Free ESOL
Entry 2 Resources |
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Free ESOL
Entry 2 Resources |
| ESOL Resources for Adult Basic Skills Students. Last updated 31/05/10 . You can also find suitable higher level ESOL resources in the equivalent literacy sections. ESOL E1 area also available. |
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Worksheets and resources on this page are all linked to the UK Adult ESOL Core Curriculum. This curriculum is closely linked to the Adult Literacy Curriculum (links shown in green rows) for which many resources are available from our main Free Literacy Resources page. |
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Many of these resources are linked to the Skills for life Learner Materials (follow purple links to download PDFs). Printed versions of the SfL materials (with audio CDS) are available free from the DfES to all institutions in England teaching adult literacy, numeracy or ESOL. |
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Many worksheets in this section are available as PDF or DOC files. Learn more about downloading, saving or printing our resources. |
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ESOL Entry Level 2 |
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| Speaking |
Sc/E2 Speak to communicate E2.1a 2.1b E2.2a 2.2b 2.2c 2.2d 2.2e 2.2f E2.3a 2.3b 2.3c 2.3d 2.3e 2.3f E2.4a |
Sd/E2
Engage in discussion E2.1a 2.1b 2.1c 2.1d 2.1e |
| Listening |
Lr/E2 Listen and respond E2.1a 2.1b 2.1c 2.1d E2.2a 2.2b 2.2c 2.2d E2.3a 2.3b 2.3c E2.4a E2.5a 2.5b E2.6a 2.6b 2.6c E2.7a E2.8a |
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Text Focus |
Sentence Focus | Word Focus | |
| Reading |
Rt/E2 Reading comprehension E2.1a 2.1b E2.2a E2.3a E2.4a |
Rs/E2 Grammar and Punctuation E2.1a 2.1b 2.1c 2.1d |
Rw/E2 Vocabulary, word recognition and phonics E2.1a E2.2a E2.3a 2.4a 2.5a |
| Writing |
Wt/E2
Writing composition E2.1a 2.1b |
Ws/E2
Grammar and Punctuation E2.1a E2.2a E2.3a E2.4a |
Ww/E2
Spelling and Handwriting E2.1a 2.1b 2.1c E2.2a |
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ESOL Entry Level 2 - GENERAL RESOURCES (cover many curriculum elements) |
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The story of Edward Elgar is a set of two lovely resources about the famous British composer. A PPT with simple past tense illustrated cloze exercises, accompanied by a very useful, detailed PDF sheet full of teaching ideas including extension ideas, web sites where you can hear Elgar's music, leaflet about Elgar on bank notes, etc. Contributed by Janet Kinsey and Will Zawadzki (illustrator), Abingdon & Witney College janet.kinsey@abingdon-wintey.ac.uk wzawadzki@hotmail.co.uk 1 page PDF, 25K and 3 screen zipped PPT file, 60K. General Entry 2 ESOL and higher. |
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Charlie's Horse is a humorous E2-3 story accompanied by E3-L1 comprehension, grammar, spelling and vocabulary questions (making it ideal for mixed ability classes). Contributed by Marion Martin, ESOL and SEN community based support teacher, Australia. 3 pages, 40K. |
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Pet Centipede is a humorous E1-2 story accompanied by comprehension, simple past tense and contractions questions. Contributed by Marion Martin, ESOL and SEN community based support teacher, Australia. 2 pages, 70K |
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Judy; John; and My Party are three short, realistic ESOL/Literacy texts accompanied by reading comprehension, sentence structure, punctuation and spelling exercises. Contributed by by Ayesha Amin arrsha@hotmail.co.uk 5 pages. 100K. |
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Summer word fun is a beautiful set of 5 games and activities at text, sentence and word level. Includes word fill, word search, cloze exercise and more. Ideal for end of term lesson (or the beginning of the autumn term when holidays are being discussed) with answer sheets and teaching ideas. Contributed by Ginette Kriche. 140K. 11 pages. |
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Updated Colours, Clothes and Fruit (first uploaded 12/08/2004 this update includes our correct web site address & updated links to related resources) is a 43 page booklet with 23 Milestone 8 / Entry 1-2 paper-based word and sentence focus activities. These accompany our 'describing people' on-screen resources. Word searches and shapes, alphabetical order, upper-lower case letters, crosswords, word fills and matching games. Answers, mapping document, teaching ideas. Also linked to DfUS SfL learner materials & audio CDs Lit Unit 1 Lost & Found, ESOL Unit 3 Shopping, ESOL Unit 9 Shopping 2. 360K. |
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| Preposition flashcards 49 slides to use as needed for spelling and vocabulary practice with ESOL and Literacy students. Could also be printed out (for example, 6 to a page) and used as traditional card flashcards. Contributed by Bena, bena@sellyoak.bham.sch.uk Zipped PowerPoint (PPT) file. 49 slides. 600K. | |
| ESOL Speaking – Entry Level 2 (Speak to Communicate) | |
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SLc/E2.1 (literacy link) speak clearly to be heard and understood in simple exchanges |
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Sc/E2.1a use stress and intonation adequately to make speech comprehensible and meaning understood |
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| (i) know where the stress falls in familiar words, and place stress appropriately | |
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(ii) understand that, in sentences, the most important content words are often stressed, and place stress appropriately |
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(iii) develop awareness that English has a stress-timed rhythm and make a distinction between stressed and unstressed syllables in their own words |
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(iv) use intonation appropriately in statements and questions and to indicate attitude, e.g. politeness |
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Sc/E2.1b articulate the sounds of English to make meaning understood |
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| (i) distinguish between similar-sounding phonemes, to make meaning clear | |
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Yesterday's World text (about an attraction in Sussex) and related phonics activities (based on the two sounds of the digraph /th/). Includes word sorting, cloze, crossword. Originally written for a mixed level Literacy and ESOL group. Margaret Adams, Kenward Trust / Uckfield Community College uckfield@kenwardtrust.org.uk 6 pages. 80K |
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'Work' vocabulary cards 27 pictures of different jobs and matching word cards - plus lots of teaching ideas for Entry 1and 2 literacy and ESOL classes. Contributed by Laura Jeffrey Matthew Boulton College, ljeffrey@mbc.ac.uk 6 pages. 200K |
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SLc/E2.2 (literacy link) make requests and ask questions to obtain information in everyday contexts |
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Sc/E2.2a make requests: ask for things or action |
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(i)
be able to use modal verbs and other forms in
order to make a polite request, e.g.: (a) modals can and could (b) I'd like ... |
