m
atte
r(e
.g. u
sing
know
ledge
from
pre
vious
empl
oym
ent a
s doc
tor w
hen
read
ing a
jour
nal a
rticle
abou
t med
icine
), cult
ural
unde
rstan
ding
, (e.g
. kno
wing
wha
t buy
ing a
roun
d m
eans
in a
narra
tive)
.
Draft Reading – Level 2 133
Text
Foc
us:
Read
and
obt
ain
info
rmat
ion
from
a ra
nge
of s
ourc
es.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L2.11
cho
ose
and
use
a wi
dera
nge
of re
fere
nce
tool
sap
prop
riate
to th
e ta
sk;
be a
ware
of k
ey so
urce
s of r
efer
ence
and
which
refe
renc
e to
ols a
re b
est f
or p
urpo
se o
fta
sk.
•Co
mpa
re in
form
atio
n fro
m d
iffer
ent s
ourc
es.
•Di
scus
s bes
t sou
rce
for p
artic
ular
info
rmat
ion,
eva
luat
ing
ease
of a
cces
s/na
vigat
ion,
cla
rity o
f inf
orm
atio
n, a
ccur
acy
and
amou
nt o
f inf
orm
atio
n et
c.
Ency
clopa
edia
s – b
ook
and
CD, a
tlase
s,di
ctio
narie
s, gr
amm
ar b
ooks
, Int
erne
t,ho
useh
old
refe
renc
e bo
oks s
uch
as re
cipe,
gard
enin
g, D
IYbo
oks,
car m
anua
ls et
c.
L2.12
obt
ain a
nd e
valu
ate
info
rmat
ion
from
gra
phica
lso
urce
s.
be a
ware
of t
he c
onve
ntio
ns o
f a ra
nge
ofta
bula
r for
mat
s.•
Exer
cises
to o
btai
n in
form
atio
n.
•Co
mpa
rison
of d
iffer
ent w
ays o
f pre
sent
ing
info
rmat
ion
and
eval
uatio
n of
mor
e an
d le
ss e
ffect
ive w
ays.
•Cr
itica
l ana
lysis
of g
raph
ical i
nfor
mat
ion.
Illust
ratio
ns, s
traig
htfo
rwar
d gr
aphs
, tab
les
Sent
ence
Foc
us:
Read
and
reco
gnise
sim
ple
com
poun
d an
d co
mpl
ex s
ente
nce
stru
ctur
es.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L2.13
use
know
ledg
e of
sim
ple,
com
poun
d an
d co
mpl
ex se
nten
cestr
uctu
res a
nd d
iscou
rse m
arke
rsto
wor
k out
mea
ning
and
toco
nfirm
und
ersta
ndin
g;
for s
ente
nce
stru
ctur
es se
e Sp
eakin
g Le
vel 2
;•
Iden
tify d
iffer
ent t
ypes
of s
ente
nce
stru
ctur
es in
diff
eren
tty
pes o
f tex
ts.
•Pr
edict
wha
t the
nex
t wor
d wi
ll be
from
the
sent
ence
stru
ctur
e.
•Di
scus
s use
of g
ram
mar
.
Pass
ive vo
ice in
dica
tes e
mph
asis
on a
ctio
nra
ther
than
per
son
perfo
rmin
g it.
Th
e po
st is
sorte
d tw
ice a
day
...
L2.14
rec
ogni
se h
ow p
unct
uatio
naid
s und
ersta
ndin
g.re
cogn
ise w
hat t
he d
iffer
ent p
unct
uatio
n m
arks
mea
n.•
Disc
uss u
se o
f pun
ctua
tion
and
how
it aid
s und
ersta
ndin
g.
•Co
mpa
re w
ith o
ther
lang
uage
s.
Wid
e ra
nge
of p
unct
uatio
n, in
cludi
ng fu
llsto
ps, q
uesti
on a
nd e
xclam
atio
n m
arks
,co
mm
as, c
olon
s, se
mi-c
olon
s, bu
llets,
num
berin
g, sp
eech
mar
ks, a
postr
ophe
s,br
acke
ts.
134 Reading – Level 2 Draft
Wor
d Fo
cus:
Exte
nd u
nder
stan
ding
and
use
of v
ocab
ular
y, m
orph
olog
y an
d ph
onic
s.
Com
pone
ntSk
ills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L2.15
iden
tify t
he fu
nctio
n of
ara
nge
of co
mm
on p
refix
es a
ndsu
ffixes
;
be a
ware
of t
he o
rigin
of a
rang
e of
pre
fixes
and
suffi
xes;
•M
atch
pre
fix/s
uffix
with
mea
ning
.
•Lis
t wor
ds w
ith sa
me
pref
ix/su
ffix.
•Di
scus
s orig
in o
f som
e pr
efixe
s and
suffi
xes.
•Co
mpa
re w
ith o
ther
lang
uage
s.
For i
nsta
nce,
micr
o, m
acro
, ex m
eani
ngou
tof
, ism
, tra
ns e
tc.
L2.16
be
able
to w
ork o
utm
eani
ng o
f a ra
nge
of u
nfam
iliar
word
s by u
sing
deriv
atio
ns, w
ord
fam
ilies e
tc.
reco
gnise
how
wor
ds c
hang
e to
form
diff
eren
tpa
rts o
f spe
ech.
•Bu
ild w
ord
fam
ilies.
•G
ap-fi
ll with
corre
ct fo
rm o
f wor
d.
•Lo
ok u
p de
rivat
ion
of w
ord.
As a
ppro
priat
e to
stud
ents'
inte
rests
and
need
s and
inclu
ding
tech
nica
l and
spec
ialist
voca
bular
y whe
re a
ppro
priat
e.
Dev
elop
str
ateg
ies
for r
eadi
ng,
For
exa
mpl
e:
•ex
tend
ran
ge o
f voc
abul
ary
thro
ugh
read
ing
wid
ely
and
chec
king
mea
ning
and
pro
nunc
iatio
n of
unf
amili
ar w
ords
in a
dic
tiona
ry o
r as
king
som
eone
;
•ke
ep v
ocab
ular
y bo
ok a
nd le
arn
new
voc
abul
ary;
•co
mpa
re t
ext,
sent
ence
and
wor
d st
ruct
ures
with
str
uctu
res
in o
ther
lang
uage
s, n
otin
g si
mila
ritie
s an
d di
ffer
ence
s;
•w
ith lo
nger
tex
ts, e
mpl
oy P
Q4R
– p
revi
ew, q
uest
ion,
rea
d, r
ecite
, ref
lect
, rev
iew
;
•de
velo
p kn
owle
dge
of IT
lang
uage
thr
ough
pra
ctic
e w
here
pos
sibl
e.
Draft Writing – Entry Level 1 135
Writing – Entry Level 1
At this level adults can write to communicate information to an intended audience.
An adult will be expected to:
• use written words or phrases to record or present information;
• construct a simple sentence;
• punctuate a simple sentence with a capital letter and a full stop;
• use a capital letter for personal pronoun ‘I’;
• spell correctly some personal keywords and familiar words;
• write the letters of the alphabet using upper and lower case;
in documents such as forms, lists, messages, notes, records.
Issues which may affect the delivery of the curriculum at this level
• Students’ writing may consist mainly of copying and inserting key information into a model, or simple form.
• Pacing of lessons and ordering of items will be quite different with students who are not literate in their
own language.
• The students’ knowledge of written conventions and texts in their own language will be a useful basis for
development/comparative work.
• The spoken competence of some students may well be considerably more advanced than their literacy skills,
enabling useful discussion and cross-cultural comparisons to take place.
• The need for and degree of accuracy should be determined by the purpose of the writing and its
appropriateness to the situation.
Note on the tables which follow
Under Knowledge and understanding, see Speaking Entry Level 1 for grammar. Under Examples of
application, feature and level, see Speaking Entry Level 1 for examples of language in use and text range.
Sample activities are examples and should not be used as a prescriptive list.
The ESOL Curriculum
136 Writing – Entry Level 1 Draft
Text
Foc
us:
To c
omm
unica
te in
form
atio
n in
ver
y sh
ort,
simpl
e te
xts.
Com
pone
nt S
kills
Know
ledg
e an
d un
ders
tand
ing
Exam
ples
of a
pplic
atio
n an
d le
vel
Sam
ple
activ
ities
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E1.1
com
pose
sim
ple
text
for a
nin
tend
ed a
udie
nce
usin
g a
mod
el;
deve
lop
unde
rsta
ndin
g of
diff
eren
t kin
ds o
fsim
ple
writt
en te
xts:
very
sim
ple
lette
rs/n
otes
,lis
ts, f
orm
s;
deve
lop
awar
enes
s of p
ossib
le re
ader
s: se
lf,te
ache
r, of
ficia
l bod
ies;
deve
lop
unde
rsta
ndin
g of
the
bas
icco
nven
tions
and
layo
ut o
f diff
eren
t kin
ds o
fsim
ple
writt
en te
xts;
•W
rite/
copy
a n
ote
to sc
hool
usin
g a
mod
el:
Dear
teac
her,
Mar
ia is
ill t
oday
. Sor
ry.M
rs G
onza
les.
•W
rite/
copy
a li
st o
f ite
ms f
rom
boa
rd
or sh
eet.
•W
rite/
copy
shor
t per
sona
l sta
tem
ents
usin
g a
mod
el:
My n
ame
is Sa
lma.
I com
e fro
m S
omal
ia.
I am
a st
uden
t.
•Di
scus
s let
ters
/not
es yo
u ne
ed to
writ
e to
scho
ols.
Elici
tst
uden
ts’ e
xper
ienc
e. B
ring
in e
xam
ples
and
read
.
•Co
llect
ively
com
pose
a n
ote,
usin
g la
ngua
ge e
xper
ienc
eap
proa
ch.
•W
ork
with
the
class
mod
el: s
tude
nts t
o tra
ce o
ver,
copy
,ga
p-fil
l key
wor
ds, d
o di
ctat
ion,
as a
ppro
pria
te.
E1.2
cop
y nam
e an
d ad
dres
sco
rrect
ly;de
velo
p un
ders
tand
ing
of th
e la
yout
of n
ames
and
addr
esse
s on
enve
lope
s, le
tters
;
deve
lop
unde
rsta
ndin
g of
bas
ic co
nven
tions
of
form
-fillin
g;
•W
rite/
copy
nam
e an
d ad
dres
s in
spac
eon
a si
mpl
e fo
rm.
Nam
e:...
......
......
......
......
......
......
......
......
....
Addr
ess:.
......
......
......
......
......
......
......
......
...
......
......
......
......
......
......
......
......
......
......
......
.
Tele
phon
e no
:.....
......
......
......
......
......
......
.
•Ad
dres
s an
enve
lope
or c
opy t
head
dres
s acc
urat
ely o
nto
the
enve
lope
.
•Co
py im
porta
nt n
ames
and
add
ress
esac
cura
tely.
•W
rite/
copy
wor
ds o
f per
sona
lim
porta
nce:
chi
ldre
n’s n
ames
, cou
ntry
of o
rigin
.
•Br
ing
in e
xam
ples
of f
orm
s and
disc
uss w
ith st
uden
ts.
Are
form
s im
porta
nt in
UK?
Are
form
s im
porta
nt in
stud
ents
’ cou
ntrie
s?
•St
uden
ts a
re re
ad a
shor
t tex
t abo
ut a
per
son
and
show
na
simpl
e fo
rm w
ith h
is/he
r bas
ic de
tails
fille
d in
.
•Di
scus
s bas
ic co
nven
tions
of f
orm
s: e.
g. n
o se
nten
ces,
use
of c
apita
ls, b
lack
ink.
•M
atch
ing
activ
ities
: nam
e/su
rnam
e/ad
dres
s to
a sim
ple
form
, or o
wn d
etai
ls, p
elm
anism
gam
e.
•St
uden
ts to
cop
y/wr
ite o
wn d
etai
ls on
a si
mpl
e fo
rm.
Draft Writing – Entry Level 1 137
Text
Foc
us:
To c
omm
unica
te in
form
atio
n in
ver
y sh
ort,
simpl
e te
xts.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E1.3
writ
e nu
mbe
rs a
ccur
atel
y.de
velo
p un
ders
tand
ing
of w
ays o
f writ
ing
date
s;
deve
lop
unde
rsta
ndin
g of
the
use
of c
apita
lle
tters
for d
ays a
nd m
onth
s.
•To
day’s
dat
e, d
ate
of b
irth
•Te
leph
one
num
ber,
post
al c
ode
•El
icit d
ate,
stud
ents
’ birt
hday
s.
•El
icit/t
each
way
s of w
ritin
g da
tes a
nd d
iscus
s diff
eren
ces
in st
uden
ts’ l
angu
ages
.
•St
uden
ts to
cop
y/wr
ite d
ate
from
boa
rd, o
wn d
ates
of
birth
.
•G
ap-fi
ll da
te in
a si
mpl
e no
te/fo
rm.
Sent
ence
Foc
us:
Reco
gnise
and
use
sim
ple
sent
ence
str
uctu
re in
writ
ing.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E1.4
writ
e a
simpl
e se
nten
cefro
m a
mod
el;
deve
lop
awar
enes
s of t
he st
ruct
ure
of a
sim
ple
sent
ence
;•
In a
ll ty
pes o
f writ
ing
give
n as
exa
mpl
esof
app
licat
ion
at th
is le
vel,
e.g.
I com
e fro
m M
alag
a.I l
ive in
Bra
dfor
d.I h
ave
two
child
ren.
Soy d
e M
alag
a.Vi
vo e
n Br
adfo
rd.
Teng
o do
s hijo
s.
•Pu
t par
ts o
f sen
tenc
e (e
ach
on d
iffer
ent c
olou
r car
d) in
orde
r to
mak
e se
nten
ces.
•Su
bstit
ute
own
word
s int
o m
odel
sent
ence
.
•Co
mpa
re w
ith st
uden
ts’ o
wn la
ngua
ges.
E1.5
use
full
stop
and
cap
ital
lette
rs in
a si
mpl
e se
nten
ce.
deve
lop
unde
rsta
ndin
g of
the
use
of c
apita
lle
tters
at t
he st
art o
f sen
tenc
es a
nd a
full
stop
at th
e en
d;
deve
lop
unde
rsta
ndin
g of
the
use
of c
apita
lle
tter f
or p
rono
un ‘I
’.
•In
all
type
s of w
ritin
g gi
ven
as e
xam
ples
of a
pplic
atio
n at
this
leve
l, e.
g.M
y nam
e is
Salm
a.I c
ome
from
Som
alia
.I a
m a
stud
ent.
•Di
scus
s and
com
pare
use
of c
apita
ls an
d fu
ll st
ops i
nEn
glish
with
stud
ents
lang
uage
s usin
g m
odel
sent
ence
s.
•Us
e la
ngua
ge e
xper
ienc
e, re
sulti
ng in
stud
ents
bei
ngab
le to
cop
y/wr
ite si
mpl
e, h
igh
frequ
ency
sent
ence
s for
pers
onal
writ
ing
in fa
milia
r con
text
s.
138 Writing – Entry Level 1 Draft
Wor
d Fo
cus:
Dev
elop
han
dwrit
ing,
voc
abul
ary
and
spel
ling.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E 1.
6 h
old
and
cont
rol p
enef
fect
ively;
deve
lop
awar
enes
s of t
he im
porta
nce
ofha
nd/e
ye c
oord
inat
ion
and
of p
ositi
onin
g of
hand
and
bod
y in
rela
tion
to th
e pa
per a
ndde
sk/ta
ble;
•Pa
ttern
trac
ing
•Pa
ttern
com
plet
ion
•Tr
ace
patte
rns/
shap
es o
f let
ters
.
•Co
py o
r com
plet
e pa
ttern
s/sh
apes
.
E 1.
7 w
rite
from
left
to ri
ght;
deve
lop
awar
enes
s of
the
dire
ctio
n of
Rom
ansc
ript a
nd o
f acc
ompa
nyin
g ha
nd m
ovem
ents
;•
In a
ll ty
pes o
f writ
ing
give
n as
exam
ples
of a
pplic
atio
n at
this
leve
l•
Use
finge
r to
follo
w di
rect
ion
of w
ritin
g.
•Di
scus
s the
dire
ctio
n of
oth
er sc
ripts
and
lang
uage
s – a
skst
uden
ts to
writ
e sim
ple
sent
ence
s on
boar
d in
thei
rla
ngua
ges a
nd c
ompa
re w
ith E
nglis
h.
E1.8
for
m th
e le
tters
of t
heal
phab
et w
ith so
me
accu
racy
(upp
er a
nd lo
wer c
ase)
;
star
t to
deve
lop
know
ledg
e of
upp
er a
ndlo
wer c
ase
shap
e, p
ositi
on a
nd fo
rmat
ion;
star
t to
deve
lop
know
ledg
e of
the
nam
es o
fth
e le
tters
;
•Fi
ll in
/cop
y own
nam
e an
d ad
dres
s on
a sim
ple
form
, usin
g up
per a
nd lo
wer
case
.
•W
rite
nam
es sp
elt a
loud
by a
noth
erpe
rson
.
•Dr
aw sh
apes
of l
ette
rs in
air.
•Fi
ll in
dot
ted
outli
ne o
f let
ters
.
•Di
scus
s the
form
atio
n of
lette
rs: w
here
to st
art e
ach
lette
r, di
rect
ion,
whi
ch le
tters
hav
e ‘b
odie
s’, ‘l
egs’
etc.
•Tr
ace
lette
rs a
nd tr
ace
shor
t wor
ds.
•Co
py/w
rite
nam
e an
d ad
dres
s on
a sim
ple
form
.
•G
ames
for l
earn
ing
to n
ame
the
lette
rs.
•St
uden
ts to
ask
eac
h ot
her t
o sp
ell t
heir
nam
es to
ea
ch o
ther
.
E.1.
9 fo
rm n
umbe
rs
1 to
9 w
ith so
me
accu
racy
;st
art t
o de
velo
p kn
owle
dge
of p
ositi
on a
ndfo
rmat
ion
of n
umbe
rs;
•W
rite
date
, hou
se n
umbe
r, te
leph
one
num
ber o
n a
simpl
e fo
rm.
•W
rite
tele
phon
e nu
mbe
rs sa
id a
loud
•Dr
aw sh
apes
of n
umbe
rs in
the
air.
•Fi
ll in
dot
ted
outli
ne o
f num
bers
.
•Di
scus
s the
form
atio
n of
num
bers
, whe
re to
star
t eac
hnu
mbe
r, di
rect
ion,
whi
ch o
nes h
ave
‘bod
ies’,
‘leg
s’ et
c.
•Tr
ace
num
bers
.
•Co
py/w
rite
hous
e nu
mbe
r, te
leph
one
num
ber o
n a
simpl
e fo
rm.
•G
ames
for l
earn
ing
to w
rite
num
bers
.
•St
uden
ts to
ask
eac
h ot
her t
heir
tele
phon
e nu
mbe
rs a
ndwr
ite th
em d
own.
Draft Writing – Entry Level 1 139
Wor
d Fo
cus:
Dev
elop
han
dwrit
ing,
voc
abul
ary
and
spel
ling.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E 1.
10 s
pace
lette
rs a
nd w
ords
appr
opria
tely
and
prop
ortio
nle
tters
in re
latio
n to
line
;
deve
lop
awar
enes
s of w
ord
spac
ing
and
line
posit
ioni
ng c
onve
ntio
ns;
•W
rite/
copy
shor
t per
sona
l sta
tem
ents
usin
g a
mod
el, s
pacin
g wo
rds
appr
opria
tely
and
posit
ioni
ng th
em o
nth
e lin
e.
