ESOL Rt/L1.2a Know how language and other textual features are used to achieve different purposes

Distinguish how language and other textual features are used to achieve different purposes (i) Recognise that choice of language, structural and presentational features reflect the purpose and genre of a text (ii) Make use of these features to help distinguish between, for example, explanatory versus instructional texts, objective versus persuasive accounts Example In advertisements, the use of you, an informal register, superlatives, lexis with positive connotations, graphics to convey mood and desirability, different size/boldness of print to emphasise particular points. (iii) Consider the sorts of texts one might choose to read for pleasure (iv) Interact with texts in different ways, e.g. taking a critical stance when reading a media text or taking an interpretive approach when reading literature or poetry (v) Notice how the use of passives and adverbials such as apparently and supposedly can distance the writer from the fact or opinion expressed Example: The government's position on immigration has apparently been greeted with dismay by its backbenchers. (vi) Know that different lexis carries different connotations and notice how the choice of lexis can imply a particular stance by the writer Example: He admitted being a communist. (vii) Recognise where choices of lexis have been made, in line with the register of a text (viii) Recognise the impact of metaphor in text Example: Britain is being flooded with cheap imports from China.

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 and lines of argument
FE L2.11 Identify the different situations when the main points are sufficient and when it is important to have specific details
FE L1.13 Use reference materials & appropriate strategies for a range of purposes, inc. to find word meanings
FE L1.17 Read and 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 A1 (a) Identify and interpret
GCSE Reading A2 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
ESOL Rt/L1.2a Know how language and other textual features are used to achieve different purposes
ESOL Rw/L2.3a
ESOL Rt/L2.2a Identify the purposes of a wide range of texts, whether inferred or explicitly stated
Context
News, Politics & Government items

I created this activity for my ESOL students but it would also work well for Functional English.
The idea is taken from Laura Jeffrey Kiiza’s text types mind map drag and drop activity (L1) – see link below under See also.

Level
Level 1
Level 2
GCSE L1-5
English
Rt/L2.4
Rt/L2.2
Rt/L1.2
GCSE Reading A2 Analyse language & structure
Functional English reading
ESOL
ESOL Rt/L2.4a Understand and identify how written arguments are structured
ESOL Rt/L2.2a Identify the purposes of a wide range of texts, whether inferred or explicitly stated
ESOL Rt/L1.2a Know how language and other textual features are used to achieve different purposes