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(ii) be aware that the form chosen can depend on the relationship between people and the nature of the request |
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(iii) be aware of the role of intonation in distinguishing between a polite request and a demand, and be able to apply thi |
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(iv) be able to incorporate a request in a longer interaction |
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(v) understand the role of intonation in indicating politeness or rudeness and be able to make requests with appropriate intonation |
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Sc/E2.2b make requests: ask permission |
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| (i) be able to ask for permission in a formal situation, with appropriate use of modal verbs | |
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(ii) be able to preface the request with a 'warning' that a request is coming and to follow up with an explanation |
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(iii) have strategies for dealing with a possible negative response |
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Sc/E2.2c ask for personal details |
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| (i) form questions of the wh- type and the yes/no type, with appropriate intonation | |
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(ii) use question form of simple present and simple past of common verbs and verbs be, do, have |
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(iii) have strategies for showing interest in the response given and be able to follow up on the response |
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Sc/E2.2d ask for factual information (present, past, future). See also Lr/E2.2b |
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(i)
form questions accurately, using appropriate
verb forms and time markers to refer to past, present and future time,
e.g.: (a) present simple + adverbs of frequency to refer to regular or daily routines (b) past simple of be, do, have and regular and irregular verbs, to refer to past events (c) present continuous and going to to refer to future time |
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(ii) understand the importance of following up the other person's response to a question |
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Sc/E2.2e ask for directions and instructions. See also Lr/E2.4a |
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| (i) be able to form questions of different types, e.g. Can you tell me ...? and develop awareness of which forms are considered more polite | |
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(ii) be able to confirm understanding by summarising the information |
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Sc/E2.2f ask for description of people. places and things |
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| (i) use question forms involving the preposition like and recognise that this is different from the verb like | |
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(ii) be able to form comparative questions |
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SLc/E2.3 (literacy link) express clearly statements of fact and short accounts and descriptions |
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Sc/E2.3a express statements of fact |
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(i)
use with some accuracy grammatical forms
suitable for the level, e.g.: (a) present simple and past simple (b) present continuous (for future) (c) prepositions of place and time (d) indefinite and definite article (e) possessive 's' and possessive pronouns |
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(ii) know that, in speech, the contracted form of the verb is normally used, and be able to pronounce these forms |
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(iii) know that intonation usually falls in a statement of fact |
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(iv) be able to incorporate statements of fact in a range of oral interactions, e.g. narrative, social conversation, discussion, formal interview |
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Sc/E2.3b give personal information (see also Lr/E2.5b) |
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(i)
recognise direct requests for information,
e.g. wh- and yes/no questions, as well as less direct
requests, e.g. Tell me about and be able to respond with: (a) minimal response (b) short form of the verb (c) longer answer and judge which is appropriate |
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(ii) know and use discourse markers to introduce a response, especially in informal situations, e.g. well |
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(iii) use grammatical forms suitable
for the level to, e.g.: |
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(iv) be able to link giving personal information with asking for information, e.g. What about you? Where do you live? and recognise when this is appropriate |
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Sc/E2.3c give a short account |
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| (i) be able to sequence the account, to make the meaning clear, and use time markers, e.g. ago, next week, every day, in the morning, to help in structuring the account | |
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(ii) make use of stress and intonation to emphasise the main point and to create interest |
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Sc/E2.3d give an explanation |
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| (i) recognise a request for explanation, and be able to indicate willingness to explain, e.g. Yes, of course | |
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(ii) use grammatical forms suitable
for the level to express, e.g.: |
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Sc/E2.3e give directions and instructions |
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| (i) recognise request for directions or instructions and respond appropriately | |
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(ii) use grammatical forms suitable
for the level, e.g.: |
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(iii) sequence the information clearly, e.g. with markers such as firstly, next |
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(iv) understand the importance of stressing key words and repeating key information |
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Sc/E2.3f give a short description |
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| (i) be able to use present tense, especially of be and have to describe a person, place or thing | |
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(ii) know a number of descriptive adjectives, to add interest to a description |
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(iii) be able to make comparisons, using comparative adjectives, both with -er and with more |
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(iv) know that a description can be an expression of fact or of opinion |
