Read a speech about learning to swim. Then plan and write your own speech encouraging teens to have a positive body image and follow a healthy life style.
Editor's note
I'm so pleased to see this resource as we have very few (only one other - I think!) speech writing resources and this format can and does occur in writing assessment at Levels 1 and 2 Functional Skills English.
Level
Level 1
Level 2
English
FE L1.24 Use format, structure & language appropriate for audience & purpose
FE L2.25 Organise writing for different purposes using appropriate format & structure e.g. standard templates, paragraphs, bullet points, tables
FE L2.27 Use language & register (e.g. persuasive techniques, supporting evidence, specialist words) to suit audience & purpose
FE L1.23 Write text of appropriate level of detail & length to meet needs of purpose & audience
FE L2.24 Write text of appropriate level of detail & length to meet needs of purpose & audience
GCSE English Spoken Language AO7 Formal presentation skills
I am absolutely fascinated by this blog written by Lauren Piovesan, the founder of ESL Reads. Despite spending two decades simplifying texts - a task that I enjoy and sometimes find a challenge - I've never really analysed what I'm doing.
Although written for EAL (English as an Additional Language) teachers this is a useful guide for both experienced and new teachers of ESOL, adult literacy (Functional Skills English) and indeed vocational subjects.
Since the demise of the Excellence Gateway (EG) on September 30 2023, there is no official Government backed website where the old Skills for Life core curricula are available. The EG has (partially) migrated to the Education & Training Foundation (ETF) at https://www.et-foundation.co.uk/ but there is no sign of these classic documents.
Entry 3 activity to reinforce the importance of good attendance and punctuality in college. First activity asks students to choose and circle the correct word and further activities practise spelling, grammar, vocabulary and punctuation at Entry 3 level.
Editor's notes
A brilliant idea and excellent practice for ESOL students - especially at the start of the academic year.
Level
Entry Level 3
Level 1
English
Use knowledge of punctuation and capitalisation
ESOL
General ESOL
ESOL Rs/E3.2a Recognise function of CLs, full stops, commas, question- exclamation- and speech marks, bullet points /numbering
ESOL Rs/L1.2a Use punctuation to help understanding
ESOL Rs/E3.1b Use knowledge of syntax and grammar to work out meaning
ESOL Rs/L1.1a Use implicit & explicit grammatical knowledge to predict meaning & check for sense
ESOL Ww/E3.1a Apply spelling knowledge to a wide range of common & special-interest words
ESOL Ww/E3.1b Apply knowledge of strategies to aid with spelling
ESOL Ww/L1.1a Apply knowledge about vocabulary to aid accurate spelling
ESOL Ww/L1.1b Use strategies to aid accurate spelling
ESOL Rw/E3.5a Use variety of reading strategies to read/understand unfamiliar words
ESOL Rt/E3.1a Understand how meaning is built up in a variety texts of more than one paragraph
ESOL Rt/L1.5a Use skimming, scanning and detailed reading in different ways for different purposes
Social Media - AI behind the scenes slides exploring: how many people use social media and the algorithms running behind the scenes; the fact that we are being 'watched' and the concept that 'if you're not paying for the product, then YOU are the product'. Slides also explore DeepMind, Google Autocomplete and the idea that smartphones are making us dumber.
Level
Level 2
GCSE L1-5
English
FE L2.2 Follow narratives & lines of argument
FS Eng L2.5 Communicate information/ideas/opinions clearly/effectively with further detail/development if required
FS Eng L2.6 Express opinions and arguments and support them with relevant and persuasive evidence
FE L2.14 Understand how textual features/devices can shape meaning for different audiences/purposes
FE L2.15 Use a range of reference materials & resources (e.g. glossaries, legends/keys) for different purposes
FE L2.18 Follow an argument, identifying different points of view & distinguishing fact from opinion
FE L2.23 Communicate information, ideas and opinions clearly, coherently and effectively
FE L2.24 Write text of appropriate level of detail & length to meet needs of purpose & audience
FE L2.27 Use language & register (e.g. persuasive techniques, supporting evidence, specialist words) to suit audience & purpose
GCSE English Spoken language AO8 Listen and respond
GCSE Reading AO1a Identify/interpret explicit & implicit information & ideas
GCSE Reading AO1b Select & synthesise evidence from different texts
GCSE English Reading AO2 Explain & analyse language & structure
GCSE Writing AO5(a) Use tone, style and register for different forms, purposes & audiences
GCSE Writing AO5(b) Organise information using structural and grammatical features
Resource focusing on the question 'Is the internet an addictive drug?' The PowerPoint consists a video link and written stimulus to evoke thought and discussion. Looking at the relationship we have with our phones versus people; our use of internet enabled devices, 'every minute of every day' and Social Media depression.
