Handout or guide

Document with useful information / reference material for learner.

Major update 17/5/23 written for Legacy FS in 2011 but fully updated to reflect the Reformed Functional English Content. 

This is a handout aimed at L1 Functional English learners. It contains brief guidance on exam technique for the reading exam followed by detailed, updated help with the writing exam. This has tips on maximising marks in the 7 key areas that an examiner looks at (4 areas for composition and the three SPaG areas)
Although written for Level 1 it would also serve as a useful reminder for Level 2 students 

Level
Level 1
English
Functional English reading
FE WRITING Spelling, punctuation and grammar (SPaG)
FE Writing composition
General
Exam tips and help

Major update 19/01/24 written in 2005 but updated and re-mapped to reflect the Reformed Functional English Content. Page one is will prompt discussion and is probably best tackled in pairs or small groups. Page 2 is a handout with plenty of examples to study before moving on to the final pages of challenging exercises.

Answers are available (resource contributors only) please see answer sheets page for more details

Level
Level 1
Level 2
English
AL Ws/L2.4 Use apostrophes & inverted commas
Adult Lit Rs/L2.2 Use punctuation to help interpret the meaning and purpose of texts
Apostrophes
FE L1.18 Use knowledge of punctuation to aid understanding of texts
FE L1.19 Use a range of punctuation correctly (e.g. full stops, question marks, exclamation marks, commas, possessive apostrophes)
FE L2.20 Punctuate writing correctly using a wide range of punctuation markers e.g. colons, commas, inverted commas, apostrophes, quotation marks
ESOL
ESOL Ws/L1.3a Use punctuation to aid clarity and meaning
ESOL Ws/L2.4a Use a range of punctuation to achieve clarity in simple and complex sentences
ESOL Rs/L1.2a Use punctuation to help understanding
ESOL Rs/L2.2a Use wide range of punctuation to help interpret meaning and purpose

I created these slides to help learners write a review. It looks at the layout, vocabulary and descriptive words used in reviews. 

The slides include an example question and model answer from a past exam paper (Functional Skills Entry Level 3) 

There are supplementary slides to help complete the practice writing task called:  Restaurant Critic - using adjectives (submitted by Paul Burnett on 28 August 2018).

Editor's notes

Level
Entry Level 3
English
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
FE E3.21 Use compound sentences & paragraphs where appropriate
FE E3.22 Use language appropriate for purpose & audience
FE E3.13 Use a range of punctuation correctly (e.g. full stops, question marks, exclamation marks, commas)
FE E3.15 Use mostly correct grammar e.g. subject-verb agreement, consistent use of tense, definite & indefinite articles
FE E3.17 Spell correctly words designated for Entry Level 3
Context
Catering Food Nutrition

This handout is mostly about the Citizens Advice service (CA) in the UK. It was created mainly for educators working with people who are new to the UK and often do not know where to turn for help and advice. I have found, through discussions with many learners that they know very little about the help and support available. Some suffer severe depression, racist abuse and feel isolated. By directing people to the right service a lot of these issues can start to be addressed and eased. 

Level
Entry Level 3
Level 1
Level 2
ESOL
General ESOL
ESOL: Reading text focus - comprehension (Rt)
ESOL Engage in discussion (Sd)
Context
Voluntary, Charity and Community
Independent living

A look at how to use the -er comparative with some simple exercises.  Explained in simple terms. Goes with my Super Superlatives resource.

Editor's note

Level
Entry Level 2
Entry Level 3
Level 1
ESOL
ESOL Sc/E2.2f Ask for descriptions of people, places and things
ESOL Sc/E2.3f Give a short description
ESOL Sc/E3.3b Ask questions to obtain personal or factual information
ESOL Sc/E3.4a Express clearly statements of fact 
ESOL Sc/E3.4f Give a short description and make comparisons
ESOL Sc/L1.3e Describe and compare
ESOL Sc/L2.4f Describe and compare
ESOL Lr/E2.5b Respond to requests for information
ESOL Ws/E2.2a Use adjectives
ESOL Ws/E3.2a Use basic sentence grammar accurately
ESOL Ws/L1.2a Use sentence grammar accurately to achieve purpose
General
Study Skills and General Teaching

An exploration and explanation about using superlatives.  A large resource with explanations, discussion points and exercises. Can be adapted to suit different levels. Goes with my Comparing with Comparatives resource