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Dating Agency is an amusing yet effective way to practise speaking skills - particularly giving descriptions and explanations. Plus ideas for related writing work and suggested variations for those for whom a dating agency scenario is not appropriate. Contributed by Saul Pope, Amersham and Wycombe College. saulpope@yahoo.co.uk 2 pages. 30K |
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Speaking about Health is a great board game that can be used to encourage speaking skills at many levels (ESOl or Literacy). With teaching ideas and curriculum links. Contributed by Lyn Hunter, Walford & North Shropshire College, Oswestry hunter@springcurl.freeserve.co.uk 2 pages 130K. |
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SLc/E2.4 (literacy link) ask questions to clarify understanding |
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Sc/E2.4a ask for clarification and explanation (see also L2/E2.1d and Lr/E2.3b) |
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| (i) be able to signal misunderstanding and ask for explanation | |
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(ii) be able to use different question types, including alternative questions, to deal with uncertainty or lack of understanding |
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(iii) know that, in alternative questions, intonation often rises on the first alternative and falls on the second |
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| ESOL Speaking – Entry Level 2 (Engage in Discussion) |
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SLd/E2.1 (literacy link) follow the main points and make appropriate contributions to the discussion |
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Sd/E2.1a take part in social interaction (see also Lr/E2.6b) |
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(i) know different ways of opening
and closing a social conversation, by: (a) greeting (b) responding to greeting (c) leave taking |
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(ii) be able to insist politely, if necessary, when ready to take leave |
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(iii) offer, giving alternatives, and invite, giving more information, and respond to offers and invitations |
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(iii) be aware of how gestures, e.g. indicating that something should be kept secret, can vary across cultures |
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(iv) know in which situations a conversation is likely to be protracted and when it is likely to be brief, and that this can vary across cultures |
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Sd/E2.1b take part in more formal interaction (see also Lr/E2.6c) |
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(i) be able to: (a) introduce self (b) give personal information (c) state problems, wishes, etc. (d) apologise |
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(ii) as appropriate, and with some elaboration |
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(iii) use body language and eye contact as appropriate to the situation |
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Sd/E2.1c express likes and dislikes, feelings, wishes and hopes (see also Lr/E2.6a) |
| (i) be able to express degrees of liking/disliking, e.g. I hate, I quite like, and use intonation to reflect the feeling expressed |
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(ii) be able to use a range of adjectives to express feelings, using appropriate intonation |
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(iii) be able to express personal wishes and hopes for the future, using forms such as would like and time markers with future reference |
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(iv) be able to elaborate by expressing reason or result |
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Sd/E2.1d express views and opinions (see also Lr/E2.6a) |
| (i) be able to use simple phrases to introduce an opinion (e.g. I think) |
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(ii) distinguish clearly between a statement of fact and an expression of opinion |
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(iii) be able to follow up an opinion by giving a reason, or expressing result |
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Sd/E2.1e relate to other speakers (see also Lr/E2.7a) |
| (i) understand the main point(s) made by other speakers and make contributions relevant to the discussion topic and the points made by other speakers |
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(ii) be able to indicate agreement or disagreement with other speakers |
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(iii) be able to contribute to a discussion by inviting contributions from other speakers, using appropriate phrases with appropriate non-verbal signalling |
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(iv) be able to introduce a new topic of discussion, e.g. by asking for opinion, likes and dislikes |
| ESOL Listening – Entry Level 2 (Listen and Respond) | |
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SLlr/E2.1 (literacy link) listen for and follow the gist of explanations, instructions and narratives |
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Lr/E2.1a recognise context and predict general meaning |
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| (i) be able to identify a situation and/or speakers, e.g. in a personal narrative, informal conversation | |
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(ii) be aware that it is not always necessary to understand all of the interaction to recognise context |
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(iii) be aware that oral interactions often follow predictable patterns, and that this can help in recognising context and predicting meaning |
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Lr/E2.1b listen for gist in a short passage, e.g. TV or radio |
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| (i) be able to identify key words in a given context | |
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(ii) be aware that it is not necessary to understand every word in order to get the general meaning of a spoken text |
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(iii) be able to guess the meaning of unknown words, by using context cues and other words in the text |
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(iv) be able to respond to listening, e.g. by clarifying meaning with another listener |
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Lr/E2.1c listen for gist in a conversation |
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| (i) be able to identify the situation, speakers and subject/topic of conversation | |
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(ii) be able to follow the interactive nature of the conversation |
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Lr/E2.1d listen for gist and respond, in face-to-face situations (see also Sc/E2.4a) |
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| (i) understand that non-linguistic clues, such as the immediate environment or the speaker's gestures and facial expression, can be used to help get the gist | |
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(ii) understand the need to notice which words the speaker stresses, in order to understand key words and important points |
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(iii) be able to indicate they are listening, through use of responses, e.g. mm, yeah |
