This resource was created as a way to focus my learners on one person in a larger story. I believe it is a great way to get them used to using the Who, What, Why, When and Where writing method creatively. It is especially good for planning activities.
Although Functional English does not include creative / fiction writing this resource is still useful for general E3 and L1 planning and writing practice, and (for L2 students) as preparation for GCSE.
Originally written as a mock E2 ESOL reading paper with a Halloween theme. Now amended with extra tasks to reflect the reformed Entry Level 2 Functional English content. Covers alphabetical order / dictionary work, general comprehension, purpose of text (E3) and some writing elements (see below).
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)
E2.15 Use the first and second letters to sequence words in alphabetical order
E2.18 Complete a form asking for personal information (e.g. first name, surname, address, postcode, age, date of birth)
Here are few things on cooking verbs and recipes for E1-E2 ESOL and Entry Level 1 Functional English classes. Includes reading, spelling and saying the letters of the alphabet. Includes a recipe for pancakes but useful at any time of year.
Fully mapped to the new Reformed Functional English content.
FE E1.1 Say the names of the letters of the alphabet
FE E1.8 Read correctly words designated for Entry Level 1
FE E1.15 Spell correctly words designated for Entry Level 1
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.
E1.5 Respond to questions about specific information
E2.3 Respond appropriately to straightforward questions
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
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.
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.
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
Reading comprehension and writing tasks designed to prepare adults who are returning to education and taking Functional English at Level 1 or Level 2.
Level 1 reading comprehension is based on two texts about returning to education. This is followed by two writing tasks. Level 2 includes all the L1 texts and questions plus an additional lengthy text and questions that involve summarising, and comparing and contrasting two or more texts.
FE L1.9 Identify and understand the main points, ideas and details in texts
FE L1.10 Compare information, ideas and opinions in different texts
L2.12 Compare information, ideas and opinions in different texts, including how they are conveyed
L1.23 Write text of an appropriate level of detail and of appropriate length (including where this is specified) to meet the needs of purpose and audience
L2.24 Write text of an appropriate level of detail and of appropriate length (including where this is specified) to meet the needs of purpose and audience