ESOL Sc/E1.4a Make simple statements of fact

Speaking > Speak to Communicate > ESOL Sc/E1.4 Make statements of fact clearly
ESOL Sc/E1.4a Make simple statements of fact

  • use verb forms suitable for the level, e.g. present tense and modal can . E.g. He can speak Hindi and Gujerati. She can't drive.
  • use grammar suitable for the level, to express: (a) possession (e.g. my, mine, your). E.g. This is my dictionary. (b) quantity (e.g. some, any, many). E.g. There are some eggs in the fridge. (c) number (regular/irregular plurals and count/non-count nouns). He has three children. (d) location (prepositions of place)
  • understand that statements of fact are usually spoken with falling intonation. I feel tired and hot. Then have a rest. What's the time? It's quarter past ten. Thanks.
  • be able to make statements of fact within an interaction e.g. This is my mother. She doesn't speak English. 

Source: Adult ESOL Core Curriculum (DfES, 2001) 

Part of the Living in the UK series, this resource covers reading, writing and communication for Entry 1-3 learners. 

There are two separate resources: one for E2-E3 and a simplified version for E1.  Each features an illustrated short reading text followed by:

  • comprehension questions
  • punctuation questions
  • various writing tasks
  • suggestions for short talks and Q&A sessions

Editor's notes

Level
Entry Level 1
Entry Level 2
Entry Level 3
English
FE E1.10 Understand a short piece of text on a simple subject
FE E2.8 Understand the main points in texts
FE E3.9 Identify, understand & extract main points & ideas in/from texts
FE E2.13 Use basic punctuation correctly (e.g. full stops, question, exclamation marks)
FE 1.16 Communicate information in words, phrases & simple sentences
FE E2.17 Communicate information using words & phrases appropriate to audience & purpose
FE E3.18 Communicate information, ideas & opinions clearly & in logical sequence e.g. chronologically, by task
FE E3.19 Write text of appropriate length & level of detail
FS Eng E1.6 Make clear statements, communicate feelings & opinions on straightforward topics
FS Eng E2.5 Clearly express straightforward information & communicate feelings / opinions
FE E3.3 Communicate information & opinions clearly on a range of topics
FE E2.2 Make requests & ask clear questions appropriately in different contexts
FE E3.2 Make requests & ask concise questions using appropriate language in different contexts
FS Eng E2.1 Identify & extract main information & detail from short explanations
FS Eng E3.1 Identify & extract relevant information & detail in straightforward explanations
ESOL
ESOL Rt/E1.1a Follow a short narrative on a familiar topic or experience
ESOL Rt/E2.1a Use a range of strategies to trace & understand main events
ESOL Wt/E1.1a Compose very simple text to communicate ideas or basic information
ESOL Wt/E2.1a Compose simple text, selecting appropriate format for the genre and purpose
ESOL Ws/E2.3a Use correct punctuation, e.g. capital letters, full stops, question marks
ESOL Sc/E1.4a Make simple statements of fact
ESOL Sc/E2.3c Give a short account
ESOL Sc/E3.4c Give an account/narrate events in the past
ESOL Sc/E2.2d Ask for factual information (present, past, future)
ESOL Sc/E3.3b Ask questions to obtain personal or factual information
Context
Leisure, Hobbies, Travel & Tourism
Family and relationships
Catering Food Nutrition

Part of the Living in the UK series, this resource focuses on basic sentences for Entry 1-2 learners.

There is a reading text  (informal message) about meeting new neighbours. As the learner moves through the resource they will encounter:

  • comprehension questions
  • basic sentence punctuation
  • speaking and listening tasks
  • a further reading text about BBQ safety
  • two writing tasks.

This resource lends itself well to group, teacher led learning although it can be used by individuals working alone.

Level
Entry Level 1
Entry Level 2
English
FE E1.10 Understand a short piece of text on a simple subject
FE E2.8 Understand the main points in texts
FE E1.11 Punctuate simple sentences with capital letter & full stop
FE E1.12 Use capital letter for pronoun ‘I’ and proper nouns
FE E1.13 Use lower-case letters when there is no reason to use capital letters
FE E2.13 Use basic punctuation correctly (e.g. full stops, question, exclamation marks)
FE 1.16 Communicate information in words, phrases & simple sentences
FE E2.17 Communicate information using words & phrases appropriate to audience & purpose
FS Eng E1.6 Make clear statements, communicate feelings & opinions on straightforward topics
FS Eng E2.5 Clearly express straightforward information & communicate feelings / opinions
ESOL
ESOL Rt/E1.1a Follow a short narrative on a familiar topic or experience
ESOL Rt/E2.1a Use a range of strategies to trace & understand main events
ESOL Ws/E1.1a Construct a simple sentence, using basic word order & verb form
ESOL Ws/E1.2a Use basic punctuation to show where sentences begin and end
ESOL Ws/E1.3a Use basic punctuation to write about oneself using "I"
ESOL Ws/E2.1a Construct simple and compound sentences
ESOL Wt/E1.1a Compose very simple text to communicate ideas or basic information
ESOL Wt/E2.1a Compose simple text, selecting appropriate format for the genre and purpose
ESOL: Writing - text focus (composition)
ESOL Sc/E1.4a Make simple statements of fact
ESOL Sc/E2.3c Give a short account
Context
Leisure, Hobbies, Travel & Tourism
Family and relationships
Catering Food Nutrition

This resource explains how and why we use the form 'had had' in English. This usage can be difficult to explain and even harder for native and non-native speakers/learners to grasp as it is used less frequently these days but still seen in more formal texts. 