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(iv) be able to ask for clarification, with appropriate use of intonation |
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SLlr/E2.2 (literacy link) listen for detail in short explanations, instructions and narratives |
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Lr/E2.2a listen for detail in short narratives and explanations |
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| (i) understand and identify key words and phrases in a given context | |
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(ii) be able to listen for and identify stress within words, and use this as an aid to recognising words |
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(iii) understand key grammatical
structures for the level: |
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(iv) be able to respond appropriately to explanations, e.g. by taking action |
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Lr/E2.2b listen for detail and respond, in face-to-face situations (see also Sc/E2.2d) |
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| (i) understand that a speaker often repeats and/or stresses important details | |
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(ii) understand the importance of maintaining eye contact and signalling understanding, e.g. I see, yes |
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(iii) understand the importance of checking back and confirming understanding |
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Lr/E2.2c listen for grammatical detail |
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| (i) recognise different types of utterance, e.g. questions, statements, instructions and their function | |
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(ii) be able to identify key grammatical features for the level and use them to aid understanding |
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(iii) understand that listening and guessing the meaning of grammatical forms from context can be a useful way to increase knowledge of grammar as it is used in spoken English |
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Lr/E2.2d listen for phonological detail (see also Ww/E2.1b) |
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| (i) understand that English has a stress-timed rhythm and that many syllables include an unstressed vowel, e.g. the schwa | |
| (ii) be aware that stress within a sentence can influence the meaning of that sentence | |
| (iii) identify information or content words and understand that they are stressed in sentences | |
| (iv) recognise and discriminate between different sounds | |
| (v) understand that listening in detail to the way speakers pronounce English can be a useful way to improve their own pronunciation | |
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Yesterday's World text (about an attraction in Sussex) and related phonics activities (based on the two sounds of the digraph /th/). Includes word sorting, cloze, crossword. Originally written for a mixed level Literacy and ESOL group. Margaret Adams, Kenward Trust / Uckfield Community College uckfield@kenwardtrust.org.uk 6 pages. 80K |
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SLlr/E2.3 (literacy link) listen for and identify the main points of short explanations or presentations |
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Lr/E2.3a extract the main points when listening to presentations |
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| (i) be aware that it is not necessary to understand and remember every word to extract main points | |
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(ii) understand the need to know what information one wants from a presentation and be able to focus listening in relation to this |
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(iii) understand that significant points are often summarised at the end of a presentation |
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Lr/E2.3b extract the main points of an explanation in a face-to-face situation, and respond (see also Sc/E2.4a) |
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| (i) understand how gesture and eye contact can be used to emphasise a point, and how this can vary across cultures | |
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(ii) be able to ask for clarification and confirm understanding |
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Lr/E2.3c extract straightforward information for a specific purpose |
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| (i) understand the importance of listening for the information required and ignoring other information | |
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SLlr/E2.4 (literacy link) listen to and follow short, straightforward explanations and instructions |
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Lr/E2.4a listen to, follow and respond to explanations, directions and instructions (see also Sc/E2.2e) |
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| (i) understand key grammatical forms, e.g. imperative, negative imperative and must, in instructions | |
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(ii) understand some deictic markers, e.g. this, that, here, there |
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(iii) recognise the order of events in an explanation |
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(iv) recognise and respond to sequence markers, e.g. first, then, finally, to understand the order of a set of instructions |
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(v) recognise discourse markers, especially those indicating cause and effect and result, e.g. because of, so, as a result |
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(vi) demonstrate understanding by taking appropriate action |
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SLlr/E2.5 (literacy link) respond to straightforward questions |
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Lr/E2.5a listen and respond to requests for action / permission |
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| (i) recognise requests for action and respond by taking action | |
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(ii) know some appropriate phrases, e.g. sure, there you go, to accompany action |
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(iii) be able to use polite intonation to grant or refuse permission |
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(iv)know some ways of explaining why the request cannot be complied with |
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Lr/E2.5b respond to requests for information (see also Sc/E2.3b) |
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| (i) recognise questions of the wh- type and the yes/no type and be able to respond with short answers and with more information | |
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(ii) recognise when a short answer is appropriate and when a longer answer is expected |
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(iii) recognise verb forms and
time markers to understand the time to which a speaker is referring and
respond appropriately, e.g.: |
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(iv)be able to recognise and respond to comparative questions |
