Adult Literacy, Functional English, and GCSE Resources

Displaying 1 - 10 of 198 resources:

A lesson to build learners' confidence to make meaning from texts, introducing the terminology: theme, motif, symbol and metaphor

The song uses quite simple language, which means the focus instead is on deeper analysis. It prompted really interesting discussions in our class, and tied to our theme of new beginnings and goal setting at the start of a new term.

Editor's note

Level
L2
GCSE L1-5
English
FE L2.13 Identify implicit and inferred meaning in texts
FE L2.14 Understand the relationship between textual features and devices, and how they can be used to shape meaning for different audiences and purposes
GCSE Reading A2 Analyse language & structure
Context
Art Film Media Music TV

A hangman style game created in Google Jamboard (a free animated whiteboard app). Based on a game I used to play on a traditional whiteboard with a cut-out crocodile and person (held in place with blu-tac!) and river created with a blue whiteboard marker. When Covid-19 and remote teaching came along, I needed something else.

You can access the jamboard here

Level
E1
E2
E3
English
FE E1.15 Spell correctly words designated for Entry Level 1
FE E2.16 Spell correctly words designated for Entry Level 2
FE E3.17 Spell correctly words designated for Entry Level 3
ESOL
ESOL Writing: word focus (spelling and handwriting)

A reading comprehension exercise differentiated Entry Level 2 and Entry Level 3 Functional Skills English. 

Based on an article from Spring 2020 about finding wild plants in towns.  Designed for a mixed ability class so that everyone could be working on the same theme.  [An E1 version is also available]. Questions cover almost all E2 and E3 FS Reading criteria and allow for practice in sentence writing as well as comprehension.

Level
E2
E3
English
FE E2.7 Read correctly words designated for Entry Level 2
FE E2.8 Understand the main points in texts
E2.10 Use effective strategies to find the meaning of words and check their spelling (e.g. a simple dictionary, spell-checker)
E2.11 Read and understand sentences with more than one clause
FE E2.12 Use illustrations, images and captions to locate information
FE E3.8 Read correctly words designated for Entry Level 3
FE E3.9 Identify, understand and extract the main points and ideas in and from texts
E3.10 Identify different purposes of straightforward texts
FE E3.11 Use effective strategies to find the meaning of words (e.g. a dictionary, working out meaning from context; using knowledge of different word types)
FE E3.12 Understand organisational features and use them to locate relevant information (e.g. contents, index, menus, tabs and links)
Context
Science, Nature & Weather

Updated 11 Mar 21

Related 'Garden Birds' word search now added. This extra activity is based on the "Guide to the top 10 garden birds" poster that appears on page 2  of the Entry Level 1 resource.

Two reading comprehension exercises differentiated for EL1 and EL2/3 Functional Skills English. The Entry Level 1 version also includes speaking and listening activities.

Level
E1
E2
E3
English
FE E1.1 Say the names of the letters of the alphabet
FE E1.4 Make requests and ask straightforward questions using appropriate terms and registers
FE E1.5 Respond to questions about specific information
FE E1.6 Make clear statements about basic information and communicate feelings and opinions on straightforward topics
FE E1.9 Read simple sentences containing one clause
FE E1.10 Understand a short piece of text on a simple subject
FE E2.8 Understand the main points in texts
E2.11 Read and understand sentences with more than one clause
FE E3.9 Identify, understand and extract the main points and ideas in and from texts
FE E3.11 Use effective strategies to find the meaning of words (e.g. a dictionary, working out meaning from context; using knowledge of different word types)
E1.7 Understand and participate in simple discussions or exchanges with another person about a straightforward topic
FE E3.12 Understand organisational features and use them to locate relevant information (e.g. contents, index, menus, tabs and links)
E3.10 Identify different purposes of straightforward texts
FE E1.8 Read correctly words designated for Entry Level 1
FE E2.7 Read correctly words designated for Entry Level 2
FE E3.8 Read correctly words designated for Entry Level 3
E2.10 Use effective strategies to find the meaning of words and check their spelling (e.g. a simple dictionary, spell-checker)
Context
Science, Nature & Weather
Mental health and psychology

This interesting report on an overseas sportsman in UK allows for work in ESOL. The report covers a footballer who wishes to live in Cardiff and previously moved from Birmingham to Moscow. The comprehension questions cover his career and the people that influence his life. A conversation between the journalist and player allows for forming questions and the last task is a writing opportunity.