•W
rite
word
s with
in li
ned
spac
es u
sing
doub
le li
ned
pape
r.
•Pu
t up
sent
ence
s on
boar
d or
OHT
and
ana
lyse
spac
ebe
twee
n wo
rds,
show
stud
ents
exa
mpl
es o
f bad
ly sp
aced
word
s with
in se
nten
ces a
nd o
f wor
ds n
ot w
ell p
ositi
oned
on th
e lin
e. A
sk th
em to
say w
hat t
he p
robl
em is
.
•As
k st
uden
ts to
writ
e a
sent
ence
in th
eir l
angu
age
and
com
pare
the
spac
ing
conv
entio
ns w
ith E
nglis
h.
E 1.
11 c
opy a
nd u
nder
stan
dba
sic p
erso
nal v
ocab
ular
y;de
velo
p kn
owle
dge
of c
onte
xt-b
ased
per
sona
lvo
cabu
lary
;•
Build
a c
onte
xt b
ased
per
sona
lvo
cabu
lary
e.g
.Sc
hool
: tea
cher
, les
son
Fam
ily: m
othe
r, so
nCo
untry
: Som
alia
, Mog
adish
u
•La
ngua
ge d
evel
opm
ent a
nd la
ngua
ge e
xper
ienc
e wo
rkar
ound
a c
onte
xt e
.g. f
amily
, tal
king
abou
t own
fam
ily.
•Us
e a
mod
el li
sten
ing/
read
ing
text
and
ask
stud
ents
toid
entif
y key
wor
ds: m
othe
r, fa
ther
, bro
ther
etc
.•
Use
activ
ities
for d
evel
opin
g wh
ole
word
reco
gniti
on –
e.g.
pict
ure/
word
mat
chin
g.
•Sh
ow st
uden
ts o
wn si
mpl
e fa
mily
tree
and
read
itto
geth
er. U
se th
is as
a m
odel
for g
ap-fi
lling
and
devis
esim
ple
work
shee
ts w
ith k
ey w
ords
for t
racin
g/ c
opyin
g or
gap-
fillin
g ke
y voc
abul
ary.
•He
lp st
uden
ts to
dra
w, a
nd fi
ll in
thei
r own
sim
ple
fam
ilytre
e if
appr
opria
te.
E1.1
2 u
se b
asic
soun
d sy
mbo
las
socia
tion
to h
elp
spel
ling;
deve
lop
unde
rsta
ndin
g of
the
pho
nic
rela
tions
hip
betw
een
certa
in so
unds
and
lette
rs a
nd le
tter c
ombi
natio
ns;
•In
all
type
s of w
ritin
g gi
ven
as e
xam
ples
of a
pplic
atio
n at
this
leve
l •
Pers
onal
key
wor
ds
•Id
entif
y let
ters
link
ed to
initi
al so
unds
of p
erso
nal k
eywo
rds,
usin
g m
atch
ing
activ
ities
, per
sona
l voc
abul
ary
book
s, ga
p-fil
ling
exer
cises
.
E 1.
13 s
pell
som
e pe
rson
al k
eywo
rds a
nd fa
milia
r wor
dsco
rrect
ly.
deve
lop
unde
rsta
ndin
g of
the
impo
rtanc
e of
stra
tegi
es fo
r the
dev
elop
men
t of s
pellin
g.•
In a
ll ty
pes o
f writ
ing
give
n as
exa
mpl
esof
app
licat
ion
at th
is le
vel
•Fa
milia
r wor
ds: l
ive, c
ome
•W
ords
of i
mpo
rtanc
e to
lear
ner:
child
ren’s
nam
es, o
wn n
ame,
cou
ntry
of
orig
in, l
angu
age
•La
ngua
ge e
xper
ienc
e ap
proa
ch to
wor
d an
d se
nten
cewr
iting
skills
.
•Di
scus
sion
of so
me
basic
spel
ling
stra
tegi
es: e
.g.
Look
-say
-cov
er-w
rite-
chec
k, us
ing
mne
mon
ics, w
ords
with
in w
ords
, usin
g co
lour
or s
plit
up w
ords
to h
ighl
ight
visua
l fea
ture
s, e.
g. L
ee d
s.
140 Writing – Entry Level 1 Draft
Strategies for independent learning
Suggest that students do the following.
• Choose 5 words to learn to copy/write after every lesson.
• Practise joining letters to help with the flow, if needed.
• Ask teacher for handwriting patterns to practise outside of the classroom, if needed.
• Find out which ways of remembering how spelling works for them, i.e. try various ways:
look-say-cover-write-check, sounding out words phonetically, learning a mnemonic etc.
• Ask a friend or relative to give them a spelling test.
• Word-process texts they have handwritten.
Draft Writing – Entry Level 2 141
Writing – Entry Level 2
At this level, adults can write to communicate information with some awareness of the intended audience.
An adult will be expected to:
• use written words and phrases to record or present information;
• construct simple and compound sentences using common conjunctions to connect two clauses
(such as and, but);
• use adjectives;
• use punctuation correctly (such as capital letters, full stops and question marks);
• use a capital letter for proper nouns;
• spell correctly the majority of personal details and familiar common words;
• produce legible text;
in documents such as forms, lists, messages, notes, records, personal writing, email, simple narratives.
Issues which may affect the delivery of the curriculum at this level
• The writer can expect guidance for simple personal writing and the use of models to develop mastery of new
formats/text types.
• Students not literate in their own language will continue to need a lot of support.
• The other skills of speaking, reading and listening will be used to stimulate, develop and model writing
wherever possible.
• Students will be becoming more aware of the differences between spoken and written language.
• The students’ knowledge of written conventions and texts in their own language will be a useful basis for
development/comparative work.
• The need for accuracy will be determined by the purpose of the writing.
Note on the tables which follow
Under Knowledge and understanding, see Speaking - Entry Level 2 for grammar at this level. Under
Examples of application, feature and level, see Speaking - Entry Level 2 for examples of language in use and
text range. Sample activities are examples only and should not be used as a prescriptive list.
142 Writing – Entry Level 2 Draft
Text
Foc
us:
To c
omm
unica
te in
form
atio
n in
sho
rt, s
impl
e te
xts.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E2.1
ide
ntify
the
purp
ose
and
audi
ence
of w
ritin
g;de
velo
p aw
aren
ess o
f the
con
cept
of p
urpo
sean
d au
dien
ce;
Key f
eatu
res a
re:
•pu
rpos
e•
audi
ence
•pe
rson
al w
ritin
g e.
g.sh
ort d
escr
iptio
ns,
chro
nolo
gica
l nar
rativ
es –
Last
Sat
urda
y I w
ent t
o se
e a
frien
d an
dwe
wen
t for
a w
alk.
On
Sund
ay I
watc
hed
TV. N
ow it
is M
onda
y, ba
ck to
wor
k.
Not
es/s
impl
e le
tters
Gre
etin
gs c
ards
–
Dear
Hel
en,
I hop
e yo
u ha
ve a
very
hap
py b
irthd
ay,
Best
wish
es,
Harri
•Re
cord
s of l
earn
ing
•E-
mai
ls
•Br
ing
in e
xam
ples
of d
iffer
ent t
ypes
of t
ext a
nd d
iscus
sth
e pu
rpos
e an
d wh
o th
e in
tend
ed a
udie
nce
is. A
sk h
owth
ey a
re a
ble
to te
ll.
•M
atch
diff
eren
t kin
ds o
f writ
ing
to d
iffer
ent r
eade
rs, e
.g.
form
, let
ter,
note
.
•Id
entif
y pos
sible
reso
l-life
‘rea
ders
’, e.
g. fr
iend
, tea
cher
,of
ficia
l, an
d co
nsid
er w
hy w
ritin
g to
them
is n
eces
sary.
E 2.
2 c
ompo
se si
mpl
e te
xts;
deve
lop
awar
enes
s of c
onve
ntio
ns a
ndco
mm
on fe
atur
es o
f diff
eren
t tex
t typ
es;
deve
lop
awar
enes
s of t
he im
porta
nce
ofap
plyin
g kn
owle
dge
of p
urpo
se a
nd a
udie
nce
when
com
posin
g te
xt;
Key f
eatu
res a
re:
•pu
rpos
e•
audi
ence
•gr
amm
atica
l fea
ture
s – w
ord
orde
r in
simpl
e an
d co
mpo
und
sent
ence
s, us
eof
tens
e•
stru
ctur
e of
the
text
.
•Br
ing
in m
odel
s of t
he te
xt ty
pe b
eing
focu
sed
on, e
.g.
gree
tings
car
d an
d di
scus
s the
pur
pose
, aud
ienc
e an
dco
mm
on fe
atur
es: e
.g. l
ayou
t, us
e of
tens
e or
stru
ctur
es,
open
ing/
closin
g se
nten
ces,
a m
iddl
e.
•Di
scus
s stru
ctur
e an
d co
nten
t.
•Pr
actis
e wi
th g
ap-fi
ll te
xts.
•G
ive st
uden
ts a
writ
ing
fram
e to
pra
ctise
writ
ing
thei
row
n te
xt.
•St
uden
ts to
writ
e ow
n te
xt, f
ollo
wing
a m
odel
ifne
cess
ary.
Draft Writing – Entry Level 2 143
Text
Foc
us:
To c
omm
unica
te in
form
atio
n in
sho
rt, s
impl
e te
xts.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E 2.
3 fi
ll in
/cop
y inf
orm
atio
n,in
cludi
ng p
erso
nal d
etai
ls,ac
cura
tely
and
legi
bly o
n fo
rms.
deve
lop
unde
rsta
ndin
g of
form
con
vent
ions
,in
cludi
ng st
ated
and
uns
tate
d in
stru
ctio
ns.
Key f
eatu
res a
re:
•ba
sic fo
rm fi
lling
cate
gorie
s and
term
inol
ogy,
•st
ated
and
sim
ple
unst
ated
inst
ruct
ions
.
USE
BLAC
K IN
K
Title
: Mr/M
rs/M
iss/M
s
Surn
ame:
......
......
......
......
......
......
......
......
......
Firs
t Nam
e:...
......
......
......
......
......
......
......
.....
Addr
ess:.
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
....
......
......
......
......
......
......
......
......
......
......
......
....
Post
code
:.....
......
......
......
......
......
......
......
......
Date
of B
irth.
......
......
......
......
......
......
......
.....
•Br
ing
in e
xam
ples
of s
impl
e fo
rms a
nd d
iscus
s the
conv
entio
ns a
nd im
porta
nce
of fo
rm- f
illing
in B
ritai
n,co
mpa
ring
it wi
th st
uden
ts’ o
wn c
ount
ries.
Disc
uss o
vert
and
impl
ied
inst
ruct
ions
, e.g
. ask
wha
t stu
dent
s sho
uld
do w
ith T
itle.
•M
atch
ora
l que
stio
ns to
form
fillin
g ca
tego
ries.
•G
ive st
uden
ts a
shor
t tex
t abo
ut so
meo
ne, c
onta
inin
gpe
rson
al d
etai
ls, a
nd a
form
with
thei
r det
ails
fille
d in
.
•Re
peat
with
a d
iffer
ent t
ext a
nd a
bla
nk fo
rm.
•As
k st
uden
ts to
ask
eac
h ot
her q
uest
ions
and
fill
in fo
rms
for e
ach
othe
r.
•Fi
ll in
a fo
rm w
ith th
eir o
wn d
etai
ls.
144 Writing – Entry Level 2 Draft
Sent
ence
Foc
us:
To c
onst
ruct
sim
ple
and
com
poun
d se
nten
ces.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E 2.
4 c
ompo
se si
mpl
e an
dco
mpo
und
sent
ence
s usin
gap
prop
riate
gra
mm
atica
lfe
atur
es;
deve
lop
awar
enes
s of s
impl
e an
d co
mpo
und
sent
ence
stru
ctur
e;Ke
y fea
ture
s are
:•
simpl
e an
d co
mpo
und
sent
ence
st
ruct
ure,
•us
e of
sim
ple
conj
unct
ions
.
•Br
ing
in e
xam
ples
of s
hort
text
s with
sim
ilar c
omm
onst
ruct
ures
in si
mpl
e an
d co
mpo
und
sent
ence
s and
iden
tify k
ey fe
atur
es u
sing
colo
ured
car
ds fo
r key
par
ts o
fse
nten
ce e
.g. s
ubje
ct, v
erb,
obj
ect/c
ompl
emen
t,co
njun
ctio
n.
•St
uden
ts m
ake
own
sent
ence
s usin
g ca
rds,
then
cop
yin
to n
oteb
ooks
.
•Di
scus
s how
sent
ence
s are
join
ed u
sing
and,
but
and
or.
•Us
ing
colo
ured
car
d st
uden
ts a
re a
sked
to jo
in si
mpl
ese
nten
ces i
nto
com
poun
d on
es u
sing
and,
but
or.
E 2.
5 u
se a
djec
tives
in si
mpl
ean
d co
mpo
und
sent
ence
s;de
velo
p kn
owle
dge
of g
ram
mar
in S
peak
ing
Entry
Lev
el 2
;Ke
y fea
ture
s are
:•
use
of a
djec
tives
, wor
d or
der,
com
para
tives
.
Rang
e of
text
s, se
e te
xt fo
cus
•W
ork
on e
xpan
ding
ker
nel s
ente
nces
, usin
g ex
ampl
es in
spee
ch a
nd in
text
sI l
ive in
a fl
at.
I live
in a
cou
ncil
flat.
I live
in a
big
cou
ncil
flat.
I live
in a
big
cou
ncil
flat i
n Bo
lton.
•Pl
ay la
ngua
ge g
ames
to d
evel
op a
bilit
y to
expa
nd k
erne
lse
nten
ces,
e.g.
incr
emen
tal d
rills.
•La
ngua
ge d
evel
opm
ent a
ctivi
ties t
o bu
ild k
nowl
edge
of
adje
ctive
s, e.
g.
–Re
ad a
rang
e of
des
crip
tive
text
s with
stud
ents
and
disc
uss t
he m
eani
ng o
f the
adj
ectiv
es.
–G
ap-fi
ll m
ultip
le c
hoice
exe
rcise
s, us
ing
adje
ctive
s fro
mte
xt.
–G
ive st
uden
ts n
ouns
and
adj
ectiv
es a
nd a
sk th
em to
write
sim
ple
sent
ence
s usin
g th
em.
Draft Writing – Entry Level 2 145
Sent
ence
Foc
us:
To c
onst
ruct
sim
ple
and
com
poun
d se
nten
ces.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E2.6
use
bas
ic pu
nctu
atio
n an
dca
pita
lisat
ion
corre
ctly.
deve
lop
awar
enes
s of t
he u
se o
f cor
rect
bas
icpu
nctu
atio
n an
d ca
pita
lisat
ion.
Key f
eatu
res a
re:
•us
e of
cap
ital l
ette
rs a
t the
beg
inni
ngof
sent
ence
s, wi
th p
rope
r nou
ns e
.g.
nam
es, p
lace
s, da
ys, m
onth
s, tit
les
•th
e us
e of
full
stop
s•
ques
tion
mar
ks•
com
mas
in a
list
.
•Di
scus
s and
com
pare
the
use
of c
apita
ls, fu
ll st
ops,
ques
tion
mar
ks a
nd c
omm
as in
stud
ents
’ own
lang
uage
s.
•As
k st
uden
ts to
brin
g in
exa
mpl
es o
f tex
ts in
thei
r own
lang
uage
s to
com
pare
and
shar
e wi
th o
ther
stud
ents
.
•Di
ctat
ions
with
day
s of w
eek,
mon
ths,
plac
e na
mes
inclu
ded.
•G
ap-fi
ll m
issin
g pu
nctu
atio
n m
arks
in si
mpl
e te
xts.
•G
ive st
uden
ts te
xts w
ith p
unct
uatio
n/ca
pita
lisat
ion
mist
akes
to c
orre
ct.
146 Writing – Entry Level 2 Draft
Wor
d Fo
cus:
Dev
elop
han
dwrit
ing,
voc
abul
ary
and
spel
ling.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E. 2
.7 i
ncre
ase
legi
bilit
y and
fluen
cy o
f han
dwrit
ing,
as
appr
opria
te to
stud
ent n
eeds
;
deve
lop
awar
enes
s of t
he im
pres
sion
hand
writi
ng g
ives a
nd o
f per
sona
l fea
ture
s of
own
hand
writi
ng;
iden
tify s
ituat
ions
whe
re le
gibl
e, c
orre
ctly
form
ed h
andw
ritin
g is
impo
rtant
;
Key f
eatu
res a
re:
•co
nsist
ency
of d
irect
ion
and
form
atio
nof
lette
rs•
spac
ing
betw
een
word
s•
size
of le
tters
•wr
iting
on
the
line.
•G
ive st
uden
ts e
xam
ples
of g
ood
and
bad
hand
writi
ngan
d di
scus
s why
they
are
goo
d or
bad
, e.g
. inc
onsis
tenc
yof
dire
ctio
n, sp
acin
g, th
e im
pres
sion
hand
writi
ng g
ives
and
occa
sions
of p
artic
ular
impo
rtanc
e e.
g. jo
b ap
plica
tions
.
•St
uden
ts to
ana
lyse
thei
r own
han
dwrit
ing
usin
g th
ecr
iteria
app
lied
in th
e pr
evio
us e
xerc
ise.
•W
here
nee
ded,
stud
ents
to b
e gi
ven
exer
cises
toim
prov
e di
rect
ion,
con
siste
ncy e
tc.
E 2.
8 u
se vo
cabu
lary
rele
vant
toco
ntex
t;de
velo
p kn
owle
dge
of c
onte
xt-b
ased
voca
bula
ry;
Topi
cs o
f int
eres
t to
the
stud
ents
See
exam
ples
of t
ext a
pplic
atio
n ab
ove.
•Us
e a
varie
ty o
f stim
ulus
to se
t a c
onte
xt (p
hoto
s,pi
ctur
es, v
ideo
) and
elic
it vo
cabu
lary
from
stud
ents
,no
ting
down
key
voca
bula
ry o
n th
e bo
ard.
•As
k st
uden
ts fo
r syn
onym
s and
diff
eren
t way
s of
expr
essin
g th
e sa
me
idea
/act
ion/
obje
ct.
•Re
ad a
text
with
exa
mpl
es o
f voc
abul
ary r
elev
ant t
oco
ntex
t.
•Us
e vo
cabu
lary
-bui
ldin
g m
ater
ials:
labe
lled
pict
ures
,de
finiti
on m
atch
ing
exer
cises
, cro
sswo
rds.
•G
ap-fi
ll te
xts,
usin
g ne
w vo
cabu
lary
spec
ific
to th
eco
ntex
t.
•Se
t a fr
ee w
ritin
g ta
sk a
roun
d th
e co
ntex
t.
Draft Writing – Entry Level 2 147
Wor
d Fo
cus:
Dev
elop
han
dwrit
ing,
voc
abul
ary
and
spel
ling.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E 2.
9 sp
ell f
amilia
r kno
wnvo
cabu
lary
and
per
sona
l key
word
s cor
rect
ly;
deve
lop
know
ledg
e of
the
impo
rtanc
e of
patte
rn re
cogn
ition
, pho
nics
and
join
ed u
pha
ndwr
iting
for c
orre
ct sp
ellin
g;
Spel
ling
stra
tegi
es e
.g.
•lo
ok -
say -
cov
er -
write
- ch
eck
•us
ing
mne
mon
ics•
word
s with
in w
ords
•us
ing
colo
ur o
r spl
it up
wor
ds to
high
light
visu
al fe
atur
es, e
.g.
sinc
ere
ly or
sin c
ere
ly.
