ESOL Rt/E3.4a

Extract the main points and ideas, and predict words from context.
(i) Understand that some parts of texts may be more important to overall meaning than others
(ii) Develop awareness that the first sentence in a paragraph, often referred to as the topic sentence, often introduces the main point or establishes a new idea
(iii) Recognise key lexis, collocations, fixed and semi-fixed expressions, and use this to extract the main points
Example: The following extract from a travel information leaflet uses key lexis, collocations (such as ‘lost property') and phrases that are typically found in travel information - the phrases have become semi-fixed expressions:
Smoking - Smoking is not allowed on any stations, trains or buses.
CCTV - All stations, trains and buses are now equipped with CCTV for your comfort and safety.
Lost property - Enquiries concerning lost property should be made to the relevant number below…
(iv) Know that authors do not always state their opinions overtly, but that their opinions can sometimes be inferred, especially by considering choice of lexis
Example: Read a newspaper headline and identify information that is not overtly stated, e.g. the author's opinion in newspaper headlines: Refugees are flooding into Dover.
Teenage mothers jump the housing queue.
Five years' research went down the drain.
(v) Recognise use of modal verbs to express opinion and judgement.
Example: I wouldn't say that…
(vi) Develop awareness of how clichés and metaphorical language express opinion and ideas

4 Oct 2017. Updated information on source material added

A reading activity on legal age limits in different parts of the UK. Includes: education, voting, driving, marriage and work. Based on materials at: http://esol.britishcouncil.org/content/learners/uk-life/be-safe-uk/what…

Level
E3
E2
English
Functional English - reading
ESOL
ESOL Ws/E3.1a
ESOL Sd/E3.1d
ESOL Sc/E3.4e
ESOL Sc/E2.2a
ESOL Rt/E3.4a
ESOL Lr/E3.2d
Context
News, Politics & Government items

An adaptation of the text originally contributed by Amanda Burgess. I’ve simplified it for ESOL E2-E3 learners and added a vocab box as well – either for learners to investigate themselves or to be taught by the tutor ( Eg,What other charities do you know about….What other ways do charities use to raise money…etc).

From an ESOL point of view, the resource ties in with the core curriculum reading descriptors as well as the ‘Getting Involved in the Community’ part of the Citizenship syllabus.

Level
E3
E2
ESOL
ESOL Rt/E3.8a
ESOL Rt/E3.4a
ESOL Rt/E3.1a
ESOL Rt/E2.1b
ESOL Rt/E2.1a
Context
Voluntary & Charity