Adult Literacy Rs/E3.1 Recognise & understand the organisational features & typical language of instructional texts
For a list of resources that cover this specific curriculum element SCROLL DOWN
Adult Literacy>Reading>Sentence Focus>Grammar & Punctuation
Rs/E3.1 Recognise and understand the organisational features and typical language of instructional texts, e.g. use of imperatives and second person
- Understand that instructional texts have particular language features, and be able to recognise them
- Understand that their own knowledge of these features can be applied to help gain meaning from other instructional texts
- Know and use the term verb and understand its importance as an essential feature of a sentence which conveys the action
- Understand that verbs also convey time in a sentence: past, present, future
Related Adult ESOL curriculum element: ESOL Rs/E3.1a Recognise the generic features of language of instructional texts
Example of application and level:
Recognise the language of instructions in their own life, e.g.:
– Write in block capitals.
– Put the CD in the drive.
– Empty contents into a saucepan and stir gently over a low heat.
Sample activities
- Read some simple instructions closely. Highlight examples of key sentence and language features, e.g.: opening statement of purpose; individual sentences often convey separate steps; the reader is addressed directly (in the second person); the reader is told what to do
(imperative verbs). - Practise recognising commands by sorting phrases and sentences into two separate lists of commands and statements using a computer, e.g. Check the form, Take care, We'll meet you at 4pm, Complete in BLOCK CAPITALS, Sorry I missed you, etc.
- Complete a cloze exercise in which all missing words are verbs, some in the imperative, some in simple present and past tenses. Read to check for sense.
Source: Department for Education and Skills (2001) Adult Literacy core curriculum. London DfES.