Editor's note
Level
Level 1
Level 2
GCSE L1-5
English
FE SL&C Discussion
FE L1.1 Identify relevant information & lines of argument in explanations & presentations
FS Eng L1.4 Communicate information / ideas / opinions clearly & accurately on range of topics
FS Eng L1.5 Express opinions and arguments and support them with evidence
FE L1.6 Follow / understand discussions & make contributions relevant to situation & subject
FE L2.1 Identify relevant information from extended explanations or presentations
FE L2.2 Follow narratives & lines of argument
FS Eng L2.5 Communicate information/ideas/opinions clearly/effectively with further detail/development if required
FS Eng L2.6 Express opinions and arguments and support them with relevant and persuasive evidence
GCSE English Spoken language AO8 Listen and respond
An introduction lesson for ESOL/Pre Entry to help build learner confidence and introduce them to college rules/expectations.
Editor's note
Two complete and very welcoming lessons. Also covers asking and responding to questions about personal information, recognising letters of the alphabet, and classroom equipment. Lovely :)
Level
M8
Entry Level 1
English
AL SLlr/E1.4
AL SLc/E1.3
AL Rw/E1.1 Have limited, meaningful sight vocabulary of words, signs, symbols
AL Rw/E1.3
AL Ww/E1.2
Pre-entry
pre-Entry SLlr/M8.1 Listen and respond to familiar people in simple/personal contexts
pre-Entry SLlr/M8.2 Listen to & answer simple questions about personal details/experiences/events & narratives
pre-Entry SLc/M8.1 Use key words, signs, symbols when communicating about own experiences, and to recount a narrative
pre-Entry Rw/M8.1Recognise letters of the alphabet by shape, name, sound
pre-Entry Rw/M8.3 Recognise & read a growing no. of words signs symbols
pre-Entry Ww/M8.1 Write with appropriate grip making many controlled letter shapes & using a conventional sequence of letters
ESOL
ESOL Lr/E1.4a Listen and respond to requests for personal information
ESOL Lr/E1.4b Recognise different question words
ESOL Sc/E1.3a Ask for personal details
ESOL Rw/E1.1a Recognise a limited number of words, signs and symbols
ESOL Rw/E1.3a Identify letters of alphabet in both upper & lower case
ESOL Ww/E1.2a Form the letters of the alphabet using upper and lower case
Learners use a gap-fill to complete positive and negative restaurant reviews.
I designed this resource to encourage learners to use a thesaurus to help improve their vocabulary and use more interesting adjectives.
I’ve used it with Entry level and Level 1/2 learners.
Editor's note
Fully mapped to the new 2018 Functional English content which comes into effect September 2019.
Level
Entry Level 2
Entry Level 3
Level 1
English
FE E2.17 Communicate information using words & phrases appropriate to audience & purpose
FS English E2.20 Use adjectives and simple linking words
FE E2.19 Write in compound sentences, using common conjunctions to connect clauses
FE E3.22 Use language appropriate for purpose & audience
FE L1.24 Use format, structure & language appropriate for audience & purpose
I created this activity for my ESOL students but it would also work well for Functional English.
The idea is taken from Laura Jeffrey Kiiza’s text types mind map drag and drop activity (L1) – see link below under See also.
Students first use Laura’s drag and drop activity on the computer (this covers both persuasive and instructive texts).
I then gave them the features of persuasive texts (see page 1 of resource) which they cut up and stick on the text on page 2 (or they could simply annotate the text using coloured pens etc.).
Level
Level 1
Level 2
GCSE L1-5
English
Rt/L2.4 Read an argument and identify the points of view
Rt/L2.2 Identify the purpose of a text and infer meaning which is not explicit
Rt/L1.2
GCSE English Reading AO2 Explain & analyse language & structure
Functional English reading
ESOL
ESOL Rt/L2.4a Understand and identify how written arguments are structured
ESOL Rt/L2.2a Identify the purposes of a wide range of texts, whether inferred or explicitly stated
ESOL Rt/L1.2a Know how language and other textual features are used to achieve different purposes
