Use alone or as a consolidation resource for learners after attempting E2 Homophone Cloze Exercises’ and/or E3 Homophone Cloze Exercises – Set 1’ . Covers 7 sets of homophones from the E2 and E3 spelling lists. There are also some follow-up exercises.
FE E2.16 Spell correctly words designated for Entry Level 2
FE E3.17 Spell correctly words designated for Entry Level 3
E3.21 Write in compound sentences and paragraphs where appropriate
Short sets of words for alphabetic sorting. These can be used with literacy or ESOL learners. I found they worked well at the beginning of each session while learners were still arriving into the class. They work well as individual or pairs exercises.
The first set works best when each list is cut up and laminated as individual words in each group, so learners can sort them kinaesthetically.
FE E2.15 Use 1st & 2nd letters to sequence words alphabetically
FE E3.16 Use 1st, 2nd & 3rd place letters to sequence words alphabetically
ESOL Rw/E3.4a Alphabetical order 1st & 2nd place letters
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.
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.
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)
I have had feedback from people using the Big Brother PDF discussion worksheet (see link below – under see also) but without any pictures! The fun part of the session (and for it to really work) is to show the students the people they have chosen: this generates plenty of discussion about prejudice and stereotyping. So, here are the 20 pictures to match to each description given in the earlier resource. (You should feel free to edit and adapt according to the demographics / prejudices / preconceptions of own students).
This resource has a range of activities to help students learn useful expressions/ language to make a complaint.
It is useful in building confidence in making complaints in person and on the telephone.
Includes sample dialogue with questions (can also be used as a reading comprehension), matching cards, sammple scenarios, curriculum mapping and teaching notes.
Functional English - speaking, listening & communicating
Functional English reading
Speaking & Listening
ESOL Sc/E3.4d Give an explanation
ESOL Sc/E3.4a Express clearly statements of fact
ESOL Sc/E2.3d Give an explanation
ESOL Sc/E2.2a make requests: ask for things or action
ESOL Lr/E3.2b Listen for detail face to face or on the phone
A set of writing activity cards that are easily differentiated for groups of learners working at a range of levels. Main focus is purpose of text.
Please share your ideas on suitable objects to use for this really creative task. If you are a registered contributor you can log in and leave a comment – otherwise email me using the Contact us link at the bottom of any page.