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SLlr/E2.6 (literacy link) respond to straightforward questions |
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Lr/E2.6a listen to and identify simply expressed feelings and opinions (see also Sd/E2.1c and Sd/E2.1d) |
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| (i) identify common structures and vocabulary used in expressing different feelings and emotions | |
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(ii) identify common structures and vocabulary used in expressing different opinions |
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(iii) recognise how intonation and pitch carry meaning; identify feelings expressed through intonation and words and feelings expressed mainly through intonation |
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Lr/E2.6b take part in social interaction (see also Sd/E2.1a) |
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| (i) recognise and respond appropriately to enquiries and to offers and invitations | |
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(ii) recognise speaker's mood and attitude, expressed through intonation |
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Lr/E2.6c take part in more formal interaction (see also Sd/E2.1b) |
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(i)
recognise and respond to: (a) greetings (b) offers (c) requests for information |
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SLlr/E2.7 (literacy link) follow the gist of discussions |
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Lr/E2.7a follow the gist of discussions (see also Sd/E2.1e) |
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| (i) recognise the topic and purpose of a discussion and understand that discussions can serve different purposes, e.g. to make plans, solve a problem, air views | |
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SLlr/E2.8 (literacy link) follow the main points and make appropriate contributions to the discussion |
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Lr/E2.8a follow the main points of discussions |
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| (i) be able to pick out the main points made by one or more speakers and make contributions relevant to the discussion in general | |
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(ii) be able to link their own contribution to that of other speakers, by using discourse markers, e.g. you're right; maybe, but ... ; I'm not sure |
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| ESOL Reading – Entry Level 2 – Text Focus (Reading Comprehension) | |
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Rt/E2.1 Trace and understand the main events of chronological and instructional texts |
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Rt/E2.1a use a range of strategies and knowledge about texts to trace and understand the main events of chronological and instructional texts |
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| (i) know and use text-level strategies to predict content and check meaning | |
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(ii) use own background knowledge and overall context to aid understanding |
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(iii)
recognise the key features of
format, layout, grammar and discourse in chronological texts, i.e. that
they: (a) recount events in time order (b) are usually written as continuous text and usually have titles (c) use past tenses (d) mark the sequence of events through the use of discourse markers (e) achieve cohesion through pronoun referencing |
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(iv)
recognise the key features of
format, layout, grammar and discourse in instructional texts, i.e. that
they: |
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 Comprehension
questions on the 'Alice, Mark, Chloe and Paul'
E2 texts created by Frances Ellam
stafffe@congleton.cheshire.sch.uk Note the original Alice, Mark,
Chloe & Paul resource (written by Amanda Burgess) is available below |
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Rt/E2.1b obtain information from texts |
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(i) understand
that it is possible to use different strategies to get meaning from
text. (a) scan for specific information or main events* (b) skim to get the gist by quickly reading titles or subheadings, the beginning and end of a paragraph* (c) read thoroughly where detailed reading is necessary |
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Rt/E2.2 (literacy link) Recognise the different purposes of texts at this level |
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Rt/E2.2a understand and identify the different purposes of short, straightforward texts |
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| (i) recognise that texts that share a common purpose will share common features, and use these features to predict meaning and aid understanding, e.g. the layout of a form or letter, a headline in a newspaper | |
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(ii) recognise that texts that share a common purpose may have different audiences and that this affects register |
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| (iii) know some basic terms to describe the main purposes or functions of texts at this level, e.g. to greet, to describe, to inform, to sell, to entertain, to request action, to tell a story, to instruct | |
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(iv) recognise that texts of the same genre are characterised by a particular verb grammar |
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(v)
understand that: (a) descriptive texts will be indicated by use of present simple tense; (b) chronological narratives will be indicated by use of past tenses; (c) instructive texts will be indicated by use of imperatives. |
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(vi) interact with text and be aware that it is possible to react to texts in different ways |
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| (vii) be aware that requests for action are usually indicated by the use of Please | |
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(viii) understand that the writing conventions of different cultures may have similarities and differences and that this may affect understanding of purpose |
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Rt/E2.3 (literacy link) Identify common sources of information |
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Rt/E2.3a identify a range of common sources of information where everyday information can be found |
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| (i) know where to find everyday information, e.g. small ads, yellow pages, reference books | |
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(ii) know that similar information can be presented in different ways, e.g. listings on teletext or in newspaper |
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| (iii) be aware of electronic sources of information | |
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(iv) know that reading for information involves locating specific details rather than reading through a whole text |
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| (v) know how to use key features to access simple reference tools | |
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(vi) use alphabetical order to find information where appropriate* |