It is useful for those trying to teach the topic or as part of a class session.  Use the resource/information whichever way suits you and your learners get the best out of it. 

For Level 1-2 ESOL and possibly Functional Skills English

Editor's note

Level
Level 1
Level 2
English
FE L1.20 Use correct grammar e.g. subject-verb agreement, consistent use of different tenses, definite & indefinite articles
FE L2.21 Use correct grammar (subject-verb agreement, consistent use of a verb tenses, definite & indefinite articles) & modality devices
ESOL
ESOL Sc/L1.3a Express statements of fact
ESOL Sc/L1.3c Narrate events in the past
ESOL Sc/E1.4a Make simple statements of fact
ESOL Sc/L2.4a Express statements of fact
ESOL Ws/L1.2a Use sentence grammar accurately to achieve purpose
ESOL Ws/L2.2a Use sentence grammar consistently and with accuracy

This is a fun activity which encourages kinaesthetic learning and builds learner confidence in engaging with technology as well as using IT vocabulary. Learners are invited to share their experience of different types of international keyboards and use the interactive white board to annotate a QWERTY keyboard.

Editor's note

Level
Entry Level 1
Entry Level 2
ESOL
ESOL Sc/E1.4a Make simple statements of fact
ESOL Sc/E1.4d Make statements of fact clearly
ESOL Sc/E2.3a Express statements of fact
ESOL Sc/E2.3d Give an explanation
ESOL Ww/E1.1a Use and spell correctly some personal key words and familiar words
ESOL Ww/E2.1a Spell correctly majority of personal details & familiar common words
ICT
Entry 1 and 2 ICT
Functional Skills ICT: Using ICT

A speaking and listening activity designed to practise asking where food items are in a supermarket. Also involves practise with the numbers 1 to 8.
The sheet is repeated five times – with food items in different positions (numbered supermarket aisles) on each sheet.

Linked to Cambridge Pre-entry ESOL Activities 7a Excuse me …

Level
M8
Entry Level 1
English
SLlr/E2.6 Respond to straightforward questions
SLc/E1.4
AL SLc/E1.3
Pre-entry
pre-Entry SLlr/M8.1 Listen and respond to familiar people in simple/personal contexts
pre-Entry SLlr/M8.2 Listen to & answer simple questions about personal details/experiences/events & narratives
pre-Entry SLc/M8.2 Ask questions using key words, signs, symbols to obtain information
pre-Entry SLc/M8.3 Use growing vocabulary to convey meaning to the listener (beyond that of purely personal significance)
ESOL
ESOL Sc/E1.4b Give personal information
ESOL Sc/E1.4a Make simple statements of fact
ESOL Sc/E1.3b Ask for information
ESOL Sc/E1.3a  Ask for personal details
ESOL Lr/E1.4b Recognise different question words
ESOL Lr/E1.2b Listen for detail & respond, in a face-to-face situation
Context
Retail Hospitality Customer service
Independent living
Catering Food Nutrition

A short handout explaining the difference between “I come from …” and “I came from…”.

Level
Entry Level 2
Entry Level 1
ESOL
ESOL Sc/E2.3b Give personal information
ESOL Sc/E2.3a Express statements of fact
ESOL Sc/E1.4b Give personal information
ESOL Sc/E1.4a Make simple statements of fact

Used with an Entry Level 1 ESOL group.
1) Bring in some real objects such as a long red wool scarf, a green plastic bag, a small silver mobile phone. Discuss the word order used to describe them. Learners can describe their own bags, phones, and clothes as necessary and write some examples on the table.
2) Put the adjectives in order in the example sentences and check as a group.

Level
Entry Level 1
Entry Level 2
ESOL
ESOL Ws/E2.2a Use adjectives
ESOL Ws/E1.1a Construct a simple sentence, using basic word order & verb form
ESOL Sc/E2.3f Give a short description
ESOL Sc/E1.4d Make statements of fact clearly
ESOL Sc/E1.4a Make simple statements of fact
Context
Independent living

A set of cards aimed at Entry 1 ESOL students learning the present simple tense for habitual routine. Print on card and use for controlled practice activities (sort into sentences about getting up, breakfast, going to work etc.).

Level
Entry Level 1
ESOL
ESOL Sc/E1.4a Make simple statements of fact
ESOL Ws/E1.1a Construct a simple sentence, using basic word order & verb form

A cheerful set of gap-fill sentences with picture prompts. Followed by a set of more challenging sentences. The pictures can also be used for speaking practice. This resource complements Amanda’s pronoun comprehension (see below). Although written for ESOL students the sentences also make good reading / Dolch spelling practice for E1 literacy.

Level
Entry Level 1
Entry Level 2
English
Rs/E1.1 Read and recognise simple sentence structures
ESOL
ESOL Rs/E2.1b Use knowledge of simple and compound sentence structure to work out meaning
ESOL Sc/E1.4a Make simple statements of fact

A board game that can be used to encourage speaking skills at many levels (ESOL or Literacy). With teaching ideas and curriculum links.

Level
Entry Level 1
Entry Level 2
Entry Level 3
English
SLc/E1.4
SLc/E2.3
SLc/E3.3
ESOL
ESOL Sc/E1.4a Make simple statements of fact
ESOL Sc/E1.4d Make statements of fact clearly
ESOL Sc/E2.3a Express statements of fact
ESOL Sc/E2.3f Give a short description
ESOL Sc/E3.4a Express clearly statements of fact 
ESOL Sc/E3.4f Give a short description and make comparisons
Context
Health, Social care, Early years