ESOL Wt/E3.3a Show sequence through the use of discourse markers and conjunctions

Wt/E3.3a Show sequence through the use of discourse markers and conjunctions

(i) Write narrative texts with a clear indication of sequence of events Example: Write a chronological account of a personal experience, such as their journey to Britain, e.g. I came to England with my husband in 1991, in December. We spent one day on the aeroplane and it was night-time when we got off it. I remember it was very cold and it was raining very hard. After a long time in Immigration we went to a hotel and stayed there for about five months. Then we moved to a flat on the eleventh floor, near Dagenham. Finally, we got a small house...
(ii) Understand the use of: a) discourse markers that show sequence, e.g. use of time words to join sentences and paragraphs, or to describe time periods b) conjunctions such as before, when, after, while c) connectives such as then, and then, next, finally. ....and apply this in learners' own writing

Source: Adult ESOL Core Curriculum (DfES, 2001) 

Therefore / As a result - explanation and practice + answers

Explanations and practice with the organisational markers "therefore" and "as a result": how they are used to indicate a logical sequence or cause-and-effect relationships in writing. 

Editor's notes

With two sets of challenging gap-fill sentences to complete.

Level
Entry Level 3
Level 1
Level 2
ESOL
ESOL Rs/E3.1b Use knowledge of syntax and grammar to work out meaning
ESOL Wt/E3.3a Show sequence through the use of discourse markers and conjunctions
ESOL Rt/L1.1a Understand how meaning is built up in paragraphed texts
ESOL Rs/L1.1a Use implicit & explicit grammatical knowledge to predict meaning & check for sense
ESOL Wt/L1.3a Structure texts sequentially and coherently according to genre
ESOL Rt/L2.4a Understand and identify how written arguments are structured
ESOL Wt/L2.3a Use different types of paragraph structure and linguistic features to aid sequencing and coherence

Travel and Transport - E3 ESOL tasks

Various activities to practise travel and transport themes and ideas. Read about a journey to college, answer comprehension questions and exam style questions,  form questions, use adverbs of frequency and conjunctions, along with speaking, listening  and writing practice - all on the subject of a journey to college. 

Editor's notes

Engaging and relevant! Written for E3 ESOL but the reading text and several of the exercises (for example: conjunctions) also provide useful and relevant practice for E2-L1 Functional Skills English. 

Level
Entry Level 2
Entry Level 3
Level 1
English
FE E3.9 Identify, understand & extract main points & ideas in/from texts
FE E2.19 Write in compound sentences, using common conjunctions to connect clauses
FS English E2.20 Use adjectives and simple linking words
FE E3.21 Use compound sentences & paragraphs where appropriate
FS Eng E3.1 Identify & extract relevant information & detail in straightforward explanations
FE E3.3 Communicate information & opinions clearly on a range of topics
ESOL
ESOL Rt/E3.7a Scan different parts of texts to locate information
ESOL Rw/E3.3a Use a dictionary to find the meaning of unfamiliar words
ESOL Rt/E3.4a Extract the main points and ideas, and predict words from context.
ESOL Wt/E3.3a Show sequence through the use of discourse markers and conjunctions
ESOL Wt/E3.1a Recognise the process of planning and drafting
ESOL Ws/E3.2a Use basic sentence grammar accurately
ESOL Lr/E3.2a Listen for detail in narratives & explanations
ESOL Sc/E3.4c Give an account/narrate events in the past
Context
Motor vehicles & Transport
Leisure, Hobbies, Travel & Tourism
Education and teaching

Dee Gets Fit (add-on writing tasks)

Two scaffolded writing tasks that can used alone or as a follow up to the reading and related tasks in Dee Gets Fit (Rachel Emmett, 2009).

The first is just simple scaffold for E1/2 learners to record their ideas on keeping fit and healthy. The second is for E3 students to write a recipe for a healthy meal. Both these tasks would be most effective when preceded by a class or small group discussion and the creation of a word bank. They could also be used when teaching about instructional texts.

Level
Entry Level 1
Entry Level 2
Entry Level 3
English
FE 1.16 Communicate information in words, phrases & simple sentences
FE E2.17 Communicate information using words & phrases appropriate to audience & purpose
FS English E2.20 Use adjectives and simple linking words
FE E3.18 Communicate information, ideas & opinions clearly & in logical sequence e.g. chronologically, by task
ESOL
ESOL Ws/E1.1a Construct a simple sentence, using basic word order & verb form
ESOL Ws/E1.3a Use basic punctuation to write about oneself using "I"
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 Wt/E3.3a Show sequence through the use of discourse markers and conjunctions
Context
Sport and fitness
Catering Food Nutrition
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