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| (vii) be aware of the conventions of simple tabular formats | |
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Rt/E2.4 (literacy link) Use illustrations and captions to locate information |
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Rt/E2.4a obtain information from illustrations, simple maps and diagrams and captions |
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| (i) understand that illustrations can contribute to meaning and help locate and interpret information | |
| ESOL Reading – Entry Level 2 – Sentence Focus (Grammar and Punctuation) | |
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Rs/E2.1 (literacy link) Read and understand linking words and adverbials in instructions and directions, e.g. next, then, right, straight on |
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General Entry 2 sentence focus resources |
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Rs/E2.1a use grammatical structures that link clauses and help identify sequence |
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| (i) know that discourse markers and conjunctions in instructions and directions, e.g. first, then, next, finally, help identify sequence and show how the different steps link together | |
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(ii) recognise conjunctions that introduce clauses of time, e.g. before, after, when, until |
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| (iii) recognise simple prepositional phrases of time and place | |
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Rs/E2.1b use knowledge of simple and compound sentence structure to work out meaning |
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| (i) recognise that word order in English may be different from word order in their languages | |
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(ii) use knowledge of the word order of simple and compound sentence patterns to work out meaning and to confirm understanding |
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(iii)
understand that sentences follow grammatical
patterns and that certain types of word are more likely to recur in some
places than others: (a) know that the subject of the sentence is placed before the main verb (b) know that prepositional phrases of time can come at the beginning or end of sentences (c) know that the object of the verb follows the verb (d) develop awareness that the main clause or most important action usually precedes subordinate clauses |
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(iv) understand the use of common conjunctions such as and, but, or to join clauses in compound sentences with same or different subject |
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| (v) use knowledge of simple present and past tenses and future forms to work out meaning and aid understanding | |
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(vi) recognise use of pronoun referencing to refer to items already introduced |
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Rs/E2.1c apply own life experience and knowledge to monitor the meaning of sentences as a whole when decoding words |
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| (i) understand that unknown or miscued words must make sense in the context of the complete sentence | |
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Rs/E2.1d use punctuation and capitalisation to aid understanding |
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| (i) understand that different punctuation marks are used for different purposes and know the names, e.g. comma, question and exclamation mark | |
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(ii)
understand some common rules, e.g.: (a) capital letters for proper nouns (b) full stops, question marks and exclamation marks for end of sentences (c) commas to separate items in a list (d) all end-of-sentence markers are followed by an initial capital letter in continuous text written in whole sentences |
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| ESOL Reading – Entry Level 2 – Word Focus (Vocabulary, Word Recognition and Phonics) | |
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Rw/E2.1 (literacy link) Read and understand words on forms related to personal information e.g. first name, surname, address, postcode, age, date of birth |
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Rw/E2.1a Recognise words on forms related to personal information and understand explicit and implicit instructions |
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| (i) understand words on forms and know how to respond, e.g. to surname, postcode, initials | |
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(ii) recognise some common abbreviations on form, e.g. d.o.b., Mr/Mrs/Ms |
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| (iii) recognise and understand instructions on forms and know how to respond, e.g. BLOCK CAPITALS, tick, delete | |
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Rw/E2.1 (literacy link) Recognise high-frequency words and words with common spelling patterns |
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Rw/E2.2a recognise a range of familiar words and words with common spelling patterns |
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| (i) read on sight, e.g. personal key words and high-frequency words, such as thing, should, tell, because | |
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(ii) know and use different strategies for reading words on sight, e.g. association, visual shape and letter combinations |
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Summer Bingo is an ideal end of year or summer activity for beginner readers (ESOL or Lit). Contributed by Rachel Emmett remmett@tcch.ac.uk Hackney Community College. 4 pages. 60K |
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'Work' vocabulary cards 27 pictures of different jobs and matching word cards - plus lots of teaching ideas for Entry 1and 2 literacy and ESOL classes. Contributed by Laura Jeffrey Matthew Boulton College, ljeffrey@mbc.ac.uk 6 pages. 200K. |
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Rw/E2.2 (literacy link) Use phonic and graphic knowledge to decode words |
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Rw/E2.3a use context and a range of phonic and graphic knowledge to decode words |
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| (i) work out meaning of unfamiliar vocabulary from context e.g. He arrived quickly. It only took him three minutes. | |
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(ii) understand that the same sound (phoneme) can be spelt in more than one way and that the same spelling (grapheme) can represent more than one sound |
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| (iii) begin to recognise how words can be broken down into parts, e.g. common prefixes and suffixes such as un-, units of meaning (morphemes) such as -ing or -ed endings, compound words such as playground | |
| (iv) use developing knowledge of word structure to work out meaning of unfamiliar words, e.g. that the adverb quickly is related to the adjective quick and happily to happy. | |