•Us
e a
varie
ty o
f stim
uli t
o se
t a c
onte
xt (t
exts
, pho
tos,
pict
ures
, vid
eo),
choo
sing
from
topi
cs o
f int
eres
t to
the
stud
ents
.
•El
icit v
ocab
ular
y fro
m st
uden
ts, n
otin
g do
wn k
eyvo
cabu
lary
on
the
boar
d.I l
ove
swim
min
g an
d I e
njoy
coo
king.
•Id
entif
y com
mon
pat
tern
s, e.
g. –
ing
and
blen
ds.
•Pr
actis
e co
mm
on p
atte
rns a
nd b
lend
s with
gap
-fill
exer
cises
, dict
atio
n, la
ngua
ge e
xper
ienc
e wo
rk.
•W
ork
on tr
aini
ng st
uden
ts e
ar to
hea
r stre
ssed
sylla
bles
and
to id
entif
y the
num
ber o
f syll
able
s in
word
s,co
untin
g an
d be
atin
g ou
t syll
able
s.
•Lin
k sy
llabl
e id
entif
icatio
n wi
th c
omm
on p
atte
rns a
ndbl
ends
.
E2.1
0 d
evel
op a
nd p
ract
isest
rate
gies
for l
earn
ing
spel
ling.
deve
lop
awar
enes
s of s
trate
gies
for s
pellin
g.
Key f
eatu
res a
re:
•co
mm
on p
atte
rns
•co
mm
on b
ends
•wh
ole
word
reco
gniti
on.
•Di
scus
s diff
eren
t stra
tegi
es fo
r spe
lling
fam
iliar
voca
bula
ry, a
sk st
uden
ts to
disc
uss h
ow th
ey le
arnt
spel
lings
in th
eir o
wn la
ngua
ge a
nd h
ow th
ey d
o it
inEn
glish
. Ask
stud
ents
wha
t the
diff
eren
ces a
re b
etwe
ensp
ellin
g in
Eng
lish
and
thei
r own
lang
uage
.
•G
ive st
uden
ts sh
eets
for L
SCW
C, w
ith c
olum
ns fo
r firs
t,se
cond
and
third
try a
nd p
ract
ising
the
word
s with
inse
nten
ces.
•G
ive st
uden
ts e
xam
ples
of m
nem
onics
and
wor
dswi
thin
wor
ds.
•Pl
ay sp
ellin
g ga
mes
.
148 Writing – Entry Level 2 Draft
Strategies for independent learning
Suggest that students do the following.
• Choose 5 words to learn to copy/write after every lesson.
• Practise joining letters to help with the flow, if needed.
• Ask teacher for handwriting patterns to practise outside the classroom, if needed.
• Find out which ways of remembering spelling work for them, i.e. try look-say-cover-write-check, sounding
out words phonetically, learning a mnemonic etc.
• Ask a friend or relative to give them a spelling test.
• Word-process texts they have handwritten.
• Write a little everyday, for example keep a simple diary in English.
• Go over corrected homework, checking for spelling and punctuation, do a second draft where necessary.
• Keep a vocabulary book and/or make their own bilingual dictionary.
Draft Writing – Entry Level 3 149
Writing – Entry Level 3
At this level, adults can write to communicate information and opinions with some adaption to the
intended audience.
An adult will be expected to:
• plan and draft writing;
• organise writing in short paragraphs;
• sequence chronological writing;
• write in complete sentences;
• use correct basic grammar (such as appropriate verb tense, subject - verb agreement);
• use punctuation correctly (such as capital letters, full stops, question marks, exclamation marks);
• spell correctly common words and relevant key words for work and special interest;
• proof-read and correct writing for grammar and spelling;
• produce legible text;
in documents such as forms, notes, records, e-mail, letters, narratives, simple instructions, short reports.
Issues which may affect the delivery of the curriculum at this level
• Writers will be beginning to produce text independently for personal writing and simple text formats;
• They will be beginning to use proof-reading strategies. Writers in other languages will do this from Entry
Level 1.
• They can expect guidance and modelling for new and more complex text formats.
• They will be aware of some major differences between spoken and written English.
• The skills of speaking, reading and listening will be used to stimulate, develop and model writing
wherever possible.
• Comparative approaches will be used where appropriate.
• The need for accuracy will be determined by the purpose of the writing.
Note on the tables which follow
Under Knowledge and understanding, see Speaking Entry Level 3 for grammar. Under Examples of
application, feature and level, see Speaking Entry Level 3 for examples of language in use and text range.
Sample activities are examples only and should not be used as a prescriptive list.
150 Writing – Entry Level 3 Draft
Text
Foc
us:
Writ
e sh
ort t
exts
, usin
g pa
ragr
aphs
to c
omm
unica
te in
form
atio
n an
d op
inio
ns.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E3.1
ide
ntify
the
purp
ose,
audi
ence
and
out
com
e of
writi
ng;
deve
lop
awar
enes
s of t
he im
porta
nce
ofau
dien
ce, p
urpo
se a
nd o
utco
me,
the
read
er’s
know
ledg
e an
d ex
pect
atio
ns;
•Pu
rpos
e•
Audi
ence
•O
utco
me
Sim
ple,
par
agra
phed
text
s e.g
.•
simpl
e na
rrativ
es•
artic
les
•fo
lk st
orie
s•
lette
rs
•Br
ing
in e
xam
ples
of d
iffer
ent t
ypes
of s
impl
e,pa
ragr
aphe
d te
xts –
a c
over
ing
lette
r for
a jo
bap
plica
tion,
a n
ewsp
aper
arti
cle, a
folk
stor
y and
read
them
with
the
stud
ents
.
•As
k st
uden
ts to
wor
k in
smal
l gro
ups a
nd
a) id
entif
y the
inte
nded
aud
ienc
e/re
ader
; b)
stat
e th
e au
thor
’s pu
rpos
e;
c) st
ate
the
auth
or’s
desir
ed re
spon
se.
•Ta
ke fe
edba
ck a
nd a
sk st
uden
ts to
com
pare
the
text
s in
term
s of a
udie
nce,
pur
pose
and
out
com
e.
•Co
mpa
re w
ith te
xts i
n st
uden
ts o
wn la
ngua
ges:
focu
s on
diffe
renc
es a
nd si
mila
ritie
s e.g
. whe
re a
n au
thor
conv
entio
nally
stat
es th
e pu
rpos
e.
E3.2
ide
ntify
app
ropr
iate
form
at;
deve
lop
awar
enes
s of a
ppro
pria
te fo
rmat
s and
acco
mpa
nyin
g fe
atur
es o
f lay
out f
or d
iffer
ent
text
type
s;
Key f
eatu
res a
re:
•pa
ragr
aphi
ng•
listin
g•
colu
mns
•us
e of
hea
ding
s, nu
mbe
ring,
bul
let
poin
ts.
Sim
ple
text
s e.g
.•
sets
of i
nstru
ctio
ns•
recip
es•
repo
rts•
artic
les
•le
tters
•na
rrativ
es
•Br
ing
in e
xam
ples
of v
ario
us te
xt ty
pes w
hich
use
ara
nge
of d
iffer
ent f
orm
ats a
nd re
ad th
em w
ith th
est
uden
ts.
•Se
t mul
tiple
cho
ice e
xerc
ise fo
cusin
g on
form
at, e
.g.
news
pape
r arti
cles
a)us
ually
hav
e he
adin
gs a
nd n
umbe
rs;
b)ar
e us
ually
writ
ten
in c
olum
ns;
c)be
gin
Dear
Rea
der.
•As
a g
roup
, com
pile
a c
heck
list o
f for
mat
con
vent
ions
for
diffe
rent
text
type
s.
•As
k st
uden
ts to
brin
g in
exa
mpl
es o
f diff
eren
t tex
t typ
esin
thei
r lan
guag
es a
nd c
ompa
re te
xt fo
rmat
con
vent
ions
.
Draft Writing – Entry Level 3 151
Text
Foc
us:
Writ
e sh
ort t
exts
, usin
g pa
ragr
aphs
to c
omm
unica
te in
form
atio
n an
d op
inio
ns.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E3.3
ide
ntify
app
ropr
iate
regi
ster
for t
ask
and
audi
ence
;de
velo
p aw
aren
ess o
f diff
eren
ces b
etwe
ensp
oken
and
writ
ten
Engl
ish;
deve
lop
unde
rsta
ndin
g of
the
diffe
renc
esbe
twee
n fo
rmal
/info
rmal
regi
ster
in b
oth
writi
ng a
nd sp
eakin
g in
term
s of l
ingu
istic
feat
ures
;
Key f
eatu
res o
f for
mal
and
info
rmal
writi
ng in
cludi
ng:
•sh
ort f
orm
s•
voca
bula
ry•
idio
mat
ic ex
pres
sions
•m
ode
of a
ddre
ss
Sim
ple
form
al a
nd in
form
al le
tters
•Br
ing
in e
xam
ples
of s
impl
e, fo
rmal
and
info
rmal
lette
rs,
e.g.
inv
itatio
n to
a p
arty
from
a c
lass
mat
e, le
tter t
o th
eho
spita
l con
firm
ing
an a
ppoi
ntm
ent a
nd re
ad th
em w
ithst
uden
ts.
•As
k st
uden
ts to
com
pare
the
diffe
renc
es b
etwe
ensp
oken
and
writ
ten
Engl
ish b
y ask
ing
them
to ro
le-p
lay
the
two
situa
tions
and
then
com
pare
the
lang
uage
use
din
the
lette
rs a
nd th
e ro
le-p
lay.
Focu
s on
stru
ctur
e,vo
cabu
lary,
idio
m, i
nton
atio
n.•
Com
pile
a c
heck
list o
f the
diff
eren
ces a
nd si
mila
ritie
s:•
Ask
stud
ents
to c
ompa
re th
e tw
o le
tters
, foc
usin
g on
the
stru
ctur
e, vo
cabu
lary
and
idio
m a
nd to
com
plet
e a
grid
which
con
trast
s the
use
of E
nglis
h in
form
al a
nd in
form
alwr
iting
.•
Disc
uss t
he c
ompl
eted
grid
and
the
earli
er c
heck
list a
ndco
ntra
st fo
rmal
spok
en/w
ritte
n us
age
with
info
rmal
spok
en/w
ritte
n us
age.
E3.4
pla
n th
e co
nten
t of w
ritin
g;de
velo
p un
ders
tand
ing
of th
e pl
anni
ngpr
oces
s and
its i
mpo
rtanc
e;Ke
y fea
ture
s of p
lann
ing
are:
•ge
tting
idea
s•
sele
ctin
g an
d or
derin
g id
eas
•vo
cabu
lary
and
stru
ctur
es•
mak
ing
a wr
itten
pla
n.
Sim
ple
narra
tives
e.g
.:•
desc
riptio
ns o
f eve
nts,
peop
le,p
lace
s•
repo
rts•
e-m
ails
•le
tters
•Br
ing
in e
xam
ples
of d
iffer
ent t
ypes
of t
exts
, rea
d an
ddi
scus
s the
pur
pose
and
con
tent
, whe
ther
they
are
succ
essfu
l pie
ces o
f writ
ing
and
why.
•Us
e a
varie
ty o
f stim
uli t
o se
t a c
onte
xt (p
hoto
s,di
scus
sion,
pict
ures
, vid
eo).
•St
imul
ate
idea
s. •
Use
diffe
rent
tech
niqu
es to
not
e do
wn id
eas:
listin
g,sp
ider
grap
hs, m
ind
map
s.•
Disc
uss m
ain
idea
s and
pos
sible
ord
er.
•El
icit k
ey vo
cabu
lary
and
stru
ctur
es.
•Di
scus
s the
opt
ion
of p
lann
ing
in o
wn la
ngua
ge.
152 Writing – Entry Level 3 Draft
Text
Foc
us:
Writ
e sh
ort t
exts
, usin
g pa
ragr
aphs
to c
omm
unica
te in
form
atio
n an
d op
inio
ns.
Skills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
esSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E3.5
org
anise
writ
ing
into
para
grap
hs a
nd w
rite
a fir
st d
raft;
deve
lop
unde
rsta
ndin
g of
the
impo
rtanc
e of
chro
nolo
gica
l seq
uenc
ing
of e
vent
s in
narra
tive
writi
ng;
Use
of p
arag
raph
s for
mak
ing
new
poin
ts,
deve
lopi
ng a
nar
rativ
e.
A ba
sic m
odel
of p
arag
raph
stru
ctur
e e.
g:•
topi
c se
nten
ce o
r gen
eral
stat
emen
t •
expl
anat
ion
(caus
e, e
ffect
, res
ult e
tc.)
•ex
ampl
es.
Last
wee
kend
I fe
lt m
isera
ble.
My t
ooth
ache
d al
l the
tim
e so
I m
ade
anap
poin
tmen
t to
see
the
dent
ist o
nM
onda
y. Sh
e to
ld m
e I n
eede
d a
fillin
g.Sh
e fil
led
my t
ooth
but
it st
ill hu
rts.
I mad
e an
othe
r app
oint
men
t for
Frid
ay.
I hop
e I d
o no
t hav
e an
infe
ctio
n.
•Us
ing
a sim
ple,
par
agra
phed
, chr
onol
ogica
l nar
rativ
e, a
skst
uden
ts to
:a)
unde
rline
all
the
time
word
s, ph
rase
s and
mar
kers
,b)
unde
rline
and
iden
tify t
he te
nses
,c)
disc
uss w
hy th
e ab
ove
are
impo
rtant
.•
Ask
stud
ents
to w
ork
on a
text
and
iden
tify s
eque
nce
ofev
ents
.•
Stud
ents
to w
ork
on c
orre
ctin
g th
e te
nses
in a
chro
nolo
gica
l nar
rativ
e.•
Stud
ents
to w
ork
on a
n un
para
grap
hed
text
, mar
king
wher
e th
e pa
ragr
aphs
shou
ld b
e.•
Wor
king
with
a p
ictur
e st
ory,
ask
stud
ents
to p
lan,
com
pose
and
dra
ft a
chro
nolo
gica
l nar
rativ
e. G
uide
dpr
actic
e an
d a
writi
ng fr
ame
to b
e gi
ven
to st
uden
tsne
edin
g m
ore
supp
ort.
E.3.
6 c
ompo
se c
hron
olog
ically
sequ
ence
d te
xt;
deve
lop
unde
rsta
ndin
g of
the
conc
ept o
fpa
ragr
aphi
ng;
deve
lop
awar
enes
s of k
ey a
spec
ts o
f bas
icpa
ragr
aphi
ng st
ruct
ure;
Key f
eatu
res a
re:
•us
e of
tim
e wo
rds,
mar
kers
and
link
s•
tens
e•
para
grap
hing
.
Sim
ple
narra
tives
e.g
:•
desc
riptio
ns o
f eve
nts
•re
ports
•e-
mai
ls•
lette
rs
•Re
ad sh
ort p
arag
raph
ed te
xts a
nd id
entif
y top
icse
nten
ces w
ith st
uden
ts a
nd d
iscus
s the
ir fu
nctio
n.Di
scus
s the
reas
on fo
r usin
g pa
ragr
aphs
in w
ritin
g.•
Usin
g ot
her e
xam
ple
para
grap
hs, a
sk st
uden
ts to
:a)
unde
rline
the
topi
c se
nten
ce;
b)cir
cle e
xpla
natio
n or
exa
mpl
es w
hich
dev
elop
the
topi
c se
nten
ce.
•G
ive st
uden
ts p
arag
raph
s with
gap
ped
sent
ence
s.As
k st
uden
ts to
fill
with
app
ropr
iate
topi
c se
nten
ces o
rex
plan
atio
n/ex
ampl
e se
nten
ces.
•Pl
an a
cla
ssro
om a
ssig
nmen
t, pe
rson
al w
ritin
g, le
tter o
re-
mai
l with
3 sh
ort p
arag
raph
s, ei
ther
:a)
guid
ed w
ritin
g us
ing
a wr
iting
fram
e;b)
free
writi
ng.
Draft Writing – Entry Level 3 153
Text
Foc
us:
Writ
e sh
ort t
exts
, usin
g pa
ragr
aphs
to c
omm
unica
te in
form
atio
n an
d op
inio
ns.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E3. 7
pro
of-re
ad si
mpl
e te
xt;
deve
lop
awar
enes
s tha
t pro
of-re
adin
g is
part
of th
e wr
iting
pro
cess
;
deve
lop
awar
enes
s of a
reas
of p
erso
nal
stre
ngth
s and
wea
knes
ses i
n te
rms o
f bas
icpu
nctu
atio
n, sp
ellin
g, la
yout
and
gra
mm
ar so
that
pro
of-re
adin
g is
focu
sed
and
pers
onal
ised;
Key f
eatu
res a
re:
•us
e of
full
stop
s, ca
pita
l let
ters
•sp
ellin
g•
para
grap
hing
erro
rs a
nd p
erso
nal
area
s of g
ram
mat
ical w
eakn
ess,
e.g.
tens
es, s
ingu
lar/p
lura
l agr
eem
ents
.
Stud
ents
use
own
writ
ing
and
exam
ples
of w
ritin
g wi
th a
lim
ited
rang
e of
mist
akes
.
•Us
ing
exam
ples
of w
ritin
g wi
th m
istak
es, a
sk st
uden
ts to
work
indi
vidua
lly a
nd c
orre
ct th
e wr
iting
. Tel
l the
m h
owm
any a
nd w
hat k
ind
of m
istak
es to
look
for.
Ask
stud
ents
to c
ircle
/und
erlin
e m
istak
es in
a d
iffer
ent c
olou
r. As
kst
uden
ts to
wor
k in
pai
rs d
iscus
sing
the
mist
akes
they
have
foun
d an
d sa
ying
what
the
corre
ct ve
rsio
n sh
ould
be a
nd w
hy. D
iscus
s with
the
whol
e gr
oup.
•Di
scus
s the
impo
rtanc
e of
stud
ents
pro
of-re
adin
g ow
nwr
iting
and
the
impo
rtanc
e of
iden
tifyin
g ow
n st
reng
ths
and
weak
ness
es.
•Di
scus
s tec
hniq
ues f
or p
roof
-read
ing,
e.g
. pro
of-re
adin
gfo
r one
thin
g at
a ti
me,
che
ckin
g at
the
end
of e
ach
para
grap
h, c
heck
ing
inco
rrect
vers
ions
aga
inst
a
corre
ct ve
rsio
n.
•Se
t stu
dent
s a sh
ort w
ritin
g ta
sk a
nd a
sk th
em to
pr
oof-r
ead
and
amen
d be
fore
han
ding
it in
.
E3. 8
pro
duce
fina
l leg
ible
vers
ion
of te
xt, w
ord-
proc
esse
dor
han
dwrit
ten;
deve
lop
awar
enes
s of w
hen
mat
eria
l is r
eady
for p
rese
ntat
ion;
Prod
uce
a fin
al d
raft
of te
xts.
•Se
t up
a wr
iting
act
ivity
in c
lass
, e.g
. a sh
ort r
epor
t on
acla
ss tr
ip.
•As
k st
uden
ts to
wor
k in
pai
rs o
r ind
ividu
ally
to p
lan
and
prod
uce
a fir
st d
raft,
then
to p
roof
read
own
or e
ach
othe
r’s w
ork.
•As
k st
uden
ts to
pro
duce
a fi
nal d
raft
befo
re h
andi
ng in
for m
arkin
g.
E3. 9
mak
e no
tes;
Deve
lop
awar
enes
s of d
iffer
ent w
ays o
f tak
ing
note
s and
•wr
iting
key
con
tent
wor
ds•
usin
g ab
brev
iatio
ns, s
ymbo
ls, n
umbe
ring,
listin
g•
note
-takin
g fo
rmat
for c
hron
olog
ical
narra
tive;
Key f
eatu
res o
f bas
ic no
te ta
king
are:
•co
nten
t wor
ds•
abbr
evia
tions
•nu
mbe
ring
•lis
ting.
