ESOL Lr/L1.1a Extract information from texts of varying genre, e.g. radio, TV

Lr/L1.1 listen for and identify relevant information from explanations and presentations on a range of straightforward topics
1a. Extract information from texts of varying length and genre, e.g. on radio, TV or presentations

  • Identify key words, collocations and fixed expressions within a range of contexts, and make use of this lexis to help to recognise text type, register and content.
    Example: In the context of law and order, key lexis might be accused, capital punishment, bail, get off lightly, prosecutions. "In my presentation today I am going to describe and compare the system of law and order in this country with the system in my country, Thailand. In particular, I will look at the different attitudes to capital punishment, drug-trafficking, terrorism, and how the accused are treated before they are prosecuted."
  • Guess the meaning of unknown words through understanding of context, and through understanding the meaning of adjacent words, and apply this strategy when listening to a range of texts of some complexity.
    Example: You're a percussionist, so what do you play?
    "Percussion actually covers over 650 instruments and... um... I actually try to play as many as I can but I think even in my lifetime... erm... I don't think I would be able to come across them all, because there are so many and they come from different parts of the world... um... but basically I play what is called tuned percussion, and that really entails xylophone, marimba - which is like a xylophone except lower in pitch - um... and then you've got the timpani or kettle drums, and a vast amount of other drums."
  • Identify the main ideas in a range of listening texts, e.g. fairly lengthy presentations and reports, interactions, interviews, debates

This lesson gives students the opportunity to discuss fundraising and practise reading skills (scanning and reading for detail). The reading text focuses on Mick Cullen, also known as ‘SpeedoMick’, and his long distance walks for charity. The lesson encourages students to try to empathise with Mick and better understand his background, character and motivations. Themes of mental health are also prominent and so it is advised you check with your learners first/use your own professional judgement before doing the optional video task.

Level
Level 1
Level 2
English
FE L1.9 Identify & understand the main points, ideas & details
FE L2.11 Identify when main points are sufficient & when specific details are important
FE L1.1 Identify relevant information & lines of argument in explanations & presentations
FE L2.1 Identify relevant information from extended explanations or presentations
FE L2.2 Follow narratives & lines of argument
FE L1.3 Respond effectively to detailed questions
FE L2.3 Respond effectively to detailed or extended questions & feedback
FE L1.6 Follow / understand discussions & make contributions relevant to situation & subject
FE L2.8 Make relevant and constructive contributions to move discussion forward
ESOL
ESOL Rt/L1.3a Understand how main points and specific detail are presented and linked
ESOL Rt/L1.5a Use skimming, scanning and detailed reading in different ways for different purposes
ESOL Rt/L2.3a Identify the main points and specific detail in different types of text of varying lengths & detail
ESOL Rt/L2.7a Use different reading strategies to find and obtain information, e.g. skimming, scanning, detailed reading
ESOL Lr/L1.1a Extract information from texts of varying genre, e.g. radio, TV
ESOL Lr/L1.5a Respond to questions on a range of topics
ESOL Lr/L2.1a Extract information from extended texts in a non-face-to-face context, e.g. radio
ESOL Lr/L2.3a Respond to detailed or extended questions on a range of topics
ESOL Sd/L1.2a Express views and opinions
ESOL Sd/L1.1c Express likes, dislikes, feelings, hopes, etc.
ESOL Sd/L2.2c Express views, opinions, feelings, wishes
Context
Voluntary, Charity and Community
Mental health, awareness & psychology

This lesson is based around the story of Birkenhead resident Charlie Wright, who famously refused to leave his house when the local council decided to demolish the estate around it. Students have the opportunity to discuss themes of community, identity and change. Students watch a short documentary about Charlie from the BBC archives and answer comprehension questions. Charlie's story provides a context for a role play task whereby learners have to decide how best to regenerate Charlie's lost neighbourhood.