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See - seed is a highly visual phonics PPT focusing on the 'long e' phoneme associated with the grapheme /ee/. Great for beginning E1-E2 readers in ESOL and Literacy classes. Contributed by Helen Baldwin hlb@wsfc.ac.uk Worcester Sixth Form College. Zipped PowerPoint (PPT) file. 470K. 18 slides |
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Yesterday's World text (about an attraction in Sussex) and related phonics activities (based on the two sounds of the digraph /th/). Includes word sorting, cloze, crossword. Originally written for a mixed level Literacy and ESOL group. Margaret Adams, Kenward Trust / Uckfield Community College uckfield@kenwardtrust.org.uk 6 pages. 80K |
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'Work' vocabulary cards 27 pictures of different jobs and matching word cards - plus lots of teaching ideas for Entry 1and 2 literacy and ESOL classes. Contributed by Laura Jeffrey Matthew Boulton College, ljeffrey@mbc.ac.uk 6 pages. 200K. |
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Letter sounds covers many common phonemes (initial consonants, vowel and consonant digraphs) and blends. Look at and say the letter sound then click to see a related picture and spelling. From Laurence Fletcher Wolverhampton City College / Adult Education Service. laurencebrc@yahoo.com Zipped PowerPoint file. 47 screens. 185K |
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Rw/E2.3 (literacy link) Use a simplified dictionary to find the meaning of unfamiliar words |
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Rw/E2.4a obtain information from a simplified dictionary to find the meaning of unfamiliar words |
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| (i) understand the function of dictionaries | |
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(ii) understand that dictionaries are generally organised alphabetically, but that some language learners' dictionaries are organised by topic |
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| (iii) understand the concept of a headword and how to know which page to look on for a word | |
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Rw/E2.4 (literacy link) Use initial letter to find and sequence words in alphabetical order |
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Rw/E2.5a sequence words using basic alphabetical ordering skills |
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| (i) use initial letter to locate the starting point quickly | |
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(ii) understand that you do not have to start at the beginning of a list/dictionary |
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| ESOL Writing – Entry Level 2 – Text Focus (Writing Composition) | |
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Wt/E2.1 (literacy link) Use written words and phrases to record or present information |
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Wt/E2.1a compose simple text, selecting appropriate format for the purpose |
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| (i) understand that writing is more permanent than speaking | |
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(ii) develop understanding of the concepts of purpose and audience, e.g. that a form is to record information, that a greetings card is to send good wishes to a friend |
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| (iii) generate ideas for writing, deciding what to include as appropriate to the purpose and audience | |
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(iv) develop understanding that texts that share a common purpose usually share common features of layout, format, structure and language, e.g. that a letter is laid out differently from an email, and that the latter may not require complete sentences |
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(v) understand that basic proof-reading, checking through what has been written for errors, is part of the process of writing |
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| Storyboards hand drawn by June Mill, Community Education. East Yorkshire. Thank you June. 5 boards - shopping, holidays, swimming, getting-up and Bank Robbery! They can be cut up, muddled and re-sequenced; simple sentences written out to match with pictures; sentences written in the present to be changed to past tense (ESOL); write sentences then join with conjunctions e.g. then, next; or as oral conversation starters. 6 pages. 140K. | |
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Wt/E2.1b record information on forms |
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| (i) understand form-filling conventions, including the practice of stated and unstated instructions, e.g. that forms sometimes requite you to circle or delete information, such as Mr/Mrs/Miss/Ms | |
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| ESOL Writing – Entry Level 2 – Sentence Focus (Grammar and Punctuation) | |
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Ws/E2.1 (literacy link) Construct simple and compound sentences, using common conjunctions to connect two clauses (e.g. as, but, and). |
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Ws/E2.1a construct simple and compound sentences, using common conjunctions to connect two clauses (e.g. as, but, and). |
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| (i) combine simple sentences to make compound sentences by using conjunctions such as and, but, or | |
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(ii) use appropriate word order in simple and compound sentences, and be aware of how this may differ from word order in their other languages |
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| (iii) use simple tenses appropriately to signify past or present time, and simple structures to express the future and adverbial time references, e.g. I'm seeing my sister next week; we're going to play football on Saturday | |
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(iv) understand where it is and where it is not necessary to write in full sentences |
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| Storyboards hand drawn by June Mill, Community Education. East Yorkshire. Thank you June. 5 boards - shopping, holidays, swimming, getting-up and Bank Robbery! They can be cut up, muddled and re-sequenced; simple sentences written out to match with pictures; sentences written in the present to be changed to past tense (ESOL); write sentences then join with conjunctions e.g. then, next; or as oral conversation starters. 6 pages. 140K. | |
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Ws/E2.2 (literacy link) Use adjectives |
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Ws/E2.2a use adjectives |
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(i) know and use the terms adjective and noun |
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| (ii) understand how adjectives can be used to extend information, convey attitude and detail about a noun | |
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(iii) know and use some common adjectives to describe people, places, feelings or objects |
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| (iv) understand word order of adjectives when used together in simple sentences, e.g. She drives an old black car | |
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(v) know and use the comparative form of adjectives |