Editor's note

Also suitable for Functional English - see the notes within the resource. I love the dialogue exercise. :)

Level
E3
L1
English
L1.2 Make requests and ask relevant questions to obtain specific information in different contexts
FE E3.9 Identify, understand and extract the main points and ideas in and from texts
FE Writing composition
ESOL
ESOL Sc/E3.3b Ask questions to obtain personal or factual information
ESOL Rt/E3.4a Extract the main points and ideas, and predict words from context.
ESOL Rs/L1.2a Use punctuation to help understanding
ESOL Writing: text focus (composition)
Context
Sport

This resource is based on the DfES ESOL Skills for Life recording 'Phoning about symptoms'. It gives exam practice questions (C&G style) in the first section and in the second section an activity to enable learners to tune in to the sounds of English. The first section can be completed in class and the second at home or the whole sheet can be given for homework. Listening development at home enables learners to listen as often as they wish and tune in until they hear the text more clearly.

Level
E3
English
E3.1 Identify and extract relevant information and detail in straightforward explanations
ESOL
ESOL Lr/E3.2a Listen for detail in narratives & explanations
ESOL Lr/E3.2b Listen for detail face to face or on the phone
ESOL Lr/E3.2c Listen for detailed instructions
ESOL Lr/E3.2d Listen for grammatical detail
ESOL Lr/E3.2e Listen for phonological detail
Context
Health, Social care, Early years
Independent living

Fourteen questions related to Remembrance Day (topics include WW1, WW2 ration books,  Korean War, war poetry, etc.). Use as a traditional paper-based quiz or an IT based investigation. Learners could work individually or in teams / small groups. One way of approaching the quiz would be to see what the class as a whole can answer from their general knowledge before moving on to internet research. 

Level
E2
E3
L1
L2
English
General literacy / English
ICT
Finding and selecting information
General
Generic resources for literacy, numeracy and beyond
Context
History

Reformed Functional English assessments include group discussion at all levels beyond Entry 1.  This useful, 3 page planner can be used (with varying amounts of teacher support) from E2 to L2. Covers everything from choosing a topic, jotting down initial ideas, and making extended contributions. Also describes the different roles withing a discussion and useful phrases for each role.

With detailed Functional English mapping.   

Level
E2
E3
L1
L2
English
E2.6 Make appropriate contributions to simple group discussions with others about a straightforward topic
E3.6 Make relevant contributions to group discussions about straightforward topics
E3.7 Listen to and respond appropriately to other points of view, respecting conventions of turn-taking
L1.7 Use appropriate phrases, registers and adapt contributions to take account of audience, purpose and medium
L1.8 Respect the turn-taking rights of others during discussions, using appropriate language for interjection
L2.8 Make relevant and constructive contributions to move discussion forward
L2.10 Interject and redirect discussion using appropriate language and register
ESOL
ESOL Engage in discussion

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
L1
L2
GCSE L1-5
English
L2.1 Identify relevant information from extended explanations or presentations
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 the relationship between textual features and devices, and how they can be used to shape meaning for different audiences and 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

This activity can be used as an icebreaker or as resource when teaching about 3rd person agreement in the present tense.  

Learners ask 'Do you ..... ?' and use the answers in the box to complete the question however after the Tutor's monitoring they should realise that the answer form cannot be used for the question form.  

The questionnaire has 16 boxes but according to time and size of class, it can be reduced by folding the questionnaire so only 8 questions are used instead.  

Level
E1
E2
E3
L1
English
FE E1.5 Respond to questions about specific information
E2.3 Respond appropriately to straightforward questions
FE E1.4 Make requests and ask straightforward questions using appropriate terms and registers
E2.2 Make requests and ask clear questions appropriately in different contexts
ESOL
ESOL Sc/E1.3a  Ask for personal details
ESOL Sc/E2.2c Ask for personal details
ESOL Sc/E3.3b Ask questions to obtain personal or factual information
ESOL Lr/E1.4b Recognise different question words
ESOL Lr/E2.5b Respond to requests for information
ESOL Lr/E3.5b Respond to requests for information