•Ta
ke n
otes
from
a te
xt re
ad o
ut, u
sing
a ch
art w
here
som
ein
form
atio
n is
miss
ing.
•St
uden
ts to
inte
rvie
w ea
ch o
ther
and
take
not
es. E
ach
stud
ent t
hen
feed
back
s to
whol
e gr
oup,
usin
g no
tes.
•St
uden
ts to
writ
e a
shor
t par
agra
ph u
sing
the
info
rmat
ion
in th
eir n
otes
.
154 Writing – Entry Level 3 Draft
Text
Foc
us:
Writ
e sh
ort t
exts
, usin
g pa
ragr
aphs
to c
omm
unica
te in
form
atio
n an
d op
inio
ns.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E3.1
0 c
ompl
ete
form
s with
som
eco
mpl
ex fe
atur
es.
deve
lop
awar
enes
s of t
he c
ultu
ral c
onve
ntio
nswh
ich u
nder
pin
certa
in ty
pes o
f que
stio
ns/
cate
gorie
s in
certa
in ty
pes o
f for
ms.
Key f
eatu
res i
nclu
de:
•cu
ltura
l con
vent
ion
rela
ted
toex
pect
atio
ns o
f rea
der i
n ce
rtain
type
sof
que
stio
ns.
Appl
icatio
n fo
rms,
reco
rds o
f wor
k
•Co
mpa
re a
fille
d in
libr
ary a
pplic
atio
n fo
rm (o
nly f
actu
alin
form
atio
n is
requ
ired)
and
a jo
b ap
plica
tion
form
(cand
idat
e is
aske
d to
fill
in a
sect
ion
givin
g re
ason
s for
appl
ying
for t
he jo
b).
•Di
scus
s the
cul
tura
l con
vent
ions
aro
und
the
read
ers
expe
ctat
ions
of t
he d
iffer
ent s
ectio
ns o
f app
licat
ion
form
s, re
cord
s of w
ork
etc.
•Pr
actis
e fil
ling
in p
arts
of f
orm
s whe
re w
hole
sent
ence
san
d sh
ort p
arag
raph
s are
requ
ired,
inst
ead
of sh
ort
answ
ers,
usin
g a
rang
e of
lang
uage
exe
rcise
s: m
atch
ing
stru
ctur
es to
func
tions
, gap
-fillin
g.
Sent
ence
Foc
us:
Writ
e sim
ple,
com
poun
d an
d co
mpl
ex s
ente
nces
.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E3.1
1 c
ompo
se s
impl
e,co
mpo
und
and
com
plex
sent
ence
s;
deve
lop
know
ledg
e of
the
gram
mat
ical
feat
ures
of s
impl
e, c
ompo
und
and
com
plex
sent
ence
stru
ctur
es;
Key f
eatu
res a
re:
•ac
cura
cy in
bas
ic gr
amm
ar –
appr
opria
te si
mpl
e ve
rb te
nse
and
subj
ect v
erb
agre
emen
t.•
know
ledg
e of
sim
ple,
com
poun
d an
dco
mpl
ex se
nten
ce st
ruct
ures
as
item
ised
in E
ntry
Lev
el 3
Spe
akin
g.
•Ra
nge
of g
ram
mar
pra
ctice
act
ivitie
s, in
cludi
ngdi
ffere
nces
in g
ram
mat
ical s
truct
ures
acc
ordi
ng to
regi
ster
.
•G
ive sh
ort d
ictat
ions
focu
sing
on p
artic
ular
gra
mm
atica
lel
emen
ts.
Draft Writing – Entry Level 3 155
Sent
ence
Foc
us:
Writ
e sim
ple,
com
poun
d an
d co
mpl
ex s
ente
nces
.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E 3.
12 u
se b
asic
punc
tuat
ion
corre
ctly.
deve
lop
know
ledg
e of
the
use
of c
orre
ct, b
asic
punc
tuat
ion.
Key f
eatu
res o
f pun
ctua
tion
are:
•ca
pita
l let
ters
•fu
ll st
ops
•qu
estio
n m
arks
•ex
clam
atio
ns•
use
of c
omm
as fo
r list
ing
item
s in
conn
ecte
d pr
ose.
•Br
ing
in e
xam
ples
of t
exts
whi
ch il
lust
rate
the
vario
usfe
atur
es o
f pun
ctua
tion.
Disc
uss a
nd c
ompa
re th
em w
ithpu
nctu
atio
n co
nven
tions
in st
uden
ts’ o
wn la
ngua
ges.
•Se
t up
prac
tice
exer
cises
, e.g
. sho
rt di
ctat
ions
with
paus
es to
indi
cate
sent
ence
bre
aks.
•G
ive st
uden
ts in
corre
ct ve
rsio
ns o
f tex
t to
corre
ct/a
ddm
issin
g pu
nctu
atio
n.
Wor
d Fo
cus:
Dev
elop
voc
abul
ary
and
spel
ling.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E 3.
13 u
se a
rang
e of
spec
ial
inte
rest
voca
bula
ry a
ppro
pria
tely;
deve
lop
know
ledg
e of
app
ropr
iate
spec
ial
inte
rest
voca
bula
ry;
Know
ledg
e of
spec
ialis
ed vo
cabu
lary
•In
trodu
ce a
topi
c, ch
oosin
g a
cont
ext o
f int
eres
t to
the
stud
ents
, whi
ch re
quire
s spe
cialis
ed vo
cabu
lary,
e.g
.ed
ucat
ion:
subj
ects
, opt
ions
, lev
el, e
xam
boa
rds,
moc
ks.
•W
ork
on th
e us
e of
voca
bula
ry, u
sing
a ra
nge
ofla
ngua
ge d
evel
opm
ent e
xerc
ises.
•En
cour
age
stud
ents
to c
ompi
le p
erso
nal d
ictio
narie
s,vo
cabu
lary
boo
ks.
E 3.
14
build
wor
d fa
milie
sth
roug
h ad
ditio
n of
pre
fixes
and
suffi
xes;
deve
lop
know
ledg
e of
wor
d st
ems a
ndco
mm
on p
refix
es a
nd su
ffixe
s;Ex
ampl
es o
f fea
ture
s at t
his l
evel
inclu
de:
•su
ffixe
s
- adj
ectiv
es a
nd a
dver
bs -
er, e
st, f
ul/ly
- nou
ns -
men
t, ab
ility,
ness
, er
•pr
efixe
s Un
, dis,
re, i
r
•Di
scus
s mea
ning
s of p
refix
es a
nd su
ffixe
s.
•Co
mpa
re w
ith o
ther
lang
uage
s.
•W
orkin
g fro
m te
xts,
iden
tify g
roup
s of c
omm
on p
refix
esan
d su
ffixe
s and
dev
elop
exe
rcise
s aro
und
them
: e.
g. g
ive th
e op
posit
e m
eani
ng o
f...
•W
rite
sent
ence
s givi
ng p
ositi
ve a
nd n
egat
ive q
ualit
ies o
fa
pers
on o
r pla
ce.
156 Writing – Entry Level 3 Draft
Wor
d Fo
cus:
Dev
elop
voc
abul
ary
and
spel
ling.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
E3.1
5 sp
ell a
ccur
atel
y;de
velo
p kn
owle
dge
of c
omm
on sp
ellin
gpa
ttern
s;Ex
ampl
es o
f com
mon
pat
tern
s at t
his
leve
l inc
lude
:•
walk
, tal
k,•
coul
d, w
ould
,•
silen
t ‘e.
’
•Pr
actis
e sp
ellin
g of
com
mon
and
rele
vant
key
wor
ds,
iden
tifyin
g pa
ttern
s fro
m la
ngua
ge in
text
s, e.
g. si
lent
e.
Take
a se
nten
ce fr
om a
text
: I h
ope
to se
e yo
u so
on.
Com
pare
with
: I h
op a
nd ju
mp
when
I da
nce.
•As
k st
uden
ts to
com
pare
diff
eren
ce in
soun
d an
dm
eani
ng. G
ive o
ther
exa
mpl
es a
nd a
sk st
uden
ts to
anal
yse
the
patte
rn.
•G
ive fu
rther
pra
ctice
with
dict
atio
n, m
ultip
le c
hoice
and
gap-
fill e
xerc
ises.
E3.1
6 u
se in
depe
nden
tst
rate
gies
to a
id sp
ellin
g;de
velo
p aw
aren
ess o
f the
impo
rtanc
e of
inde
pend
ent s
trate
gies
to a
id sp
ellin
g;Ke
y fea
ture
s are
:•
look
-say
-cov
er-w
rite-
chec
k•
mne
mon
ics•
soun
ding
out
the
word
pho
netic
ally
•lo
ok fo
r wor
ds w
ithin
wor
ds•
iden
tify p
art o
f the
wor
d th
e stu
dent
m
isspe
lls a
nd in
vent
per
sona
l mne
mon
ic•
use
colo
ur o
r spl
it up
wor
ds to
hi
ghlig
ht vi
sual
feat
ures
, e.
g. r
ece
ive
.
•Di
scus
s stra
tegi
es fo
r im
prov
ing
spel
ling,
e.g
.–
keep
a p
erso
nal v
ocab
ular
y or w
ord
book
;–
LSCW
C;–
soun
d ou
t wor
ds p
hone
tical
ly;–
iden
tify t
he p
art o
f wor
d th
e st
uden
t get
s wro
ng a
ndin
vent
a p
erso
nal m
nem
onic;
–st
uden
ts’ p
erso
nal s
trate
gies
for r
emem
berin
gsp
ellin
gs.
E3. 1
7 p
rodu
ce le
gibl
e te
xt.
deve
lop
awar
enes
s of t
he im
pres
sion
hand
writi
ng g
ives a
nd o
f per
sona
l fea
ture
s of
own
hand
writi
ng;
deve
lop
unde
rsta
ndin
g of
situ
atio
ns w
here
legi
ble,
cor
rect
ly fo
rmed
han
dwrit
ing
isim
porta
nt.
Key f
eatu
res a
re:
•co
nsist
ency
of d
irect
ion
and
form
atio
n•
spac
ing
betw
een
word
s•
size
of le
tters
•wr
iting
on
the
line.
•G
ive st
uden
ts e
xam
ples
of g
ood
and
bad
hand
writi
ngan
d di
scus
s why
they
are
goo
d or
bad
, e.g
. inc
onsis
tenc
yof
dire
ctio
n, sp
acin
g, th
e im
pres
sion
hand
writi
ng g
ives
and
occa
sions
of p
artic
ular
impo
rtanc
e e.
g. jo
bap
plica
tions
.
•As
k st
uden
ts to
ana
lyse
thei
r own
han
dwrit
ing
usin
g th
ecr
iteria
app
lied
in th
e pr
evio
us e
xerc
ise.
•W
here
nee
ded,
stud
ents
are
give
n ex
ercis
es to
impr
ove
dire
ctio
n, c
onsis
tenc
y etc
.
Draft Writing – Entry Level 3 157
Strategies for independent learning
Suggest that students do the following.
• Choose 5 words to learn to copy/write after every lesson.
• Practise joining letters to help with the flow.
• Ask teacher for handwriting patterns to practise with outside the classroom, if they need to improve their
handwriting.
• Find out which ways of remembering spelling works for them, i.e. try various ways:
look-say-cover-write-check or sounding out words phonetically or learning a mnemonic etc.
• Ask a friend or relative to give them a spelling test.
• Word-process texts they have handwritten.
• Write a little everyday, for example keep a simple diary in English.
• Go over corrected homework, checking for spelling and punctuation, do a second draft where necessary.
• Keep a vocabulary book and/or make their own bilingual dictionary.
• Ask their teacher for self-checking materials for further practice with particular areas they feel they need to
improve, e.g. spelling, punctuation, grammar.
• Ask about joining a local Open Learning Centre.
158 Writing – Level 1 Draft
Writing – Level 1
At this level adults can write to communicate information, ideas and opinions clearly using length, format and style
appropriate to purpose and audience.
An adult will be expected to:
• plan and draft writing;
• judge how much to write, and the level of detail to include;
• present information in a logical sequence, using paragraphs where appropriate;
• use language suitable for purpose and audience;
• use format and structure for different purposes;
• write in complete sentences;
• use correct grammar (such as subject-verb agreement, correct use of tense);
• punctuate sentences correctly, and use punctuation so that meaning is clear;
• spell correctly words used most often in work, studies and daily life;
• proof-read and revise writing for meaning and accuracy;
• produce legible text;
in documents such as forms, records, e-mail, letters, narratives, instructions, reports, explanations.
Issues which may affect the delivery of the curriculum at this level
• Writers will be producing text independently for personal writing and short formal and informal texts.
• They will be using proof-reading and self-correction strategies.
• They can expect guidance and modelling for extended writing, particularly non-fiction/non-narrative writing,
and more complex text types or genres.
• They will be aware of the major differences between spoken and written English.
• They will have general control of the features of Standard English. However, students’ use of English may
reflect the variety of English commonly used in their community rather than standard English. Teachers need
to ensure that these issues are discussed.
• The skills of speaking, reading and listening will be used to stimulate, develop and model writing
wherever possible.
• Comparative approaches will be used where appropriate.
• The need for accuracy will be determined by the purpose of the writing.
Note on the tables which follow
Under Knowledge and understanding, see Speaking Level 1 for grammar at this level. Under Examples of
application, feature and level, see Speaking Level 1 for examples of language in use and text range. Sample
activities are examples and should not be used as a prescriptive list.
Draft Writing – Level 1 159
Text
Foc
us:
Writ
e to
com
mun
icate
info
rmat
ion,
idea
s an
d op
inio
ns.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L1.1
ide
ntify
the
purp
ose,
audi
ence
and
out
com
e of
writi
ng;
be a
ware
of t
he im
porta
nce
of a
udie
nce,
purp
ose
and
outc
ome,
the
read
er’s
know
ledg
ean
d ex
pect
atio
ns;
Key f
eatu
res a
re:
•pu
rpos
e•
audi
ence
•ou
tcom
e.Sh
ort,
para
grap
hed
text
s e.g
.•
pers
onal
and
oth
er n
arra
tives
•sh
ort r
epor
ts•
simpl
e in
stru
ctio
ns (e
.g. h
ow to
get
toa
plac
e)•
artic
les
•fo
lk st
orie
s•
form
al a
nd in
form
al le
tters
.Si
mpl
e te
xts e
.g.
•e-
mai
ls, m
essa
ges a
nd m
emos
•CV
•co
mpl
ex fo
rms (
e.g.
app
licat
ion
for j
obor
cou
rse)
.
•Br
ing
in e
xam
ples
of d
iffer
ent t
ypes
of s
hort,
para
grap
hed
text
s – a
recip
e, a
new
spap
er a
rticle
, an
extra
ct fr
om a
text
-boo
k, a
shor
t sto
ry.
•As
k st
uden
ts to
wor
k in
smal
l gro
ups a
nd:
a)id
entif
y the
inte
nded
aud
ienc
e/re
ader
b)
stat
e th
e au
thor
’s pu
rpos
e c)
stat
e th
e au
thor
’s de
sired
resp
onse
.
•Ta
ke fe
edba
ck a
nd a
sk st
uden
ts to
com
pare
the
text
s in
term
s of a
udie
nce,
pur
pose
and
out
com
e.
•Co
mpa
re w
ith te
xts i
n st
uden
ts’ o
wn la
ngua
ges:
focu
s on
diffe
renc
es e
.g. w
here
an
auth
or c
onve
ntio
nally
stat
esth
e pu
rpos
e.
•Te
ll st
uden
ts th
ey a
re g
oing
to w
rite
som
ethi
ngth
emse
lves (
e.g.
one
of t
he a
bove
). As
k th
em to
con
sider
who
the
audi
ence
will
be, w
hy th
ey a
re w
ritin
g it
and
what
effe
ct th
ey w
ant t
he w
ritin
g to
hav
e.
LI. 2
gen
erat
e id
eas f
or w
ritin
g;be
awa
re o
f wha
t ass
ignm
ent t
itles
act
ually
mea
n an
d th
e cu
ltura
l im
plica
tions
beh
ind
them
, e.g
. ess
ay ti
tles i
n qu
estio
n fo
rm d
o no
tre
quire
a si
mpl
e an
swer
but
a d
iscus
sion
ofpr
os a
nd c
ons;
Key f
eatu
res a
re:
•an
alys
ing
assig
nmen
t titl
e, b
rief o
rpu
rpos
e•
decid
ing
what
to in
clude
and
in h
owm
uch
deta
il.
•Lo
ok a
t a va
riety
of a
ssig
nmen
t titl
es a
nd id
entif
y key
word
s whi
ch in
dica
te p
urpo
se.
•Co
mpa
re a
ssig
nmen
t titl
es w
ith a
ssig
nmen
ts in
stud
ents
’pr
evio
us le
arni
ng.
•Us
e a
varie
ty o
f stim
uli t
o se
t con
text
and
gen
erat
e id
eas,
such
as d
iscus
sion
ques
tions
, oth
er te
xts,
pict
ures
, aud
ioan
d vid
eo ta
pes.
•St
imul
ate
idea
s. •
Use
diffe
rent
tech
niqu
es to
not
e do
wn id
eas:
listin
g,sp
ider
grap
hs, m
ind
map
s. •
Disc
uss m
ain
idea
s, le
vel o
f det
ail r
equi
red
and
logi
cal
orde
r.•
In p
airs
, gro
ups o
r alo
ne, w
rite
a lis
t of p
oint
s abo
ut a
diffe
rent
topi
c, co
mpa
re w
ith o
ther
s.
160 Writing – Level 1 Draft
Text
Foc
us:
Writ
e to
com
mun
icate
info
rmat
ion,
idea
s an
d op
inio
ns.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L1.3
mak
e no
tes f
rom
writ
ten
and
oral
sour
ces f
or d
iffer
ent
purp
oses
;
be a
ware
of k
ey fe
atur
es o
f not
e-ta
king
•wr
iting
key
con
tent
wor
ds•
usin
g ab
brev
iatio
ns, s
ymbo
ls•
num
berin
g•
listin
g•
diffe
rent
not
e-ta
king
form
ats f
or d
iffer
ent
text
s;
Key f
eatu
res o
f not
e ta
king
are:
•co
nten
t wor
ds•
abbr
evia
tions
•nu
mbe
ring
•la
yout
, e.g
. list
ing,
spid
ergr
am,
min
dmap
etc
.
•St
uden
ts ta
ke n
otes
from
a te
xt o
r ora
l pre
sent
atio
n,us
ing
a pr
e-se
t for
mat
, as a
ppro
pria
te.
•St
uden
ts fe
ed b
ack
oral
ly, u
sing
thei
r not
es.
•St
uden
ts w
rite
a sh
ort p
arag
raph
usin
g th
e in
form
atio
n in
thei
r not
es.
•St
uden
ts c
ompa
re th
eir f
inal
vers
ions
.
L1.4
ide
ntify
app
ropr
iate
regi
ster
for t
ask
and
audi
ence
;de
velo
p un
ders
tand
ing
of th
e di
ffere
nces
betw
een
form
al/in
form
al re
gist
er in
bot
hwr
iting
and
spea
king;
deve
lop
awar
enes
s of d
iffer
ence
s bet
ween
spok
en a
nd w
ritte
n En
glish
;
Key f
1eat
ures
of
form
al a
nd in
form
alwr
iting
are
:•
shor
t for
ms
•vo
cabu
lary
•id
iom
atic
expr
essio
ns•
mod
e of
add
ress
•di
ffere
nces
in st
ruct
ure
for t
he sa
me
func
tion,
e.g
. req
uest
sCa
n yo
u se
nd m
e a
map
?I w
ould
be
mos
t gra
tefu
l if y
ou w
ould
se
nd m
e . .
