ESOL Rt/L2.2a

Identify the purposes of a wide range of texts, whether inferred or explicitly stated
(i) Make use of background knowledge and knowledge of the world in obtaining meaning from texts, e.g. previous knowledge about subject matter, such as employment as a doctor, when reading a journal article about medicine
(ii) Have strategies for getting information when the requisite background knowledge is not there
(iii) Know that texts can have more than one purpose, and that the real purpose of some texts can be different from the explicitly stated purpose
(iv) Recognise the real purpose of ironic and satirical texts
(v) Understand that format, organisational structure, grammatical features, discourse markers, register, graphics, vocabulary and style provide clues to the purpose of a text and use these clues to help decide on the purpose
(vi) Recognise the importance of register, to assist in identification of purpose, audience and desired outcome
(vii) Identify formal versus informal structures and vocabulary, e.g. the use of the passive, the third person, the use and choice of abstract nouns, formulaic expressions, idiom and collocation

A L2 reading lesson around the optimism of Spring, and Easter and pagan traditions, especially suitable for the start of the Summer term, as a springboard to setting intentions for the rest of the course. Suitable for ESOL or Functional Skills courses.

Editor's note

Fully mapped to the reformed FS content - and GCSE English. Also includes a vocabulary consolidation task for the next lesson.

An answer sheet will be available shortly - for resource contributors only.

Level
L2
GCSE L1-5
English
L2.11 Identify the different situations when the main points are sufficient and when it is important to have specific details
L2.14 Understand the relationship between textual features and devices, and how they can be used to shape meaning for different audiences and purposes
FE L2.17 Analyse texts, of different levels of complexity, recognising their use of vocabulary and identifying levels of formality and bias
L2.19 Identify different styles of writing and writer’s voice
GCSE Reading A1 (a) Identify and interpret
GCSE A2 Analyse language & structure
ESOL
ESOL Rt/L2.1a
ESOL Rt/L2.2a
ESOL Rt/L2.3a
ESOL Rt/L2.6a
ESOL Rt/L2.8a
Context
Faith & Religion
Mental health and psychology

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.

Level
L1
L2
GCSE L1-5
English
Rt/L2.4
Rt/L2.2
Rt/L1.2
GCSE A2 Analyse language & structure
Functional English reading
ESOL
ESOL Rt/L2.4a
ESOL Rt/L2.2a
ESOL Rt/L1.2a

An excellent series of activities (help sheet, sample text, card match game & teaching notes) covering this difficult topic. First used in a Level 2 ESOL reading class but also ideal for Literacy.

Level
L2
English
Rt/L2.2
Rt/L2.5
ESOL
ESOL Rt/L2.2a
ESOL Rt/L2.5a