ESOL Rs/E3.1a Recognise the generic features of language of instructional texts
Adult ESOL>Reading>Sentence Focus>Grammar & Punctuation
Rs/E3.1a Recognise the generic features of language of instructional text. [Closely linked to ESOL Rs/E3.1b]
- Develop awareness of linguistic features of texts to work out meaning and confirm understanding, e.g. verb grammar, use of imperative and negative imperative, short sentences (for directness), key discourse markers in instructional texts
- Know the names and understand the use of key grammatical forms, such as tenses, conjunctions, articles, adverbs, adjectives, negative, pronoun, phrase at this level, and how they carry meaning, e.g. in the text When she was twelve she used to help her brother and father in their shop . . . 'used to' means she did it regularly
- Understand that new information is often placed towards the end of the sentence, e.g. In China, children go to school at 6 or 7 years old
- Recognise the main clause in straightforward texts, e.g. If you want your chosen items urgently, you can use our Next Day Delivery Service
- Use key discourse markers to help prediction and aid understanding, e.g. in Although you have worked hard this term, you need to read more widely – 'although' indicates the first clause will be followed by a contrasting one.
- Be aware the sentence grammar in poetry – in particular, word order – may be different from that of prose
Related Adult Literacy link: Rs/E3.2 Use implicit & explicit knowledge of different types of word (e.g. linking words [connectives], nouns, verbs, adjectives), of word order, and of possible plausible meanings, to help decode unfamiliar words and predict meaning.
Source: Department for Education and Skills (2001) Adult ESOL core curriculum. London DfES.