. ?
Cont
rast
ing
regi
ster
s are
nee
ded
for:
•m
emo
and
e-m
ail
•fo
rmal
and
info
rmal
lette
rs•
stor
y and
repo
rt.
•Br
ing
in e
xam
ples
of s
hort
text
s with
con
trast
ing
regi
ster
s e.g
. mem
o to
all
staf
f reg
ardi
ng o
ffice
proc
edur
e an
d e-
mai
l to
one
colle
ague
and
read
them
with
stud
ents
.
•As
k st
uden
ts to
com
pare
the
two,
focu
sing
on th
est
ruct
ure,
voca
bula
ry, id
iom
and
way
s of m
akin
g re
ques
tsan
d to
com
plet
e a
grid
whi
ch c
ontra
sts t
he u
se o
fEn
glish
in fo
rmal
and
info
rmal
writ
ing.
•Co
mpi
le a
che
cklis
t of t
he d
iffer
ence
s.
•Di
scus
s diff
eren
ces b
etwe
en sp
oken
and
writ
ten
Engl
ishby
ask
ing
stud
ents
how
they
wou
ld te
ll so
meo
ne a
bout
the
offic
e pr
oced
ure.
Draft Writing – Level 1 161
Text
Foc
us:
Writ
e to
com
mun
icate
info
rmat
ion,
idea
s an
d op
inio
ns.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L1.5
pla
n wr
iting
, usin
gap
prop
riate
stru
ctur
e an
d fo
rmat
to c
omm
unica
te in
form
atio
n,id
eas a
nd o
pini
ons c
lear
ly an
def
fect
ively;
deve
lop
unde
rsta
ndin
g of
the
plan
ning
proc
ess a
nd it
s im
porta
nce;
deve
lop
awar
enes
s of d
iffer
ent w
ays o
fpl
anni
ng a
nd b
e aw
are
of w
ays t
hat s
uit t
hem
;
Key f
eatu
res o
f pla
nnin
g •
Iden
tify p
urpo
se a
nd a
udie
nce
•De
cide
what
to w
rite
•Se
lect
and
ord
er id
eas
•As
sem
ble
poin
ts in
logi
cal o
rder
toac
hiev
e ef
fect
•Id
entif
y lev
el o
f det
ail r
equi
red
•Id
entif
y key
voca
bula
ry a
nd st
ruct
ures
•Id
entif
y app
ropr
iate
regi
ster
•Ch
oose
form
at•
Mak
e a
writt
en p
lan
•W
ork
acco
rdin
g to
the
need
s of t
he st
uden
ts a
s a w
hole
grou
p, in
smal
l gro
ups o
r ind
ividu
ally.
•De
cide
on p
urpo
se a
nd a
udie
nce.
•
Use
diffe
rent
tech
niqu
es to
not
e do
wn id
eas:
listin
g,sp
ider
grap
hs, m
ind
map
s. •
Disc
uss a
nd d
ecid
e on
mai
n id
eas,
leve
l of d
etai
l req
uire
dan
d lo
gica
l ord
er.
•El
icit/d
ecid
e on
key
voca
bula
ry a
nd st
ruct
ures
.•
Disc
uss a
nd d
ecid
e on
form
at c
onve
ntio
ns fo
r the
parti
cula
r tex
t typ
e.
•Co
nsid
er th
e op
tion
of p
lann
ing
in st
uden
ts’ o
wnla
ngua
ges.
•Co
mpa
re a
nd tr
y out
diff
eren
t way
s of p
lanni
ngso
that
stud
ents
can
find
way
s tha
t sui
t the
m.
L1.6
org
anise
writ
ing
into
para
grap
hs, a
nd sh
ow th
e lin
ksbe
twee
n pa
ragr
aphs
;
deve
lop
unde
rsta
ndin
g of
the
conc
ept o
fpa
ragr
aphi
ng;
deve
lop
awar
enes
s of k
ey a
spec
ts o
f di
ffere
ntpa
ragr
aphi
ng st
ruct
ures
;
Use
of p
arag
raph
s for
mak
ing
new
poin
ts,
deve
lopi
ng a
nar
rativ
e,
Diffe
rent
feat
ures
of p
arag
raph
stru
ctur
ear
e:•
gene
ral s
tate
men
t fol
lowe
d by
elab
orat
ion
and
exam
ples
•ch
rono
logi
cally
sequ
entia
l poi
nts
abou
t a si
ngle
topi
c or
clu
ster
of t
opics
•st
atem
ent o
f arg
umen
t fol
lowe
d by
poin
ts fo
r and
aga
inst
.•
Lin
ks b
etwe
en p
arag
raph
s...
.Any
way,
I cam
e to
Eng
land
.
The
first
pro
blem
whe
n we
cam
e to
Engl
and.
...Ho
weve
r....A
fter t
hat..
..The
nex
t day
....
As a
resu
lt...
•As
k st
uden
ts to
put
text
s int
o pa
ragr
aphs
– d
iscus
sre
ason
s for
inse
rting
new
par
agra
ph.
•Id
entif
y and
disc
uss s
truct
ure
of p
arag
raph
s in
a va
riety
of d
iffer
ent t
ext t
ypes
.
•Re
ad sh
ort t
exts
and
exa
min
e lin
ks b
etwe
en p
arag
raph
s.
•In
sert
word
s and
phr
ases
to li
nk p
arag
raph
s in
shor
tte
xts.
162 Writing – Level 1 Draft
Text
Foc
us:
Writ
e to
com
mun
icate
info
rmat
ion,
idea
s an
d op
inio
ns.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L1.7
com
pose
text
s, ch
oosin
gap
prop
riate
form
at fo
r diff
eren
tte
xt ty
pes;
be a
ware
of t
he p
roce
ss o
f com
posin
g te
xt;
deve
lop
awar
enes
s of a
ppro
pria
te fo
rmat
s and
acco
mpa
nyin
g fe
atur
es o
f lay
out f
or d
iffer
ent
text
type
s;
Key f
eatu
res o
f lay
out i
nclu
de:
•pa
ragr
aphi
ng•
listin
g•
colu
mns
•us
e of
hea
ding
s•
num
berin
g, b
ulle
t poi
nts
•di
agra
ms,
illust
ratio
ns.
Plan
ning
as i
n 1.
5.
Para
grap
hing
as i
n 1.
6.
Brin
g in
exa
mpl
es o
f var
ious
text
type
s whi
ch u
se a
rang
e of
diffe
rent
form
ats a
nd re
ad th
em w
ith th
e st
uden
ts.
•As
k st
uden
ts to
iden
tify f
eatu
res o
f diff
eren
t te
xt ty
pes e
.g. r
epor
tsa)
usu
ally
have
hea
ding
sb)
are
som
etim
es w
ritte
n in
col
umns
c) ar
e of
ten
illust
rate
d wi
th d
iagr
ams o
r visu
als.
•As
a g
roup
, com
pile
a c
heck
list o
f for
mat
con
vent
ions
for
diffe
rent
text
type
s.
•As
k st
uden
ts to
brin
g in
exa
mpl
es o
f diff
eren
t tex
t typ
esin
thei
r lan
guag
es a
nd c
ompa
re te
xt fo
rmat
con
vent
ions
.
Use
a va
riety
of s
timul
i to
set c
onte
xt a
nd g
ener
ate
idea
s,su
ch a
s disc
ussio
n qu
estio
ns, o
ther
text
s, pi
ctur
es, a
udio
and
video
tape
s.
•St
uden
ts to
wor
k in
pai
rs o
r ind
ividu
ally
to p
lan
and
com
pose
a fi
rst d
raft.
L1.8
pro
of-re
ad a
nd e
dit w
ritin
gon
pap
er o
r on
scre
en;
prod
uce
final
dra
ft;
deve
lop
awar
enes
s tha
t pro
of-re
adin
g is
part
of th
e wr
iting
pro
cess
;
deve
lop
awar
enes
s of a
reas
of p
erso
nal
stre
ngth
s and
wea
knes
ses s
o th
at p
roof
-re
adin
g is
focu
sed
and
pers
onal
ised;
deve
lop
awar
enes
s of r
equi
red
stan
dard
s of
accu
racy
and
pre
sent
atio
n fo
r fin
al d
raft;
Key f
eatu
res i
nclu
de:
•Cr
eativ
e an
d se
cret
aria
l asp
ects
a) c
reat
ive –
effe
ctive
ness
in a
chie
ving
purp
ose,
style
, reg
ister
, exp
ress
ion.
b) se
cret
aria
l – u
se o
f pun
ctua
tion,
spel
ling,
par
agra
phin
g, a
nd p
erso
nal
area
s of g
ram
mat
ical w
eakn
ess,
e.g.
tens
es, p
repo
sitio
ns, p
assiv
e/ac
tive
voice
.
•Co
mbi
ne w
ith c
ritica
l rea
ding
stra
tegi
es
(see
Read
ing
Leve
l 1) t
o id
entif
y mor
e an
d le
ss e
ffect
ivewa
ys o
f writ
ing.
•Us
e a
proo
f-rea
ding
key
.
•G
roup
disc
ussio
n of
sugg
este
d am
endm
ents
.
•Us
e re
fere
nce
tool
s suc
h as
spel
l-che
ck o
n co
mpu
ter o
rin
boo
k fo
rm.
Draft Writing – Level 1 163
Text
Foc
us:
Writ
e to
com
mun
icate
info
rmat
ion,
idea
s an
d op
inio
ns.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L1.9
com
plet
e fo
rms w
ith so
me
com
plex
feat
ures
.de
velo
p aw
aren
ess o
f the
cul
tura
l con
vent
ions
which
und
erpi
n ce
rtain
type
s of q
uest
ions
/ca
tego
ries i
n ce
rtain
type
s of f
orm
s;
deve
lop
abilit
y to
give
very
cle
ar a
ccou
nts
with
out a
mbi
guity
, with
illu
stra
tion
ifap
prop
riate
.
Key f
eatu
res a
re:
•cu
ltura
l con
vent
ion
rela
ted
toex
pect
atio
ns o
f rea
der i
n ce
rtain
type
sof
que
stio
ns
•gr
aphi
c/di
agra
m il
lust
ratin
g te
xt, e
.g.
show
ing
exac
t loc
atio
n of
acc
iden
t
•ap
plica
tion
form
s, re
cord
s of w
ork,
accid
ent r
epor
t for
m.
•Co
mpa
re a
fille
d-in
libr
ary a
pplic
atio
n fo
rm (o
nly f
actu
alin
form
atio
n is
requ
ired)
and
a c
ours
e ap
plica
tion
form
(cand
idat
e is
aske
d to
fill
in a
sect
ion
givin
g re
ason
s for
appl
ying
for t
he c
ours
e).
•Di
scus
s the
cul
tura
l con
vent
ions
aro
und
the
read
ers
expe
ctat
ions
of t
he d
iffer
ent s
ectio
ns o
f app
licat
ion
form
s, re
cord
s of w
ork
etc.
•Pr
actis
e fil
ling
in p
arts
of f
orm
s whe
re w
hole
sent
ence
san
d sh
ort p
arag
raph
s are
requ
ired,
inst
ead
of sh
ort
answ
ers,
usin
g a
rang
e of
lan
guag
e ex
ercis
es: m
atch
ing
stru
ctur
es to
func
tions
, gap
fillin
g.
•Pr
actis
e dr
awin
g di
agra
ms t
o cla
rify d
escr
iptio
ns su
ch a
sex
act l
ocat
ion
of a
ccid
ent o
r par
t of b
ody i
njur
ed.
Sent
ence
Foc
us:
Writ
e sim
ple,
com
poun
d an
d co
mpl
ex s
ente
nces
.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L1.1
0 w
rite
usin
g a
varie
ty o
fse
nten
ce p
atte
rns;
deve
lop
know
ledg
e of
the
gram
mat
ical
feat
ures
of s
impl
e, c
ompo
und
and
com
plex
sent
ence
stru
ctur
es;
Key f
eatu
res a
re:
•ac
cura
cy in
bas
ic gr
amm
ar -
appr
opria
te ve
rb te
nse
and
subj
ect
ve
rb a
gree
men
t•
know
ledg
e of
sim
ple,
com
poun
d an
dco
mpl
ex se
nten
ce st
ruct
ure
asite
mise
d in
Lev
el 1
Spe
akin
g.
•Ra
nge
of g
ram
mar
pra
ctice
act
ivitie
s
•Lis
teni
ng, r
eadi
ng a
nd sp
eakin
g ex
ercis
es, f
ocus
ing
onpa
rticu
lar g
ram
mat
ical e
lem
ents
•G
ive sh
ort d
ictat
ions
focu
sing
on p
artic
ular
gra
mm
atica
lel
emen
ts.
164 Writing – Level 1 Draft
Sent
ence
Foc
us:
Writ
e sim
ple,
com
poun
d an
d co
mpl
ex s
ente
nces
.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L1.1
1 p
unct
uate
sent
ence
sef
fect
ively
and
corre
ctly.
deve
lop
know
ledg
e of
the
use
of c
orre
ctpu
nctu
atio
n.Ke
y fea
ture
s of p
unct
uatio
n ar
e:
•ca
pita
l let
ters
•fu
ll st
ops
•qu
estio
n m
arks
•ex
clam
atio
ns•
com
mas
for l
istin
g ite
ms i
n co
nnec
ted
pros
e•
punc
tuat
ion
for c
onne
ctive
s suc
h as
Howe
ver,
etc
.•
apos
troph
e fo
r pos
sess
ion
and
omiss
ion
•sp
eech
mar
ks.
•Br
ing
in e
xam
ples
of t
exts
whi
ch il
lust
rate
the
vario
usfe
atur
es o
f pun
ctua
tion.
Disc
uss a
nd c
ompa
re th
em w
ithpu
nctu
atio
n co
nven
tions
in st
uden
ts’ o
wn la
ngua
ges.
•Se
t up
prac
tice
exer
cises
, e.g
.–
shor
t dict
atio
ns w
ith p
ause
s to
indi
cate
sent
ence
brea
ks;
–gi
ve st
uden
ts in
corre
ct ve
rsio
ns o
f tex
t to
corre
ct/a
ddm
issin
g pu
nctu
atio
n.
Wor
d Fo
cus:
Dev
elop
voc
abul
ary
and
spel
ling.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L1.1
2 u
se a
rang
e of
voca
bula
ryap
prop
riate
ly;de
velo
p kn
owle
dge
of a
ppro
pria
te sp
ecia
lin
tere
st vo
cabu
lary
;
be a
ware
of w
hat v
ocab
ular
y is a
ppro
pria
te fo
rwh
ich a
udie
nce;
be a
ware
of a
rang
e of
com
mon
col
loca
tions
;
Know
ledg
e of
gen
eral
and
spec
ialis
edvo
cabu
lary.
Inclu
de a
bstra
ct vo
cabu
lary
cla
ss n
ouns
and
phra
sal v
erbs
.
Inclu
de id
iom
atic
Engl
ish a
nd ‘s
lang
’.
•In
trodu
ce n
ew vo
cabu
lary
in a
varie
ty o
f way
s, th
roug
h a
rang
e of
text
s, br
ains
torm
ing,
vide
o an
d lis
teni
ngex
ercis
es.
•W
ork
on th
e us
e of
voca
bula
ry, u
sing
a ra
nge
of la
ngua
gede
velo
pmen
t exe
rcise
s.
•Lo
ok a
t orig
in o
f wor
ds, c
ompa
re w
ith st
uden
ts’ o
wnla
ngua
ges,
be a
ware
of ‘
false
frie
nds’
(e.g
. wor
ds w
hich
look
the
sam
e bu
t hav
e di
ffere
nt m
eani
ngs).
•Us
e a
thes
auru
s to
find
word
s.
Draft Writing – Level 1 165
Wor
d Fo
cus:
Dev
elop
voc
abul
ary
and
spel
ling.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L1.1
3 b
uild
fam
ilies o
f rel
ated
word
s;de
velo
p kn
owle
dge
of w
ord
stem
s and
com
mon
pre
fixes
and
suffi
xes;
Key f
eatu
res a
re:
•su
ffixe
s •
pref
ixes.
•Di
scus
s mea
ning
s of p
refix
es a
nd su
ffixe
s.
•Co
mpa
re w
ith o
ther
lang
uage
s.
•W
orkin
g fro
m te
xts,
iden
tify g
roup
s of c
omm
on p
refix
esan
d su
ffixe
s and
dev
elop
exe
rcise
s aro
und
them
.
•Lo
ok a
t syn
onym
s and
opp
osite
s.
L1.1
4 im
prov
e ac
cura
cy o
fsp
ellin
g;de
velo
p kn
owle
dge
of a
wid
e ra
nge
of sp
ellin
gpa
ttern
s;
be a
ble
to u
se d
ictio
nary
or s
pell-
chec
ker f
orco
rrect
spel
ling;
Be a
ble
to sp
ell r
elev
ant k
ey w
ords
,fa
milia
r tec
hnica
l ter
ms a
nd o
ther
com
mon
voca
bula
ry it
ems a
ccur
atel
y.
•Pr
actic
e sp
ellin
g of
com
mon
and
rele
vant
key
wor
ds,
iden
tifyin
g pa
ttern
s fro
m la
ngua
ge in
use
in te
xts.
•G
ive fu
rther
pra
ctice
with
dict
atio
n, m
ultip
le c
hoice
and
gap
fill e
xerc
ises.
L1.1
5 u
se in
depe
nden
tst
rate
gies
to a
id sp
ellin
g;de
velo
p un
ders
tand
ing
of p
erso
nal l
earn
ing
style
and
an
awar
enes
s of t
he im
porta
nce
ofin
depe
nden
t stra
tegi
es to
aid
spel
ling;
deve
lop
unde
rsta
ndin
g of
nee
d to
pra
ctise
regu
larly
and
to jo
in u
p ha
ndwr
iting
in o
rder
tout
ilise
mot
or m
emor
y;
Key f
eatu
res a
re:
•lo
ok-s
ay-c
over
-writ
e-ch
eck
•so
undi
ng o
ut th
e wo
rd p
hone
tical
ly•
look
for w
ords
with
in w
ords
•id
entif
y par
t of t
he w
ord
you
miss
pell
and
inve
nt p
erso
nal m
nem
onics
•us
e co
lour
or s
plit
up w
ords
to h
ighl
ight
visua
l fea
ture
s, e.
g. r
ece
ive
.
•Di
scus
s stra
tegi
es fo
r im
prov
ing
spel
ling,
e.g
.
–ke
ep a
per
sona
l voc
abul
ary o
r wor
d bo
ok;
–fin
d wa
ys o
f rem
embe
ring
spel
lings
that
mat
chin
divid
ual l
earn
ing
style
;–
look
, say
, cov
er, w
rite,
che
ck;
–re
gula
r writ
ing
prac
tice
– ‘jo
ined
up’
han
dwrit
ing.
L1.1
6 p
rodu
ce le
gibl
e te
xt.
be a
ware
of a
rang
e of
occ
asio
ns w
hen
legi
ble
hand
writi
ng is
ess
entia
l;
deve
lop
a cr
itica
l awa
rene
ss o
f per
sona
lfe
atur
es o
f own
han
dwrit
ing.
Key f
eatu
res a
re:
•co
nsist
ency
of d
irect
ion
and
form
atio
nof
lette
rs•
spac
ing
betw
een
word
s•
size
of le
tters
•wr
iting
on
the
line.