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Describing people - 3 activities focusing on key words (colours and clothes). Linked to the SfL Literacy E1 unit 1 Lost and Found. Cloze 1 - select correct words to describe people. Quiz 1 -'Who am I'. Fill-in - students write their own sentences. Teaching tips and illustrated key word help page. |
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| Quiz | |
| Cloze | |
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Ws/E2.3 (literacy link) Use punctuation correctly (e.g. full stops, capital letters and question marks). |
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Ws/E2.3a use punctuation correctly (e.g. full stops, capital letters and question marks). |
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| (i) understand that capital letters and full stops are sentence boundary markers | |
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(ii) recognise that punctuation in English may be different from punctuation conventions in learners' other languages, e.g. in Spanish an inverted question mark is used before the beginning of the question in addition to the question mark after it |
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(iii) understand that a question mark indicates that a question is being |
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Ws/E2.4 (literacy link) Use a capital letter for proper nouns |
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(iv) use commas correctly in a list |
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Ws/E2.4a use a capital letter for proper nouns |
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| (i) understand when capital letters are used. e.g. for days, months, names of people and places | |
| Writing – ESOL Entry Level 2 – Word Focus (Spelling and Handwriting) | |
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Ww/E2.1 Spell correctly the majority of personal details and familiar common words such as months of the year, numbers to 20. |
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Ww/E2.1a spell correctly the majority of personal details and familiar common words |
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| (i) develop knowledge of and spell correctly vocabulary related to learner's context and need to write | |
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(ii) understand which words and in which contexts it is crucial to spell accurately, e.g. name and address on forms |
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'Work' vocabulary cards 27 pictures of different jobs and matching word cards - plus lots of teaching ideas for Entry 1and 2 literacy and ESOL classes. Contributed by Laura Jeffrey Matthew Boulton College, ljeffrey@mbc.ac.uk 6 pages. 200K. |
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Ww/E2.2 use knowledge of sound–symbol relationships and phonological patterns (e.g. consonant clusters, vowel phonemes) to help work out correct spellings, as appropriate for needs of the learner |
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Ww/E2.1b use knowledge of sound-symbol relationships and phonological patterns (e.g. consonant clusters and vowel phonemes) to help work out the correct spellings, as appropriate for the needs of the learner (see also Lr/E2.2d) |
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| (i) understand that English is not always spelt as it sounds but that knowledge of the sound-symbol associations can be useful in spelling | |
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(ii) develop understanding of common letter patterns, including blends, vowel digraphs and word endings in English spelling, and know that these recur |
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(iii) develop understanding of common units of meaning (morphemes) and how they can be used to aid spelling e.g. -ed endings (washed, carried, wanted); -s for plurals (boys, cats, houses); prefix -un to indicate opposite |
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(iv) be aware that the -ed past simple ending (washed, wanted) and the plural ending -s (boys, cats) may be pronounced differently but have the same spelling |
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| (v) understand that for some learners knowledge of basic spelling rules can be useful | |
| (vi) understand that words are split into syllables and that listening for the number of syllables can help spelling* | |
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Yesterday's World text (about an attraction in Sussex) and related phonics activities (based on the two sounds of the digraph /th/). Includes word sorting, cloze, crossword. Originally written for a mixed level Literacy and ESOL group. Margaret Adams, Kenward Trust / Uckfield Community College uckfield@kenwardtrust.org.uk 6 pages. 80K |
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'Work' vocabulary cards 27 pictures of different jobs and matching word cards - plus lots of teaching ideas for Entry 1and 2 literacy and ESOL classes. Contributed by Laura Jeffrey Matthew Boulton College, ljeffrey@mbc.ac.uk 6 pages. 200K. |
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updated Verb endings. Editable online Word worksheet. Explore various sites to practice adding -ed and -ing suffixes and investigate irregular past tense verbs. Uses the Guide to Grammar and Writing and English Zone. |
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Ww/E2.1 Spell correctly the majority of personal details and familiar common words such as months of the year, numbers to 20. |
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Ww/E2.1c develop strategies to aid spelling |
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| (i) develop and practise strategies for learning to spell words they want to use (e.g. using mnemonics, looking for words within words, tracing words in the air or on paper), and find which strategies work best for them | |
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(ii) understand the need to join up handwriting in order to use motor memory and to practise regularly in order to get spellings into long-term memory |
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Ww/E2.2 Produce legible text |
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Ww/E2.2a produce legible text |
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| (i) identify situations where legible, correctly formed handwriting is important | |
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(ii) understand the impression handwriting gives and personal features of own handwriting, e.g. consistency of direction and formation of letters, spacing between words, size of letters, writing on the line |
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(iii) understand the importance of word processing, and where there is a need to produce word-processed texts |
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(iv) increase legibility and fluency of handwriting, as appropriate to their needs, concentrating on their own specific areas for improvement |
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Return to main literacy curriculum links page or visit these pages: ESOL E1. Literacy levels Pre-Entry, E1, E2, E3, L1, L2. |
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Speaking about Health is a
great board game that can be used to encourage speaking skills at many levels
(ESOl or Literacy). With teaching ideas and curriculum links. Contributed by
Lyn Hunter, Walford & North Shropshire College, Oswestry