22/01/2023 22:30 (GMT) Errors fixed on page 1 and PDF file replaced
Worksheets to practise zero, first and second conditionals while using the language of social media. Can be used as an introduction to conditionals or a revision exercise. Then a reading text using conditionals in context of a social media site to practise reading comprehension, purpose, tone, features of text and dictionary skills.
Editor's notes
Level
Entry Level 3
Level 1
Level 2
English
FE E3.9 Identify, understand & extract main points & ideas in/from texts
FE E3.10 Identify different purposes of straightforward texts
FE L1.9 Identify & understand the main points, ideas & details
FE L1.12 Recognise that language & other textual features can be varied to suit different audiences & purposes
FE L1.14 Understand organisational / structural features use to locate relevant information
FE L2.19 Identify different styles of writing & writer’s voice
ESOL
ESOL Rt/E3.1a Understand how meaning is built up in a variety texts of more than one paragraph
ESOL Rt/E3.2a Distinguish between different purposes of texts at this level
ESOL Ws/E3.1a Write using complex sentences
ESOL Ws/L1.1a Write using complex sentences
ESOL Ws/L2.1a Use a range of sentence structure which is fit for purpose
ESOL Rs/L1.1a Use implicit & explicit grammatical knowledge to predict meaning & check for sense
ESOL Rs/L2.1a Use implicit & explicit grammatical knowledge to help follow meaning and purpose of different texts
One page of information about 5 text purposes: informative, advisory, instructional, descriptive and persuasive. Followed by 11 short texts and a fill-in answer sheet. Decide the main purpose of each text. Great for Functional Skills English and ESOL. :)
Level
Entry Level 3
Level 1
Level 2
English
FE E3.10 Identify different purposes of straightforward texts
FE L1.12 Recognise that language & other textual features can be varied to suit different audiences & purposes
FE L1.16 Recognise vocabulary typically associated with specific types and purposes of texts (e.g. formal, informal, instructional, descriptive, explanatory and persuasive)
FE L2.14 Understand how textual features/devices can shape meaning for different audiences/purposes
ESOL
ESOL Rt/E2.2a Understand & identify the different purposes of short, straightforward texts
ESOL Rt/E3.2a Distinguish between different purposes of texts at this level
ESOL Rt/L1.2a Know how language and other textual features are used to achieve different purposes
ESOL Rt/L2.2a Identify the purposes of a wide range of texts, whether inferred or explicitly stated
Checklist designed to support delivery of Gateway's EDSQ (Essential Digital Skills Qualification) E3 and L1. This list allows learners, and staff, to rate their confidence with each element of the qualification at each unit (1-5).
Editor's notes
An essential piece of kit for those embarking on EDS teaching. Love the 4 tier "traffic light" system. Written for Gateway but useful for all awarding bodies.
A knowledge organiser / vocabulary crib sheet for Entry 3 Reading, along with two WordWall quizzes for students to test their understanding. Vocabulary is based on the City and Guilds ESOL reading assessments at Entry 3 and covers text types, purpose, layout and images.
FE E2.12 Use illustrations, images & captions to locate information
FE E3.10 Identify different purposes of straightforward texts
FE L1.12 Recognise that language & other textual features can be varied to suit different audiences & purposes
FE L1.15 Infer from images meanings not explicit in the accompanying text
FE L1.16 Recognise vocabulary typically associated with specific types and purposes of texts (e.g. formal, informal, instructional, descriptive, explanatory and persuasive)
ESOL
ESOL Rt/E1.2a Recognise that the way a text looks can help predict its purpose
ESOL Rt/E2.2a Understand & identify the different purposes of short, straightforward texts
ESOL Rt/E3.2a Distinguish between different purposes of texts at this level
ESOL Rt/L1.2a Know how language and other textual features are used to achieve different purposes
Based on Maggie Harnew's Halloween Complex Sentences resource, this resource is aimed at Entry 3 ESOL students working towards the City and Guilds ESOL writing assessment, but may also be useful for Level 1 students. Students look at examples of complex sentences and answer some questions about them. Finally they are asked to complete some complex sentences, as in Task 1 of the C&G assessment.
Level
Entry Level 3
Level 1
Level 2
English
FE L1.25 Write consistently & accurately in complex sentences, using paragraphs where appropriate
FE L2.28 Construct complex sentences consistently & accurately, using paragraphs where appropriate
Developed after a training session with Geoff Petty, I use this self-assessment checklist for mixed level groups.
Although colour-coded to various levels, the idea is that any learner, regardless of level, can use the checklist to assess their own writing, and map their strengths and weaknesses. It also helps teachers to see how effectively learners are able to self-evaluate. I have found it to be a really good tool to foster independent learning.
Editor's note
Level
Entry Level 3
Level 1
Level 2
English
FE WRITING Spelling, punctuation and grammar (SPaG)
FE Writing composition
ESOL
ESOL: Writing - text focus (composition)
ESOL: Writing sentence focus - punctuation and grammar (Ws)
ESOL Writing: word focus - spelling and handwriting (Ww)
This set of steps (taken from Coady & Nation (1988)) with a worked example shows students one process for doing a ‘best guess’ of what to do when they come across a new word. Followed by a set of 10 exercises with some lovely, unusual words.
Editor's note
Fully mapped to GCSE and the new 2018 Functional English content
Level
Entry Level 3
Level 1
Level 2
GCSE L1-5
English
FE E3.11 Use strategies to find meaning of words e.g. dictionary, context, word types
FE L1.17 Read & understand a range of specialist words in context
FE L1.16 Recognise vocabulary typically associated with specific types and purposes of texts (e.g. formal, informal, instructional, descriptive, explanatory and persuasive)
FE L2.17 Analyse texts, of different levels of complexity, recognising their use of vocabulary and identifying levels of formality and bias
GCSE English Reading AO2 Explain & analyse language & structure
UPDATED 19/4/23 - two errors fixed on page 12 no 4 (two occurrences of the word 'you' replaced with 'your').
This booklet has many different tools to improve spelling that have been collected from various sources (a list of these resources can be found in the back of the book).
For E3 upwards it could be used as a self-study booklet. For levels before E3 it may be useful to 'cherry pick', be used as a tutor manual and/or an in-class group activitiy.
Level
Entry Level 1
Entry Level 2
Entry Level 3
Level 1
Level 2
GCSE L1-5
English
FE E1.15 Spell correctly words designated for Entry Level 1
FE E2.14 Form regular plurals
FE E2.16 Spell correctly words designated for Entry Level 2
FE E3.17 Spell correctly words designated for Entry Level 3
FE L1.21 Spell words used most often in work, study and daily life, including specialist words
FE L2.22 Spell words used in work, study & daily life, including a range of specialist words
10/10/17 Several minor and one major correction made
These tasks assume no previous knowledge of compound sentences and/or conjunctions. They do assume the learner is familiar with simple sentences (i.e. one clause, one verb).
Aimed at E2-E3 students but could be useful at Level 1.
Tasks include joining pairs of Halloween sentences with a suitable conjunction; extending simple sentence with a suitable ‘ending’, and rewriting texts that are initially written using only simple sentence (in order to improve their organisation and readability).