•G
ive st
uden
ts e
xam
ples
of g
ood
and
bad
hand
writi
ngan
d di
scus
s why
they
are
goo
d or
bad
, e.g
. inc
onsis
tenc
yof
dire
ctio
n, sp
acin
g , t
he im
pres
sion
hand
writi
ng g
ives
and
occa
sions
of p
artic
ular
impo
rtanc
e e.
g. jo
bap
plica
tions
.
•St
uden
ts to
ana
lyse
thei
r own
han
dwrit
ing
usin
g th
ecr
iteria
app
lied
in th
e pr
evio
us e
xerc
ise.
•W
here
nee
ded,
stud
ents
to b
e gi
ven
exer
cises
toim
prov
e di
rect
ion,
con
siste
ncy e
tc...
166 Writing – Level 1 Draft
Strategies for independent learning
Suggest that students do the following.
• Learn a new word each day and use it in conversation and writing.
• Keep a vocabulary book and/or make their own bilingual dictionary.
• Learn to spell 10 new words each week.
• Practise joining letters to help with the flow.
• Analyse what they could improve about their handwriting and practise that element (e.g. too big, too small,
not regular).
• Find out which ways of remembering spelling works for them, i.e. try various ways: sounding out words
phonetically, learning a mnemonic etc.
• Ask a friend or relative to give them a spelling test.
• Word-process texts they have handwritten.
• Write a little everyday, for example keep a simple diary in English, write for the student magazine, find
someone to write to or e-mail in English.
• Go over corrected homework, checking for spelling and punctuation, do a second draft or third where
necessary.
• Use a thesaurus to expand their vocabulary.
• Ask their teacher for self-checking materials for further practice with particular areas they feel they need to
improve, e.g. spelling or punctuation, or ask about joining a local Open Learning Centre.
• When writing, use similar text types as models until they are confident to break away from the model.
Draft Writing – Level 2 167
Writing – Level 2
At this level, adults can write to communicate information, ideas and opinions clearly and effectively, using length,
format and style appropriate to purpose, content and audience.
An adult will be expected to:
• plan and draft writing;
• judge how much to write, and the level of detail to include;
• present information and ideas in a logical or persuasive sequence using paragraphs where appropriate;
• use format and structure to organise writing for different purposes;
• use formal and informal language appropriate to purpose and audience;
• use different styles of writing for different purposes (such as persuasive techniques, supporting evidence,
technical vocabulary);
• construct complex sentences;
• use correct grammar (such as subject-verb agreement, correct and consistent use of tense);
• use pronouns so that their meaning is clear;
• punctuate sentences correctly and use punctuation accurately (such as commas, apostrophes,
inverted commas);
• spell correctly words used most often in work, studies and daily life, including familiar technical words;
• proof-read and revise writing for meaning and accuracy;
• produce legible text;
in a wide range of documents.
Issues which may affect the delivery of the curriculum at this level
• Writers will be producing text independently for personal and academic writing, and for formal and
informal texts.
• They will be using proof-reading and self-correction strategies.
• They can expect guidance and modelling for extended writing, particularly academic and non-fiction writing
and more complex text types or genres.
• They will be aware of the differences between spoken and written English.
• They will be aware of and be able to use the features of standard written English.
• The skills of speaking, reading and listening will be used to stimulate, develop and model writing
wherever possible.
• Comparative approaches will be used where appropriate.
• The need for accuracy will be determined by the purpose of the writing.
Note on the tables which follow
Under Knowledge and understanding, see Speaking Level 2 for grammar at this level. Under Examples of
application, feature and level, see Speaking Level 2 for examples of language in use and text range. Sample
activities are examples and should not be used as a prescriptive list.
168 Writing – Level 2 Draft
Text
Foc
us:
Writ
e to
com
mun
icate
info
rmat
ion,
idea
s an
d op
inio
ns.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L2.1
ide
ntify
the
purp
ose,
audi
ence
and
out
com
e of
writ
ing;
be a
ware
of t
he im
porta
nce
of a
udie
nce,
purp
ose
and
outc
ome,
the
read
er’s
know
ledg
ean
d ex
pect
atio
ns;
•Pu
rpos
e•
Audi
ence
•O
utco
me
A wi
de ra
nge
of te
xts i
nclu
ding
para
grap
hed
text
s: pe
rson
al a
nd o
ther
nar
rativ
es, p
oem
s,re
ports
, ess
ays,
broc
hure
s, in
stru
ctio
ns
(e.g
. how
to u
se a
pie
ce o
f equ
ipm
ent),
artic
les,
form
al a
nd in
form
al le
tters
.
Oth
er te
xts:
e-m
ails,
mes
sage
s and
mem
os, C
V,co
mpl
ex fo
rms (
e.g.
app
licat
ion
for
natio
nalit
y, UC
AS fo
rm),
post
ers.
A wi
de va
riety
of a
udie
nces
– e
mpl
oyer
,ex
amin
er, t
each
er, m
agaz
ine
read
ers,
offic
ial a
genc
ies e
tc.
•Lo
ok a
t a ra
nge
of te
xts w
ritte
n fo
r diff
eren
t aud
ienc
esan
d de
cide:
–wh
at th
eir p
urpo
se is
;–
who
they
are
aim
ed a
t;–
what
effe
ct th
ey h
ave;
–wh
at re
spon
se th
ey e
xpec
t;–
whet
her t
he a
mou
nt o
f det
ail i
s app
ropr
iate
.
•Fo
r eac
h pi
ece
of w
ritin
g th
at st
uden
ts d
o, u
se th
isch
eckli
st:
–pu
rpos
e;–
who
for;
–re
sult
or e
ffect
requ
ired;
–te
xt ty
pe o
r gen
re;
–am
ount
of d
etai
l and
leng
th.
•Se
e Le
vel 1
, L1.
1 fo
r exp
ansio
n of
thes
e an
d ot
her i
deas
of a
ctivi
ties.
L2.2
gen
erat
e id
eas f
or w
ritin
g;be
awa
re o
f wha
t ass
ignm
ent t
itles
act
ually
mea
n an
d cu
ltura
l im
plica
tions
beh
ind
them
,su
ch a
s tha
t ess
ay ti
tles i
n qu
estio
n fo
rm d
ono
t req
uire
a si
mpl
e an
swer
but
a d
iscus
sion
ofpr
os a
nd c
ons;
•An
alys
e as
signm
ent t
itle,
brie
f or
pu
rpos
e of
the
writi
ng.
•De
cide
what
to in
clude
and
in h
owm
uch
deta
il.•
Decid
e ho
w to
get
info
rmat
ion
(e.g
.fro
m b
ooks
, wor
ld-w
ide
web,
talki
ng to
peop
le, t
hink
ing
thin
gs th
roug
h).
•Lo
ok a
t a va
riety
of a
ssig
nmen
t titl
es a
nd id
entif
y key
word
s whi
ch in
dica
te p
urpo
se.
•Co
mpa
re a
ssig
nmen
t titl
es w
ith a
ssig
nmen
ts
in st
uden
ts’ p
revio
us le
arni
ng.
•Di
scus
s mea
ning
of a
bstra
ct ve
rbs
e.g.
‘disc
uss’,
‘eva
luat
e’, ‘
com
pare
’.
•Us
e a
varie
ty o
f stim
uli t
o se
t con
text
and
gen
erat
e id
eas
(disc
ussio
n qu
estio
ns, o
ther
text
s, pi
ctur
es, a
udio
and
video
).
•In
pai
rs, g
roup
s or a
lone
, writ
e a
list o
f poi
nts a
bout
apa
rticu
lar t
opic,
com
pare
with
oth
ers.
•Dr
aw u
p an
act
ion
plan
for g
athe
ring
info
rmat
ion
– wh
atis
need
ed a
nd h
ow to
get
it.
Draft Writing – Level 2 169
Text
Foc
us:
Writ
e to
com
mun
icate
info
rmat
ion,
idea
s an
d op
inio
ns.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L2.3
mak
e no
tes f
rom
writ
ten
and
oral
sour
ces f
or d
iffer
ent
purp
oses
;
be a
ware
of k
ey fe
atur
es o
f not
e-ta
king
•wr
iting
key
con
tent
wor
ds•
usin
g ab
brev
iatio
ns, s
ymbo
ls•
num
berin
g•
listin
g•
diffe
rent
not
e-ta
king
form
ats f
or
diffe
rent
text
s;
Key f
eatu
res o
f not
e ta
king
are:
•co
nten
t wor
ds•
abbr
evia
tions
•nu
mbe
ring
•la
yout
, e.g
. list
ing,
spid
ergr
am,
min
dmap
etc
.
•St
uden
ts ta
ke n
otes
from
a te
xt.
•St
uden
ts fe
ed b
ack
oral
ly, u
sing
thei
r not
es.
•St
uden
ts w
rite
a sh
ort p
arag
raph
usin
g th
e in
form
atio
n in
thei
r not
es.
•St
uden
ts d
iscus
s diff
eren
t way
s of t
akin
g no
tes a
ndid
entif
y whi
ch o
ne w
orks
bes
t for
own
lear
ning
style
.
L2.4
sum
mar
ise a
nd sy
nthe
sise
info
rmat
ion;
deve
lop
unde
rsta
ndin
g of
skills
invo
lved
insu
mm
arisi
ng in
form
atio
n an
d be
awa
re th
at it
is a
skill
that
can
be
lear
nt;
Key f
eatu
res o
f sum
mar
ising
are
to:
•id
entif
y mai
n po
ints
•de
lete
uni
mpo
rtant
poi
nts
•in
clude
impo
rtant
det
ails
•de
lete
repe
ated
info
rmat
ion
•us
e ge
nera
l sta
tem
ents
to c
over
seve
ral p
oint
s.
•Pr
actis
e su
mm
arisi
ng–
usin
g ch
apte
r hea
ding
s and
subh
eadi
ngs a
s an
aid
tosu
mm
ary;
–hi
ghlig
htin
g ke
y wor
ds in
a p
assa
ge;
–id
entif
ying
topi
c se
nten
ces;
–in
vent
ing
topi
c se
nten
ces w
hen
they
are
miss
ing;
–la
bellin
g pa
ragr
aphs
;–
sele
ctin
g ge
nera
l sta
tem
ents
from
a li
st o
f mixe
dge
nera
l and
par
ticul
ar st
atem
ents
;–
writi
ng re
leva
nt g
ener
al st
atem
ents
to c
over
a n
umbe
rof
exa
mpl
es.
170 Writing – Level 2 Draft
Text
Foc
us:
Writ
e to
com
mun
icate
info
rmat
ion,
idea
s an
d op
inio
ns.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L2.5
ide
ntify
app
ropr
iate
regi
ster
for t
ask
and
audi
ence
.de
velo
p un
ders
tand
ing
of th
e di
ffere
nces
betw
een
form
al/in
form
al re
gist
er in
bot
hwr
iting
and
spea
king;
deve
lop
awar
enes
s of d
iffer
ence
s bet
ween
spok
en a
nd w
ritte
n En
glish
.
Key f
eatu
res o
f fo
rmal
and
info
rmal
writi
ng a
re:
•sh
ort f
orm
s•
voca
bula
ry•
idio
mat
ic ex
pres
sions
•m
ode
of a
ddre
ss•
diffe
renc
es in
stru
ctur
e fo
r the
sam
efu
nctio
n, e
.g. r
eque
sts
Can
you
send
me
a m
ap?
I wou
ld b
e m
ost g
rate
ful i
f you
wou
ldse
nd m
e . .
.•
pass
ive/a
ctive
voice
.
Cont
rast
ing
regi
ster
s, ne
eded
for:
•fo
rmal
lette
r and
e-m
ail
•de
scrip
tion
in a
lette
r as o
ppos
ed to
a
liter
ary p
iece
of w
ritin
g •
pers
onal
dia
ry
•re
port.
•Br
ing
in e
xam
ples
of s
hort
text
s with
con
trast
ing
regi
ster
se.
g. a
dia
ry e
ntry
abo
ut yo
ur c
hild
at n
urse
ry a
nd a
repo
rtab
out t
he n
urse
ry a
nd re
ad th
em w
ith st
uden
ts.
•As
k st
uden
ts to
com
pare
the
two,
focu
sing
on th
est
ruct
ure,
voca
bula
ry, id
iom
and
way
s of m
akin
g re
ques
tsan
d to
com
plet
e a
grid
whi
ch c
ontra
sts t
he u
se o
fEn
glish
in fo
rmal
and
info
rmal
writ
ing.
•Co
mpi
le a
che
cklis
t of t
he d
iffer
ence
s.
•Cl
assif
y for
mal
and
info
rmal
, aca
dem
ic an
d ev
eryd
ay u
seof
voca
bula
ry a
nd e
xpre
ssio
ns –
e.g
. foo
d/nu
tritio
n,wa
shin
g/la
undr
y, gi
ve so
meo
ne a
lift/
to ta
ke.
•Di
scus
s diff
eren
ces b
etwe
en sp
oken
and
writ
ten
Engl
ishby
ask
ing
stud
ents
how
they
wou
ld te
ll so
meo
ne a
bout
the
colle
ge’s
enro
lmen
t pro
cedu
re. C
ompa
re th
is wi
th a
form
al w
ritte
n ac
coun
t, ta
ken
from
the
pros
pect
us.
L2.6
pla
n wr
iting
, usin
gap
prop
riate
stru
ctur
e to
com
mun
icate
info
rmat
ion,
idea
s and
opi
nion
s cle
arly
and
effe
ctive
ly;
deve
lop
unde
rsta
ndin
g of
the
plan
ning
proc
ess a
nd it
s im
porta
nce;
deve
lop
awar
enes
s of d
iffer
ent w
ays o
fpl
anni
ng.
Key f
eatu
res o
f pla
nnin
g ar
e to
:•
iden
tify p
urpo
se a
nd a
udie
nce
•de
cide
what
to w
rite
•se
lect
and
ord
er id
eas
•as
sem
ble
poin
ts in
logi
cal o
rder
toac
hiev
e ef
fect
•id
entif
y lev
el o
f det
ail r
equi
red
•id
entif
y key
voca
bula
ry a
nd st
ruct
ures
•ch
oose
form
at•
mak
e a
writt
en p
lan.
•W
orkin
g ac
cord
ing
to th
e ne
eds o
f the
stud
ents
as a
whol
e gr
oup,
in sm
all g
roup
s or i
ndivi
dual
ly–
decid
e on
pur
pose
and
aud
ienc
e;–
use
diffe
rent
tech
niqu
es to
not
e do
wn id
eas:
listin
g,sp
ider
grap
hs, m
ind
map
s;–
disc
uss a
nd d
ecid
e on
mai
n id
eas,
leve
l of d
etai
lre
quire
d an
d lo
gica
l ord
er;
–el
icit/d
ecid
e on
key
voca
bula
ry a
nd st
ruct
ures
;–
disc
uss a
nd d
ecid
e on
form
at c
onve
ntio
ns fo
r the
parti
cula
r tex
t typ
e;–
cons
ider
the
optio
n of
pla
nnin
g in
stud
ents
’ own
lang
uage
s;–
com
pare
and
try o
ut d
iffer
ent w
ays o
f pla
nnin
g so
that
stud
ents
can
find
way
s tha
t sui
t the
m.
Draft Writing – Level 2 171
Text
Foc
us:
Writ
e to
com
mun
icate
info
rmat
ion,
idea
s an
d op
inio
ns.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L2.7
con
stru
ct e
ffect
ivear
gum
ents
;de
velo
p un
ders
tand
ing
of th
e co
nven
tiona
lwa
y to
stru
ctur
e an
arg
umen
t in
Engl
ish fo
rpa
rticu
lar t
ext t
ypes
;
Key f
eatu
res i
nclu
de th
e fo
llowi
ng.
Lingu
istic
feat
ures
:•
Disc
ours
e m
arke
rs li
nkin
g cla
uses
,se
nten
ces a
nd p
arag
raph
s.
Stru
ctur
al fe
atur
es:
•In
trodu
ctio
n, m
ain
body
, con
clusio
n•
Use
of p
arag
raph
s for
mak
ing
new
poin
ts, d
evel
opin
g a
narra
tive,
deve
lopi
ng a
n ar
gum
ent
•Di
ffere
nt fe
atur
es o
f par
agra
ph st
ruct
ure
a. G
ener
al st
atem
ent f
ollo
wed
byel
abor
atio
n an
d ex
ampl
esb.
Chr
onol
ogica
lly se
quen
tial p
oint
sab
out a
sing
le to
pic
or c
lust
er o
fto
pics
c. St
atem
ent o
f arg
umen
t fol
lowe
d by
poin
ts fo
r and
aga
inst
.
A le
tter o
f com
plai
nt to
an
offic
ial g
iving
reas
ons f
or c
ompl
aint
and
requ
est f
orac
tion.
An e
ssay
arg
uing
a p
artic
ular
poi
nt o
f vie
w.
A re
port
reco
mm
endi
ng a
par
ticul
arco
urse
of a
ctio
n.
•Ex
amin
e th
e ‘is
sue’
in g
raph
ical f
orm
, e.g
. dra
w up
cha
rtwi
th a
rgum
ents
for a
nd a
gain
st, m
ake
note
s usin
g flo
wch
art s
howi
ng se
quen
ce o
f eve
nts l
eadi
ng to
par
ticul
aref
fect
.
•Re
ad te
xts o
f sam
e ty
pe a
nd a
nalys
e ke
y lin
guist
ic an
dst
ruct
ural
feat
ures
for t
hat t
ype.
Lin
guist
ic fe
atur
es:
The
mai
n ad
vant
age
is...A
s a re
sult,
x is
hap
peni
ng.
Stru
ctur
al fe
atur
es: i
ntro
duct
ion,
firs
t poi
nt, c
ontra
stin
gpo
int,
seco
nd p
oint
, con
trast
ing
poin
t, co
nclu
sion.
•Co
mpa
re w
ith st
ruct
ure
of a
n ar
gum
ent i
n ow
n la
ngua
ge.
•As
k st
uden
ts to
put
text
s int
o pa
ragr
aphs
– d
iscus
sre
ason
s for
inse
rting
new
par
agra
ph.
•Id
entif
y and
disc
uss s
truct
ure
of p
arag
raph
s in
a va
riety
of d
iffer
ent t
ext t
ypes
.
•Re
ad sh
ort t
exts
and
exa
min
e lin
ks b
etwe
en p
arag
raph
s.
•In
sert
word
s and
phr
ases
to li
nk p
arag
raph
s in
shor
tte
xts.
172 Writing – Level 2 Draft
Text
Foc
us:
Writ
e to
com
mun
icate
info
rmat
ion,
idea
s an
d op
inio
ns.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L2.8
com
pose
text
s, ch
oosin
gap
prop
riate
form
at a
nd la
yout
for
diffe
rent
text
type
s/ge
nres
;
iden
tify e
lem
ents
of s
tyle
that
aid
in a
chie
ving
purp
ose;
deve
lop
awar
enes
s of a
ppro
pria
te fo
rmat
s and
acco
mpa
nyin
g fe
atur
es o
f lay
out f
or d
iffer
ent
text
type
s/ge
nres
;
deve
lop
awar
enes
s of h
ow e
lem
ents
of s
tyle
can
help
writ
ing
achi
eve
its p
urpo
se.
Feat
ures
of f
orm
at a
nd la
yout
inclu
de:
•pa
ragr
aphi
ng•
listin
g•
colu
mns
•us
e of
hea
ding
s•
num
berin
g, b
ulle
t poi
nts
•di
agra
ms,
illust
ratio
ns.
Key f
eatu
res a
re:
•pl
anni
ng a
s in
L2.6
,•
para
grap
hing
and
dev
elop
ing
argu
men
t as i
n L2
.7.