Level
Level 1
Level 2
English
FE L1.1 Identify relevant information & lines of argument in explanations & presentations
FE L1.2 Make requests & ask relevant questions to obtain specific information
FS Eng L1.4 Communicate information / ideas / opinions clearly & accurately on range of topics
FE L1.13 Use reference materials & appropriate strategies for a range of purposes, inc. to find word meanings
FE L2.1 Identify relevant information from extended explanations or presentations
FE L2.2 Follow narratives & lines of argument
FE L2.3 Respond effectively to detailed or extended questions & feedback
FE L2.4 Make requests & ask detailed & pertinent questions to obtain specific information in a range of contexts
FS Eng L2.5 Communicate information/ideas/opinions clearly/effectively with further detail/development if required
ESOL
ESOL Sc/L1.2b Ask for information
ESOL Sc/L1.4a Present information and ideas in a logical sequence
ESOL Sd/L1.2a Express views and opinions
ESOL Lr/L1.1a Extract information from texts of varying genre, e.g. radio, TV
ESOL Lr/L1.1b extract relevant information from a narrative or explanation face-to-face or on the telephone, and respond
ESOL Rw/L1.2a Recognise & understand vocabulary associated with different types of text, using appropriate strategies to work out meaning
ESOL Sc/L2.3b Ask for information
ESOL Sc/L2.4a Express statements of fact
ESOL Sc/L2.5a Present information & ideas in a logical sequence and provide further detail and development to clarify or confirm understanding
ESOL Lr/L2.1a Extract information from extended texts in a non-face-to-face context, e.g. radio
ESOL Lr/L2.4a Follow and participate in a discussion or conversation
ESOL Sd/L2.2c Express views, opinions, feelings, wishes
Context
News, Politics & Government items
History, culture, museums, libraries

This resource is based on the DfES ESOL Skills for Life recording 'Changes interview 1'. It gives exam practice questions (C&G style) in the first section and in the second section an activity to enable learners to tune in to the sounds of English. The first section can be completed in class and the second at home or the whole sheet can be given for homework. Listening development at home enables learners to listen as often as they wish and tune in until they hear the text more clearly.

Level
Level 1
English
FE E3.1 Identify & extract relevant information & detail in straightforward explanations
FE L1.1 Identify relevant information & lines of argument in explanations & presentations
ESOL
ESOL Lr/L1.1a Extract information from texts of varying genre, e.g. radio, TV
ESOL Lr/L1.2a Listen to explanation or narrative
ESOL Lr/L1.2d Listen for grammatical detail
ESOL Lr/L1.2e Listen for phonological detail
Context
History, culture, museums, libraries

These two lessons explore the Windrush Scandal. 

The video gives an opportunity to listen for gist and detail, and is followed by a focus on sentence stress and intonation.

The article gives an opportunity for learners to analyse the purpose of the text and look at persuasive techniques, and is accompanied by a vocabulary from context exercise.

Level
Level 1
Level 2
GCSE L1-5
English
FE L2.1 Identify relevant information from extended explanations or presentations
FE L2.2 Follow narratives & lines of argument
FE L2.11 Identify when main points are sufficient & when specific details are important
FE L1.13 Use reference materials & appropriate strategies for a range of purposes, inc. to find word meanings
FE L1.17 Read & understand a range of specialist words in context
FE L2.14 Understand how textual features/devices can shape meaning for different audiences/purposes
GCSE Reading AO1a Identify/interpret explicit & implicit information & ideas
GCSE English Reading AO2 Explain & analyse language & structure
ESOL
ESOL Lr/L1.1a Extract information from texts of varying genre, e.g. radio, TV
ESOL Lr/L1.2e Listen for phonological detail
ESOL Lr/L1.6b Follow a discussion without participating e.g. on TV
ESOL Lr/L2.1a Extract information from extended texts in a non-face-to-face context, e.g. radio
ESOL Lr/L2.2a Listen to a narrative or conversation
ESOL Lr/L2.2e Listen for phonological detail
ESOL Rw/L1.2a Recognise & understand vocabulary associated with different types of text, using appropriate strategies to work out meaning
ESOL Rt/L1.2a Know how language and other textual features are used to achieve different purposes
ESOL Rw/L2.3a Recognise & understand vocabulary associated with different text types
ESOL Rt/L2.2a Identify the purposes of a wide range of texts, whether inferred or explicitly stated
Context
News, Politics & Government items