Editor's note

Level
Entry Level 2
Entry Level 3
Level 1
ESOL
ESOL Sc/E2.2f Ask for descriptions of people, places and things
ESOL Sc/E2.3f Give a short description
ESOL Sc/E3.3b Ask questions to obtain personal or factual information
ESOL Sc/E3.4a Express clearly statements of fact 
ESOL Sc/E3.4f Give a short description and make comparisons
ESOL Sc/L1.3e Describe and compare
ESOL Sc/L2.4f Describe and compare
ESOL Lr/E2.5b Respond to requests for information
ESOL Ws/E2.2a Use adjectives
ESOL Ws/E3.2a Use basic sentence grammar accurately
ESOL Ws/L1.2a Use sentence grammar accurately to achieve purpose

updated 3/12/24 (phone number on slide 6 corrected from 111 to 101)

A PowerPoint exploring the emergency services including 112 and gas emergencies. Simple text with images to encourage discussion and awareness concerning what is and what is not classed as an emergency. There is also a set of printable flash cards with suggestions.

Editor's notes

Level
Entry Level 1
Entry Level 2
Entry Level 3
English
FS Eng E1.2 Identify & extract the main information from short statements & explanations
FS Eng E2.1 Identify & extract main information & detail from short explanations
FS Eng E3.1 Identify & extract relevant information & detail in straightforward explanations
FE E1.7 Understand & participate in simple discussions or exchanges with another person about a straightforward topic
FE E2.6 Make appropriate contributions to simple group discussions with others about a straightforward topic
FE E3.6 Make relevant contributions to group discussions about straightforward topics
FE E1.10 Understand a short piece of text on a simple subject
FE E2.8 Understand the main points in texts
ESOL
ESOL Rt/E1.1b Obtain information from texts
ESOL Rw/E2.2a Recognise a range of familiar words
ESOL Lr/E1.2a Listen for detail in short narratives and explanations
ESOL Lr/E2.4a Listen to, follow and respond to explanations, directions and instructions
ESOL Lr/E3.3a Listen for relevant and new information on radio, TV, video, in face-to-face situations, and over the phone
Context
Health and safety
Independent living

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

The purpose of this resource is for learners to learn the vocabulary and phrases relating to using a pharmacy in the UK; practise listening for detail, reading and writing and roleplay scenarios. There are discussion points, flash cards and exercises.

Use as a teaching aid, as assessment material or homework etc.

Editor's notes

Level
Entry Level 2
Entry Level 3
ESOL
ESOL Rt/E2.1a Use a range of strategies to trace & understand main events
ESOL Rt/E3.1a Understand how meaning is built up in a variety texts of more than one paragraph
ESOL Rs/E3.1b Use knowledge of syntax and grammar to work out meaning
ESOL Wt/E2.1a Compose simple text, selecting appropriate format for the genre and purpose
ESOL Sc/E2.1a Use stress & intonation adequately to make speech comprehensible / meaning understood
ESOL Sc/E2.1b Articulate the sounds of English to make meaning understood
ESOL Sc/E2.2a Make requests: ask for things or action
ESOL Sc/E3.3a Make requests
Context
Independent living
Health, Social care, Early years
Retail Hospitality Customer service

A four-page resource that discusses some of the polite conventions in the UK.  Sensitively Written with ESOL learners in mind. Topics include: being polite, saying sorry and punctuality. Part of the Living in the UK series. 

Editor's notes

Although aimed at E1-E2 ESOL it would also be a useful quick starter in higher level classes. Includes exam style questions, cloze task, and discussion/role-play prompts.

Level
Entry Level 1
Entry Level 2
ESOL
ESOL Sc/E1.2a Make requests: ask for things or action
ESOL Sc/E1.1b Articulate the sounds of English to be comprehensible to a sympathetic native speaker
ESOL: Reading text focus - comprehension (Rt)
ESOL Sc/E1.2a Make requests: ask for things or action
ESOL Lr/E1.2d Listen for phonological detail
ESOL Sc/E2.1a Use stress & intonation adequately to make speech comprehensible / meaning understood
ESOL Sc/E2.2a Make requests: ask for things or action
ESOL Sc/E2.2e Ask for directions and instructions
ESOL Sd/E1.1a Take part in social interaction
ESOL Sd/E2.1a Take part in social interaction
ESOL Lr/E2.5a Listen and respond to requests for action / permission
ESOL Lr/E2.6c Listen to and identify simply expressed feelings and opinions