•Br
ing
in e
xam
ples
of v
ario
us te
xt ty
pes w
hich
use
a ra
nge
of d
iffer
ent f
orm
ats a
nd re
ad th
em w
ith th
e st
uden
ts.
•As
k st
uden
ts to
iden
tify f
eatu
res o
f diff
eren
t tex
t typ
es.
•As
a g
roup
, com
pile
a c
heck
list o
f for
mat
con
vent
ions
for
diffe
rent
text
type
s.
•Re
ad sh
ort t
exts
and
disc
uss h
ow su
cces
sful.
they
are
inte
rms o
f ach
ievin
g th
eir p
urpo
se.
•Id
entif
y wha
t doe
s or d
oes n
ot m
ake
them
succ
essfu
l –co
nten
t, cla
rity o
f exp
ress
ion,
style
, reg
ister
, for
m.
•Us
e a
varie
ty o
f stim
uli t
o se
t con
text
and
gen
erat
e id
eas,
such
as d
iscus
sion
ques
tions
, oth
er te
xts,
pict
ures
, aud
ioan
d vid
eo.
•St
imul
ate
idea
s.
•St
uden
ts to
wor
k in
pai
rs o
r ind
ividu
ally
to p
lan
and
com
pose
a fi
rst d
raft.
L2.9
pro
of-re
ad a
nd e
dit w
ritin
gon
pap
er o
r on
scre
en;
prod
uce
a fin
al d
raft;
deve
lop
awar
enes
s tha
t pro
of-re
adin
g is
part
of th
e wr
iting
pro
cess
;
deve
lop
awar
enes
s of a
reas
of p
erso
nal
stre
ngth
s and
wea
knes
ses s
o th
at p
roof
-re
adin
g is
focu
sed
and
pers
onal
ised;
deve
lop
awar
enes
s of r
equi
red
stan
dard
s of
accu
racy
and
pre
sent
atio
n fo
r fin
alpr
esen
tatio
n;
Key f
eatu
res a
re:
•Cr
eativ
e an
d se
cret
aria
l asp
ects
a)Cr
eativ
e –
effe
ctive
ness
in a
chie
ving
purp
ose,
style
, reg
ister
, exp
ress
ion.
b)Se
cret
aria
l – u
se o
f pun
ctua
tion,
spel
ling,
par
agra
phin
g, a
nd p
erso
nal
area
s of g
ram
mat
ical w
eakn
ess,
e.g.
tens
es, p
repo
sitio
ns, p
assiv
e/ac
tive
voice
.
•Co
mbi
ne w
ith c
ritica
l rea
ding
stra
tegi
es (s
ee R
eadi
ngLe
vel 2
) to
iden
tify m
ore
and
less
effe
ctive
way
s of
writi
ng.
•Pe
er-e
dit e
ach
othe
r’s w
ork.
•G
roup
disc
ussio
n of
sugg
este
d am
endm
ents
.
•Us
e re
fere
nce
tool
s suc
h as
spel
l-che
ck o
r the
saur
us o
nco
mpu
ter o
r in
book
form
.
Draft Writing – Level 2 173
Text
Foc
us:
Writ
e to
com
mun
icate
info
rmat
ion,
idea
s an
d op
inio
ns.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L2.1
0 u
se a
varie
ty o
f pre
-set
and
outli
ne fo
rmat
s to
pres
ent
or fi
ll in
info
rmat
ion
in g
raph
ical
form
.
deve
lop
awar
enes
s of t
he c
ultu
ral c
onve
ntio
nswh
ich u
nder
pin
certa
in ty
pes o
fqu
estio
ns/c
ateg
orie
s in
certa
in ty
pes o
f for
ms;
deve
lop
abilit
y to
give
very
cle
ar a
ccou
ntwi
thou
t am
bigu
ity, w
ith il
lust
ratio
n if
appr
opria
te;
be a
ware
of e
xpec
tatio
ns a
nd c
onve
ntio
ns o
fpr
esen
tatio
n in
pre
-set
form
ats.
Key f
eatu
res a
re:
•cu
ltura
l con
vent
ion
rela
ted
toex
pect
atio
ns o
f rea
der i
n ce
rtain
type
sof
mor
e co
mpl
ex fo
rms,
tabl
es•
grap
hic/
diag
ram
illu
stra
ting
text
, e.g
.sh
owin
g pa
rt of
bod
y inj
ured
.
Appl
icatio
n fo
rms,
reco
rds o
f wor
k,ac
ciden
t rep
ort o
r inc
iden
t for
m
•Se
e L1
.9 fo
r mor
e de
taile
d ac
tiviti
es.
•Su
mm
arise
the
poin
ts to
be
mad
e to
fit i
nto
avai
labl
esp
ace
or re
quire
d nu
mbe
r of w
ords
.
Sent
ence
Foc
us:
Writ
e sim
ple,
com
poun
d an
d co
mpl
ex s
ente
nces
.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L2.1
1 w
rite
usin
g a
wide
rang
eof
sent
ence
pat
tern
s;de
velo
p kn
owle
dge
of th
e gr
amm
atica
lfe
atur
es o
f sim
ple,
com
poun
d an
d co
mpl
exse
nten
ce st
ruct
ures
;
Key f
eatu
res a
re:
•kn
owle
dge
of si
mpl
e, c
ompo
und
and
com
plex
sent
ence
stru
ctur
e;•
accu
rate
use
of t
ense
s, su
bjec
t-ver
bag
reem
ent,
pron
ouns
, pro
noun
refe
renc
ing
and
oth
er fe
atur
es o
fgr
amm
ar a
t thi
s lev
el, a
s app
ropr
iate
to th
e pu
rpos
e of
the
writi
ng.
•Ra
nge
of g
ram
mar
pra
ctice
act
ivitie
s
•Lis
teni
ng, r
eadi
ng a
nd sp
eakin
g ex
ercis
es, f
ocus
ing
onpa
rticu
lar g
ram
mat
ical e
lem
ents
•G
ive sh
ort d
ictat
ions
focu
sing
on p
artic
ular
gra
mm
atica
lel
emen
ts.
174 Writing – Level 2 Draft
Wor
d Fo
cus:
Dev
elop
voc
abul
ary
and
spel
ling.
Skills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
esSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L2.1
6 p
rodu
ce le
gibl
e te
xt.
deve
lop
awar
enes
s of t
he im
pres
sion
hand
writi
ng g
ives a
nd o
f per
sona
l fea
ture
s of
own
hand
writi
ng;
deve
lop
unde
rsta
ndin
g of
situ
atio
ns w
here
legi
ble,
cor
rect
ly fo
rmed
han
dwrit
ing
isim
porta
nt.
Key f
eatu
res a
re:
•co
nsist
ency
of d
irect
ion
and
form
atio
n;•
spac
ing
betw
een
word
s;•
size
of le
tters
;•
writi
ng o
n th
e lin
e.
•G
ive st
uden
ts e
xam
ples
of g
ood
and
bad
hand
writi
ngan
d di
scus
s why
they
are
goo
d or
bad
, e.g
.in
cons
isten
cy o
f dire
ctio
n, sp
acin
g , t
he im
pres
sion
hand
writi
ng g
ives a
nd w
hen
good
han
dwrit
ing
ispa
rticu
larly
impo
rtant
e.g
. job
app
licat
ions
.
•St
uden
ts to
ana
lyse
thei
r own
han
dwrit
ing
usin
g th
ecr
iteria
app
lied
in th
e pr
evio
us e
xerc
ise.
•W
here
nee
ded,
stud
ents
to b
e gi
ven
exer
cises
to
impr
ove
dire
ctio
n, c
onsis
tenc
y etc
.
Sent
ence
Foc
us:
Writ
e sim
ple,
com
poun
d an
d co
mpl
ex s
ente
nces
.
Com
pone
nt S
kills
Kn
owle
dge
and
unde
rsta
ndin
gEx
ampl
es o
f app
licat
ion
and
leve
lSa
mpl
e ac
tiviti
es
Adul
ts sh
ould
be
taug
ht to
:Ad
ults
shou
ld b
e ta
ught
to:
L2.1
2 p
unct
uate
sent
ence
sef
fect
ively
and
corre
ctly.
deve
lop
know
ledg
e of
the
use
of p
unct
uatio
nfo
r effe
ct a
s wel
l as c
larit
y.Pu
nctu
atio
n in
cludi
ng:
•ca
pita
l let
ters
•fu
ll st
ops
•qu
estio
n m
arks
•ex
clam
atio
ns•
com
mas
for l
istin
g ite
ms i
n co
nnec
ted
pros
e•
punc
tuat
ion
for c
onne
ctive
s suc
h as
Howe
ver,
etc.
•co
lon
and
sem
i-col
on•
apos
troph
e fo
r pos
sess
ion
and
omiss
ion
•sp
eech
mar
ks.
•Br
ing
in e
xam
ples
of t
exts
whi
ch il
lust
rate
the
vario
usfe
atur
es o
f pun
ctua
tion.
Disc
uss a
nd c
ompa
re th
em w
ithpu
nctu
atio
n co
nven
tions
in st
uden
ts’ o
wn la
ngua
ges.
•Se
t up
prac
tice
exer
cises
, e.g
.–
shor
t dict
atio
ns w
ith p
ause
s to
indi
cate
sent
ence
brea
ks;
–gi
ve st
uden
ts in
corre
ct ve
rsio
ns o
f tex
t to
corre
ct/a
ddm
issin
g pu
nctu
atio
n;–
disc
uss w
ith st
uden
ts h
ow th
ey p
unct
uate
.
Draft Writing – Level 2 175
Strategies for independent learning
Suggest that students do the following.
• Learn a new word each day and use it in conversation and writing.
• Keep a vocabulary book and/or make their own bilingual dictionary.
• Learn to spell 10 new words each week.
• Practise joining letters to help with the flow.
• Analyse what they could improve about their handwriting and practise that element (e.g. too big, too small,
not regular).
• Find out which ways of remembering spelling works for them, i.e. try various ways: sounding out words
phonetically, learning a mnemonic etc.
• Ask a friend or relative to give them a spelling test.
• Word-process texts they have handwritten.
• Write a little everyday, for example keep a simple diary in English, write for the student magazine, find
someone to write or e-mail in English.
• Go over corrected homework, checking for spelling and punctuation, do a second draft or third where
necessary (this is where they learn).
• Use a thesaurus to expand their vocabulary.
• Ask their teacher for self-checking materials for further practice with particular areas they feel they need to
improve, e.g. spelling or punctuation, or ask about joining a local Open Learning Centre.
• When writing, use similar text types as models until they are confident to break away from the model.
176 Draft
Draft 177
Section 6:
ESOL Glossary
178 Draft
accent features of pronunciation which vary according to the speaker's regional and social origin. All oral
language, including standard English, is spoken with an accent. The term accent refers to
pronunciation only.
accuracy using standard and grammatically correct English
active
(see verbs - voice)
adjective a word that describes somebody or something. Adjectives come either before a noun, or after
some verbs, e.g. a busy day, I’m busy
adjectival phrases a group of words, organised around an adjective, e.g. very good indeed; too expensive for me
adverb a word that gives extra meaning to a verb, an adjective, another adverb or a whole sentence, e.g.
I resolly enjoyed the party; she’s resolly nice; he works resolly slowly; resolly, he should do
better
Adverbs: demonstrate how, where, when or how often something happens or is; revesol the
degree of intensity of a feeling, action or opinion; give the attitude of the speaker to what he or
she is saying; provide connections in meaning between sentences.
Many adverbs, but not all, are formed by adding -ly to an adjective, e.g. quickly, dangerously,
nicely. However, some -ly words are adjectives, not adverbs (e.g. lovely, silly, friendly).
adverbs of frequency adverbs such as sometimes, often, usually, never. The word order differs from that of other
adverbs.
adverbial phrase a group of words that functions in the same way as a single adverb, e.g. by car, to work, last
week, three times a day, first of all, of course.
agreement (or concord) in some cases the form of a verb changes according to its subject (so the verb and subject
‘agree’), e.g. I am/he is/they are; I was/you were; I like/she likes, I don’t/he doesn’t
alternative question
(see question)
appropriate describes a text, word, utterance or style that is suitably phrased for its intended audience and
form. Appropriate accepts that different contexts require different treatments and is in this
respect to be differentiated from ‘correct’, which is more concerned with the right grammatical
formulation of an expression.
article the article is a type of determiner. There is a definite article (the) and an indefinite article (a or
an).
audience the people addressed by a text. The term refers to listeners, readers of print, film/TV audiences
and users of information technology.
auxiliary (see verbs)
blend the process of combining phonemes into larger elements such a clusters, syllables and words.
Also refers to a combination of two or more phonemes, particularly at the beginning and end of
words, st, str, nt, pl, nd.
causality (see discourse)
concept questions a teaching or checking technique, to make sure that students have understood the meaning of a
grammatical form they are learning. An example might be Does he still work there?, to check
understanding of the meaning of the sentence Bob has worked there for 20 years.
chunk a manageable unit of language for analysis or for students to work on
clause (see also syntax) a group of words that expresses an event (she drank some water) or a situation (she was
thirsty/she wanted a drink), usually containing a subject (she in the examples) and verb
(drank/was/wanted)
A main clause is complete on its own and can form a complete sentence (e.g. It was raining.).
A subordinate clause (when we went out) is part of the main clause and cannot form a complete
sentence on its own. Some subordinate clauses do not require a subject and verb, but in many
such cases the verb be can be understood (When in Rome, do as the Romans do).
Draft 179
closed questions
(see questions)
cloze a kind of assessment task, which involves taking a written text and deleting words at regular
intervals, e.g. every 7th word, for students to fill the gaps
cohesive devices
(see discourse)
cohesive ties
(see discourse)
communication strategy a strategy adopted by a learner of a language to get meaning across when linguistic ability is not
adequate to the task, e.g. miming, or asking for explanation
comparative comparative sentences usually involve an adjective or adverb. Comparison can be unequal, e.g.
She is tidier than me; He works more quickly than I do, or equal comparison, e.g. She is as
tidy as me.
complement
(see syntax)
complex sentence
(see syntax)
compound sentence
(see syntax)
comprehension a teaching or testing technique, whereby teachers ask students questions to check under-
questions standing of a reading or listening passage
conditional sentence a conditional sentence normally consists of two clauses, one of which is introduced by a word
such as if or unless. It is often asserted that there are three types of conditional:
first conditional (future possibility) If it rains, I'll take my umbrella;
second conditional (improbable or hypothetical) If I had the money, I’d go with you;
third conditional (impossible) If you had worked harder, you would have passed.
In fact, many conditionals are ‘mixed’, i.e. combinations of the above, e.g. If you had worked
harder at school, you would be in a better job now.
conjunction a word used to link clauses within a sentence. Co-ordinating conjunctions (and, but, or and so)
join (and are placed between) two clauses of equal weight; subordinating conjunctions (e.g.
when, while, before, after, since, until, if, because, although, that) go at the beginning of a
subordinate clause.
consonant a consonant is a speech sound which obstructs the flow of air through the vocal tract; for
example, the flow of air is obstructed by the lips in p and by the tongue in l. The term also refers
to those letters of the alphabet whose typical value is to represent such sounds, namely all except
a,e,i,o,u. There are 21 consonant letters in the alphabet, (i.e. all except the five vowels - see
below) but 24 distinctive consonant sounds in English, which are normally represented in writing
by the above letters, singly or in combination. The letter y can represent a consonant sound (yes)
or a vowel sound (happy).
consonant digraph a combination of two consonant letters to represent a single consonant sound, e.g. ch in chess,
th in thanks
content words/
information words content words, or information words, carry the meaning of the sentence. They are usually nouns
or verbs and contrast with grammatical words such as the and to. In sending a telegram, the
content words would be the ones included.
context context can refer to situation or to language
A description of the situational context takes into consideration the place, the type of
interaction, the number of people involved and the relationship between them, etc. The context
can play a large part in the choice of language, e.g. choice of vocabulary, or choice of formal or
informal register.
180 Draft
The term linguistic context refers to the language surrounding a particular item of language
which is under discussion, e.g. when discussing the meaning of a word, it is often necessary to
consider it in the context of its sentence or of the text as a whole.
context clue a context clue enables a learner to use either situational or linguistic context (see above) to infer
the meaning of a linguistic item, which is not otherwise clear
convention
(see discourse)
countable noun
(see noun)
cross-cultural features this refers to the fact that languages and cultures may of communication be similar or different
in conventions of communication. The conventions may be linguistic, e.g. in how often and when
please and thank you are used, or non-linguistic, e.g. in whether or not people normally stand
close together in conversation.
decode to translate the visual code of the letters into a word
definite article
(see article)
demonstrative this and that may be referred to as demonstrative pronouns, e.g. in This is mine. If followed by
a noun they are sometimes referred to as demonstrative adjectives, e.g. This book is mine.
derivation this term refers to the process whereby one word is derived from another, usually by the addition
of prefixes and suffixes, e.g. unhappy and happiness are derived from happy.
descriptive defines text that attempts to describe an event, a process or a state without passing judgement
on it, or offering an explanation of it. Because of its concern to convey an experience as
accurately as possible, descriptive text often makes greater use of adjectives and figurative
language than other forms of writing.
detailed listening attentive listening, in order to extract specific information and to get as complete an
understanding of the listening passage as possible
detailed reading indicates a form of reading that is at the opposite end of the spectrum from skimming or
scanning. Detailed reading involves careful reading in order to extract specific information, but
also to gain a complete understanding of the text’s intentions and the way in which language
choice and syntax combine to produce a particular message.
determiner the term refers to a class of words, occurring before a noun. The definite and indefinite article
(the, a, an) are a type of determiner. Other examples are this, some, every.
Determiners include:
articles a/an, the
demonstratives this/that, these/those
possessives my/your/his/her/its/our/their
quantifiers some, any, no, many, much, few, little, both, all, either, neither,
each, every, enough
numbers three, fifty, three thousand etc.
some which (which car?), what (what size?)
question words whose (whose coat?)
When these words are used as determiners, they are followed by a noun (though not necessarily
immediately):
This book is yours.
some new houses
Which colour do you prefer?
Many determiners can also be used as pronouns. These include the demonstratives, question
words, numbers and most of the quantifiers. When used as pronouns, these words are not
followed by a noun – their reference includes the noun:
Draft 181
This is yours. (= this book, this money, etc).
I've got some.
Which do you prefer?
discourse a stretch of language larger than a sentence. Discourse analysis involves studying these larger
units of language, and concerns the relationship between language and the contexts in which it
is used, as well as relationships between different parts of the text.
The term discourse type refers to the type of text under consideration, e.g. a formal letter, a
newspaper article, a poem, a prepared speech, an interview, a social conversation. Terms
similar in meaning are text type and genre. NB The term text is not only used to refer to a
written text, but can also refer to a stretch of spoken language. The term discourse convention
refers to the ways in which discourse is traditionally organised in a particular language and
culture, e.g. the conventional way to close a formal letter, or open a telephone conversation.
An important feature of discourse is cohesion. Cohesive devices or ties help to make clear the
relationships between parts of a longer text, e.g. when a pronoun is seen to refer to a noun in
another part of the text. Discourse markers are another type of cohesive device. Words or
phrases such as however, but, on the other hand to show contrast, and, moreover to indicate
additional information, because, as to show causality, for example are types of discourse
marker that may be referred to as linking words. Some, but not all of these are conjunctions.
Other common types of discourse marker are sequence markers (sequencing adverbs), e.g.
firstly, after that, finally, and discourse markers which indicate the purpose of a part of the text,
e.g. for example, to sum up, to cut a long story short.
