ESOL Lr/L2.1a Extract information from extended texts in a non-face-to-face context, e.g. radio

Lr/L2.1 Listen for and identify relevant information from extended explanations or presentations on a range of topics
Lr/L2.1a Extract information from extended texts in a non-face-to-face context, e.g. radio, presentations

  • Know the type of lexis likely to occur in a range of extended texts, and use this knowledge to access the text. Example: Listen to lengthier news reports on radio, in which key lexis associated with the context might be: Allegation, fears of further violence, members of the parliamentary committee.
  • Be aware of collocations connected to a range of topics, e.g. rejected allegations below, and the importance of listening for the verb in this type of phrase Example: The government of Indonesia strongly rejected allegations of human rights abuses against trade unionists and political opponents. Fears of further violence in the capital following the riots and arrests at the weekend have led to calls by members of the Parliamentary Committee on Human Rights to denounce... (the text continues at some length)
  • Guess the meaning of unknown words in complex spoken texts, by understanding the gist of a passage, predicting content and knowing some collocations
  • Identify general and specific points and exemplification in an extended text
    Example: Honey bees live and work as a community, and, to enable the community to function as efficiently as possible with regard to food gathering, there has developed a means of disseminating information about food. Individuals pass on information about the whereabouts and nature of sources of suitable food... A bee that has found a rich source of food returns to the hive and begins to make a series of agitated movements on the surface. Observation shows that these movements are not random but follow a definite pattern...

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

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

*A Yorkshire Yarn is a short documentary series exploring the English language learning experiences of three students at the University of Huddersfield. There are three episodes in the series.*

1 The Tales of a Trainee Tutor
http://www.youtube.com/user/ESOLRESOURCES#p/a/u/2/Itb9nc9rIMg

Level
Level 1
Level 2
ESOL
ESOL Sc/L2.3b Ask for information
ESOL Sc/L1.2b Ask for information
ESOL Lr/L2.3a Respond to detailed or extended 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/L1.5a Respond to questions on a range of topics
ESOL Lr/L1.2a Listen to explanation or narrative
Context
Education and teaching