Discourse skills is a term often used to describe students' ability to organise their speaking or
writing (particularly longer stretches) coherently, and includes appropriate use of the cohesive
devices mentioned above.
discourse marker
(see discourse)
discourse skills
(see discourse)
discourse type
(see discourse)
drill a practice technique used for developing accuracy in spoken English, where students are asked
either to repeat a given sentence exactly or make minimal changes to it. Types of drill include
repetition, substitution (in which students are asked to change one word of a given sentence, and
incremental, (in which students add a word or phrase to a given sentence).
ear-pinning the equivalent in listening of ‘scanning’ in reading. The listener is interested only in a specific
item of information and will concentrate on listening for that, e.g. when listening for railway
announcements.
echoing the tendency for speakers to repeat, in part, the previous speaker's words, to show agreement,
or to show surprise: Where’s Bob? He’s gone to India. He’s gone to India?
eliciting (elicitation) a technique used to encourage students’ contribution when new language is taught, and to find
out how much students already know. Rather than being presented with information, students
are given a stimulus and encouraged to provide the information themselves.
elision this term refers to the omission of certain sounds in connected, and especially rapid speech, e.g.
G’night; g’morning; s’nice; fish’n’chips.
embedded question
(see question)
explanatory an adjective used to describe text written to explain how or why something happens.
Explanatory text tends to use connectives expressing cause and effect (e.g. so, therefore, as a
result) and time (e.g. later, meanwhile) and the passive voice (e.g. Tax is usually deducted at
source) more than many other forms of text.
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formal depicts a style of language where the choice of words, syntax and address is determined by a
distance from the audience, which may be dictated by the context (e.g. a letter of application,
official documents) or the result of a lack of knowledge of this audience. Formal language tends
to be characterised by more elaborate grammatical structures and by longer and more
conservative vocabulary (e.g. receive rather than get, gratuity rather than tip).
format the way in which a text is arranged or presented (e.g. as a book, leaflet, essay, video, audiotape)
or the way in which it is structured (e.g. the use made of headings, sub-headings,
diagrams/photographs with captions)
function
(see language function)
future simple (see tense)
genre (see discourse)
gerund a gerund is derived from a verb, but behaves as a noun, e.g. I like sport, I like running, where
sport is a noun, and running is a gerund
gist listening listening to a passage in order to pick out the topic and the main points, but not too much detail
gist reading the main point or idea of a text. Reading for gist is thus reading for identification of the main point
only.
grammar
(see syntax & morphology)
graphic knowledge the ability to understand the key features of the English writing system, including the basic shape
of the letters, the plural form of nouns, spelling patterns in verb endings, the difference between
upper and lower case, etc. At its most complicated, this term may also be used to show
understanding of the other features, typographical or visual, of a text that hold a clue to its
meaning.
handwriting patterns exercises designed to enable students to develop appropriate hand movements for letter-
formation and make shapes on paper similar to those required for writing
high frequency words words that occur frequently; someone who is unable to recognise or use these words will
therefore be at a disadvantage
idiom a group of words whose meaning can not be predicted from the constituent parts, e.g. out of the
blue, learn by heart. An idiom may also be referred to as an idiomatic expression.
idiomatic usage the use of words or phrases in a sense other than their literal meaning
imperative a form of the verb that expresses a command or instruction (e.g. Hold this! Take the second left)
incremental drill
(see drill)
indefinite article
(see article)
infer meaning meaning is not always stated overtly in a text, but may be implied. Inferring involves picking up
or information clues to help with ‘reading between the lines’.
inflected forms of verbs inflection refers to the way verb forms change, often by a change in ending, e.g. to show
differences in tense
informal depicts a style of language where choices of words, grammatical construction and address are
determined by a connection with the audience which may be actual or sought. Informal language
tends to be more colloquial and familiar than formal language, to use less technical or complex
vocabulary and to have simple grammatical structures.
information word
(see content word)
instructional texts describes text written to help readers achieve certain goals (such texts include recipes, vehicle
repair manuals, self-assembly instructions). Instructional text tends to use imperative verbs
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often placed at the beginning of sentences to form a series of commands, and time-related
connectives e.g. then, next, first.
intensifier an adverb which increases the impact of another word or phrase (usually adjective or adverb).
Examples of intensifiers are very, extremely, resolly.
interlocutor a term often used when discussing oral skills. The interlocutor is the person with whom the
student is speaking, e.g. when a student is shopping, the interlocutor is the shop assistant.
intonation intonation is the aspect of phonology by which changes in the musical pitch of the voice are used
to structure speech and to contribute to meaning. Among other functions, intonation may
distinguish questions from statements (as in Sure? Sure!), or indicate contrastive and emotive
stress (as in I said two, not three, or I just hate that advertisement!).
jigsaw reading a classroom activity, whereby different students read different texts, or different versions of the
same text, and exchange information gained from their reading
kernel sentence a kernel sentence may be a simple sentence given to students for them to expand and develop
it. This approach may be used to improve students’ writing.
key words the words that carry the substance of a phrase or sentence’s meaning. Identifying the key words
of a text is therefore a means of understanding its gist. The term is also applied to those words
in any subject that, it is considered, learners have to understand if they are to progress.
language experience an approach to developing literacy that uses the learner’s own words to provide the basis for
language work. Typically, a teacher adopting a language experience approach will transcribe
‘spoken text’ supplied by the learner, so that there is a written text with which the learner is
familiar, to be used for further work in reading and writing.
language function the purposes for which the speaker or writer is using the language, e.g. to request action, give
an opinion, express displeasure, invite
language variety the way in which language can vary according to social context or geographical region. Examples
of varieties are Australian English, Indian English, Black English.
limited meaningful a person with a limited meaningful vocabulary is able to recognise and use a restricted number
vocabulary of words only, but these words are important for that person’s ability to function effectively in
their everyday and working lives
linking words
(see discourse)
look, say, cover, an approach to remembering spellings, in which students read, cover the word(s) they want to
write, check remember, write, then check their own work
lower case a term used to describe small letters, that is all letters that are not capital, letters. In print, lower
case letters will be of varying size, with some having ‘ascenders’ and some having ‘descenders’
(parts of the letter rising above and below the main body of the letter, respectively), and some
having neither.
mind map a way of writing ideas as they arise, without organising them into the form of a written text. It is
used in teaching writing to enable students to feel clear about what they want to write, before
thinking about how to write it. A similar technique is a spidergraph.
mnemonic a device to aid memory, for instance to learn particular spelling patterns or spellings: I Go Home
Tonight; There is a rat in separate.
modal (see verbs)
morphology the branch of grammar which concerns itself with the structure of individual words. For example,
the grammatical meaning of a word can change through addition of a morpheme (book, books or
wait, waited.)
multiple choice a method of teaching or testing, in which the students are provided with a number of possible
answers and are required to select the right one.
narrative describes text that re-tells events, often in chronological sequence. Narrative text may be purely
fictional, or it may include some information; it may be in prose or poetic form.
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non-verbal signalling the aspects of communication which do not involve language as such, e.g. body language and eye
contact.
Conventions of non-verbal signalling may differ from culture to culture.
noun a noun is a word that denotes somebody or something (e.g. My younger sister won some
money in a competition).
Proper nouns are the names of people, places, organisations, etc. These normally begin with a
capital letter: e.g. Amanda, Birmingham, Microsoft, Islam, November.
Count, or non-mass nouns can be either singular (only one) or plural (more than one). Mass
nouns do not normally occur in the plural (e.g. butter, cotton, electricity, money, happiness).
A collective noun, a word that refers to a group (e.g. crowd, flock, team), is singular in form, but
is often thought of as plural in meaning. Whether we say The team have won all their games
so far or The team has won all its games so far will depend on whether we are talking about
the team as a collection of individual players (‘they’) or as a collective working together (‘it’).
object (see syntax)
object pronouns a personal pronoun in object position, e.g. me, you, him, them.
(see also pronoun and object)
open questions
(see question)
organisational features refers to those aspects of the visual display of text that give a clue to its status and to its relation
of text to other pieces of text. Such features include: contents pages, chapter headings and other sub-
headings, bullet-point lists, captions to photographs and illustrations, text presented in special
display boxes, tables, footnotes, indexes, etc.
paragraph a section of a piece of writing, often containing a single focus, time, place or speaker (in a passage
of dialogue). A new paragraph marks a change in one of these, and begins on a new line, usually
with a one-line gap separating it from the previous paragraph, and occasionally indented.
parts of speech this term is sometimes used to refer to the grammatical classification of words, e.g. noun, verb,
adjective, adverb, pronoun, conjunction,determiner
passive
(see verbs - voice)
past continuous
(see verb tense)
pelmanism game a game sometimes used to help students develop memory and recognition in reading. Cards with
words on are placed face down. Students turn up two cards. If the two cards are the same, they
keep the cards. If not, they replace them and try again.
persuasive describes a text that aims to persuade the reader. A continuous persuasive text typically consists
of a statement of the viewpoint, arguments and evidence for this thesis, possibly some arguments
and evidence supporting a different view, and a final summary or recommendation. Other types
of persuasive texts (e.g. advertisements) use a combination of textual features including words,
sounds and images, and intertextual knowledge in order to persuade.
phonemic alphabet
(see phonetic alphabet)
phonetic alphabet an alphabet designed to represent the way a language is pronounced. The International Phonetic
Alphabet can be used for describing many languages, whereas the English phonemic alphabet
includes only the distinctive sounds of the English language (phonemes) of which there are 44.
phonetic symbol a symbol used to denote a particular sound in language
phonic relationship the relationship between letters of the alphabet and the sounds of the language which they
represent. This may also be referred to as a sound-symbol relationship.
phonics a method of teaching reading and spelling that is based on establishing the link between the
sound of a word and its graphical representation
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phonology the study of the sound systems of languages
phrasal verb a type of verb consisting of two or more words, one a verb and the other a preposition or adverb.The meaning is contained in the phrasal verb as a whole, and not in its separate parts, e.g. get
up, get on with, put up with.
pitch the perception of sound as being high or low
possessive adjective determiners, such as my, your, his, her may be called possessive adjectives. They are alsoincreasingly known as possessive pronouns (see below).
possessive pronoun pronouns showing possession and replacing the noun or noun phrase (e.g. mine, yours, hers)are known as possessive pronouns. The words my, your, her may also be known as possessivepronouns.
prefix a prefix is a morpheme which can be added to the stem of a word in the initial position to changeits meaning, e.g.‘u’ in ‘unsafe’ or ‘dis’ in ‘disconnect’
preposition common prepositions are at, on in under, above. Prepositions may refer to place (in the market,at the airport, direction or motion (towards me, over the bridge, time (at 6 o'clock, in aminute) or idiomatic expressions (over 65, in advance).
prepositional phrase a group of words organised around a preposition, e.g. at home, in front of the TV
present perfect
(see verb tense)
pre-teaching an approach whereby students are prepared for a listening or reading task, for instance by beingpresented with key vocabulary, before having access to the text
pronoun is a word that stands in for a noun or noun phrase. There are several kinds of pronoun: personalpronouns (I/me, you, he/him, she/her, we/us, they/them, it), possessive pronouns (mine,
yours, his, hers, ours, theirs, its), reflexive pronouns (myself, herself, themselves), indefinitepronouns (someone, anything, nobody, everything), interrogative pronouns (who/whom,
whose, which, what) and relative pronouns (who/whom, whose, which, that).
proof-read to check a piece of work thoroughly before final publication
questions
– alternative question a question requiring a respondent to choose between two options, e.g. Can you help me, or are
you too busy?
– closed question a question which allows only a limited range of responses
– embedded question a question contained within another question or statement
– open question a question which allows a wide range of responses e.g. What do you think?
– question tag a structure, normally consisting of verb and pronoun, attached to a statement, usuallyanticipating the listener’s agreement, e.g. She’s nice, isn’t she? It’s not difficult, is it? Changesin intonation can affect the intended meaning of question tags, in spoken English.
– ‘wh’ questions a question introduced by a word beginning with ‘wh’ or ‘h’, e.g. what, when, where, how, who
– yes/ no questions a question expecting the answer yes or no, e.g. Do you eat meat? Are you busy? It normallyinvolves inversion of subject-verb word order.
register a variety of language selected for use in a specific social situation. In particular, the registerdifferentiates formal from informal use of language.
regular an adjective used to describe words, typically verbs and nouns, that conform to general rules. Itis possible to predict the plural form of a regular noun, or the simple past and past participle formof a regular verb; it is not possible to do so with irregular nouns and verbs.
relative clause
(see syntax)
rhythm (see stress)
role-play a technique often used to develop fluency and confidence in oral skills. It involves free practicein a classroom situation which has been designed to simulate, as closely as possible, a resol-lifelanguage use situation.
scan to look over a text very quickly, trying to locate information by locating a key word
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sequence markers
(see discourse)
sequencing adverbs
(see discourse)
schwa (see stress)
script the alphabet or other writing system used in a particular language
sentence a group of words that, in writing, is marked by a capital letter at the beginning, and a full stop (or
question mark or exclamation mark) at the end
A sentence can be simple, compound or complex. A simple sentence consists of one clause (e.g.
It was late).
A compound sentence has two or more main clauses of equal weight joined by and, or, but or so
(e.g. It was late, but I wasn’t tired).
A complex sentence consists of a main clause that includes one or more subordinate clauses (e.g.
Although it was late, I wasn’t tired).
short answer form
(see verbs)
sight vocabulary words that a learner recognises on sight without having to decode them or work them out
simple past
(see verb tense)
simple present
see verb tense)
skim to read to get an initial overview of the subject matter and main ideas of a passage.
sound/symbol association
(see phonic relationship)
spidergraph
(see mind map)
stress a term referring to the prominence with which a syllable is pronounced. In any word, there will
be one stressed syllable, e.g. im port ant. There will also be one or more stressed word(s)
within a sentence, e.g. I’ve just been to York.
In the word important, where the second syllable is stressed, the others are referred to as
unstressed syllables. In an unstressed syllable, the vowel is pronounced as a reduced or
unstressed vowel. The most common unstressed vowel in English is the schwa, i.e. the sound
of the last syllable in father or the first syllable in about.
The rhythm of a language refers to the pattern of alternation between stressed and unstressed
syllables. English has a stress-timed rhythm, meaning that stressed syllables occur at regular
intervals, with the unstressed syllables between them being shortened to fit the time between
the stressed syllables. The number of unstressed syllables between two stressed syllables can
vary, but the time taken to articulate them might not.
stressed syllable
(see stress)
stressed word
see stress)
stress-timed rhythm
(see stress)
subject (see syntax)
subject pronoun a personal pronoun in subject position, e.g. I, you, he, they
(see also pronoun and subject)
subject – a term referring to the way a verb form (usually a verb ending) will change according to the
verb agreement subject of the sentence, e.g. I like, she likes.
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suffix a suffix is added to the stem of a word in the final position, e.g. ‘ly’ in quickly, ‘ness’ in happiness
superlative a form which expresses comparison between three or more entities, involving adjectives oradverbs, e.g. He is the youngest of the three brothers, She is the most hard-working student
in the class.
synonym a word or phrase with the same meaning as another given word or phrase
syntax the branch of grammar which studies the relationship between words in a sentence and betweenthe different elements of sentences. (The other principal branch of grammar is morphology – seeabove).
Word order in English is usually subject –verb– object. The subject relates directly to the verb.For example, where the verb indicates an action, the subject is likely to be the doer of the action.e.g. Ali arrived = subject + verb. The term direct object refers to the person or thing on whichthe action indicated by the verb has an effect, e.g. Sam wrote a letter – in which a letter is theobject. Verbs such as give, sent may have an indirect object, e.g. Sam sent Ali a letter, wherea letter is direct object, and Ali, the recipient, is the indirect object. Some verbs do not take anobject, but may be followed by a complement, e.g. Jai wants to be a doctor. In this example,Jai (subject) and a doctor refer to the same person, making a doctor a subject complement.The verb to be, as well as verbs such as seem or become are commonly followed by acomplement, which may be a noun or noun phrase, or an adjective or adjectival phrase, as in Iam very happy. Another example of a complement is an object complement, e.g. You make
me happy, where me is the direct object and happy the object complement.
(NB the terms subject, object and complement may refer to a group of words, as well as a singleword).
Syntax is also concerned with the analysis of clause structure. A clause is seen as a unit ofgrammar smaller than a sentence but larger than a phrase, and normally containing a verb. Somesentences, known as simple sentences, contain only one clause, e.g. We had a picnic in the
park.
Compound sentences contain more than one clause, but each is capable of existingindependently of the other. The clauses are often joined by a conjunction, e.g. We had a picnic
in the park, but my son stayed at home.
Complex sentences contain more than one clause, commonly one main clause (which couldstand alone) and one subordinate clause (which is dependent on the main clause) e.g. I’ll phone
you (main clause) as soon as I’m ready (subordinate clause).
A specific type of subordinate clause is the relative clause, often introduced by words such aswho, which, whose, that. A defining relative clause gives information essential to the meaningof the sentence, e.g. The sister who lives in Canada is getting married. The relative clausemakes it clear which of a number of sisters is being referred to. A non-defining relative clausegives additional information, which could be omitted, e.g. My eldest sister, who lives in Canada,
is getting married.
text type (see discourse)
turn-taking this refers to the conventions which govern the way speakers take turns to speak duringconversation. It is concerned with who initiates, who responds, whether interruption ispermitted, etc. Turn-taking convention can vary according to the formality of a situation oraccording to the relationship between speakers or to cultural background.
uncountable noun
( see noun)
unstressed syllable
(see stress)
unstressed vowel
(see stress)
upper case a term used to describe capital letters. In print, in any given font and font size, all upper caseletters will be the same height.
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variety
(see language variety)
verbs a word that expresses an action, a happening, a process or a state. Two or more words may make
up a verb phrase, e.g. are going, didn’t want, has been waiting.
An auxiliary verb (be, have or do is sometimes used to form tenses (see below). Have helps
to form present perfect and past perfect, be helps to form present and past continuous, and do
helps to form question and negative in present simple and past simple.
Modal verbs, or modal auxiliaries, express a range of meanings, such as possibility, obligation,
necessity, ability. Examples are can, may, will, must, might. A modal verb is used with another
verb.
Auxiliary verbs, including modal auxiliaries, may be used in short answer forms e.g. Have you
seen it? Yes, I have, Can you swim? No, I can’t.
verb tense a term used to refer to the way a verb changes, in order to indicate the time at which the action,
happening or process expressed by the verb took place. Verb forms or tenses include:
Present simple – I wait, she waits
Past simple – I waited, she waited
Present continuous – I am making
Past continuous – She was driving
Present perfect – I have made
Present perfect continuous – I have been making
Past perfect – He had driven
Past perfect continuous – He had been driving
Future simple – He will be there
verbs – voice besides differing according to tense, verb forms will differ according to whether they are active
or passive voice. In an active sentence, the doer of the action is the subject of the sentence, e.g.
the boy chased the cat.
In a passive sentence, the person or thing affected by the action becomes the subject of the
sentence, e.g. the cat was chased by the boy.
vowel This term may be used to refer to spelling or to pronunciation. A vowel is a phoneme produced
without audible friction or closure. There are five vowel letters in the alphabet, a, e, i, o, u, but
20 distinctive vowel sounds in English, which are normally represented in writing by the above
letters, singly or in combination.
vowel digraph a combination of two vowel letters to represent a single vowel sound, e.g. ‘ea’ in please, ‘oo’ in
look.
‘wh’ question
(see question)
word family a group of words related through their origin, form and meaning, e.g. farm, farmer, farming
writing frame a structured prompt to support writing. A writing frame often takes the form of opening phrases
of paragraphs, and may include suggested vocabulary. It often provides a template for a particular
text type.