Adult ESOL Curriculum - Entry 1

Entry 1
Entry 1
Switch the TV on, switch

the video on, then put the
tape in here.
OK.
Then press this button.
This button here?
Yes, thats right.
This is Joe, and this is Sam. Theyre

brothers.
An asterisk at the end of any skill or activity on these pages denotes an activity that is likely to prove difficult, or very
difficult, for dyslexic learners. For further information on recognising dyslexia or teaching dyslexic learners, read
Access for All (DfES, 2000), Resource Pack for staff teaching basic skills to adults with learning difficulties and/or
disabilities (DfES, 2001), and Dyslexia and the Bilingual Learner (LLLU, 1997).
Whats your name?

Maria.
Are you working?
No, Im looking for a
job.
The Adult Basic Skills

Core Curriculum
Component skill and knowledge and
understanding
Adul t s shoul d l earn t o:
Basic Skills Standards
level descriptor
Example of application and level
Speak to communicate Sc/E1
Speaking
(Sc/E1)
speak clearly to be heard
and understood in simple
exchanges
use stress and intonation to make
speech comprehensible to a
sympathetic native speaker
devel op awareness of word st ress and
pl ace st ress on t he correct syl l abl e i n
f ami l i ar words
devel op abi l i t y t o pl ace st ress on key words
i n ut t erances
underst and t hat Engl i sh has many
unst ressed vowel s and be abl e t o
approxi mat e t he sound of t he schwa
be abl e t o approxi mat e appropri at e
i nt onat i on pat t erns, e.g. t o i ndi cat e
pol i t eness
st at i on, comput er, appoi nt ment
Can I smoke here?
I onl y speak a l i t t l e Engl i sh.
Can I go home at 11 o cl ock t oday?
Can I see t he manager, pl ease? (wi t h ri si ng
i nt onat i on)
1 1a
articulate the sounds of English to be
comprehensible to a sympathetic
native speaker
pronounce phonemes adequat el y t o be
comprehensi bl e and t o make meani ng cl ear
1b
An adul t wi l l be expect ed t o:
Entry 1
Sample activities
Learners const ruct a short di al ogue i n smal l groups around t he t opi c of smoki ng t o i dent i f y
i nt onat i on and st ress, e.g. Can I smoke here? Ident i f y how t hi s quest i on i s spoken i n order t o
correspond wi t h t he answer No smoki ng here over t here. Thank you. They repeat t he
di al ogue, payi ng at t ent i on t o st ress. New sent ences and phrases are added t o show st ressed
syl l abl es, e.g. out si de, manager, t eacher. Learners pract i se i n pai rs.
Learners l i st en t o si mpl e sent ences (e.g. A Twi x, pl ease. A bi scui t , pl ease. A cup of t ea, pl ease.
A cup of t ea wi t h sugar, pl ease) and cl ap on t he st ressed syl l abl es, t o i dent i f y t he i mport ance of
unst ressed vowel s i n connect ed speech. Learners t hen f ocus on where t he st ress comes i n t he
sent ence and repeat sent ences wi t h correct st ress. They l i st en t o sent ences wi t h cont rast i ng
st ressed and schwa vowel s e.g. Whos i t f or? It s f or you. (schwa sound i n second f or) and
repeat .
At t hi s l evel , adul t s can:
listen and respond
t o spoken l anguage, i ncl udi ng
si mpl e narrat i ves, st at ement s,
quest i ons and si ngl e-st ep
i nst ruct i ons
speak to communicate
basi c i nf ormat i on, f eel i ngs and
opi ni ons on f ami l i ar t opi cs
engage in discussion
wi t h anot her person i n a f ami l i ar
si t uat i on about f ami l i ar t opi cs
in simple and familiar formal
exchanges connected with
education, training, work and
social roles
Learners di scuss known vocabul ary i t ems

under gi ven cat egori es (e.g. cl ot hi ng, part s
of t he body) and pract i se pronunci at i on
f rom a gi ven model , so as t o be
comprehensi bl e t o a sympat het i c nat i ve
speaker. Then, i n pai rs t hey l ook at l i st
wi t h t hese words and say t hem at random.
Part ner has t o guess whi ch i s bei ng sai d.
Teacher goes round l i st eni ng caref ul l y and
correct i ng as requi red. Learners pract i se
t he words i n sent ences f rom a di al ogue.
The words learners need to say will depend on their reasons for
communicating, e.g. employment, college course, childcare, benefits,
social interaction.
The following are suggestions only: the needs and interests of
individual learners will determine which words they need to be able
to say.
Topic-based vocabulary
ordinal and cardinal numbers
days of the week
months of the year
news, e.g. war, refugee
countries and languages,

e.g. Hong Kong, Chinese
common places, e.g. post office
parts of the body, e.g. leg
family members, e.g. sister
food, e.g. bread
fruit and vegetables, e.g. apples

Classroom vocabulary
Listen, tell, ask, speak, talk, discuss, repeat, practise, make up, read,
write, copy, look, tick, underline, highlight, fill in, instructions, book,
worksheet, homework, tape, video, screen, computer, in pairs, in
groups, in your own language
weights and measures,

e.g. kilo
clothes, e.g. trousers
common jobs, e.g. driver
accommodation, e.g. flat
furniture, e.g. chair
weather, e.g. sunny
subjects, e.g. computing
IT, e.g. Open, File, Save,

Print
Core Curriculum
understanding
level descriptor
Speaking
(Sc/E1)
ask questions to obtain
specific information
make requests: ask permission
ask f or permi ssi on, usi ng modal verbs,
e.g. can
be abl e t o use i nt onat i on t o i ndi cat e
pol i t eness
Can I smoke here?
Excuse me. Can I go home at 11 o cl ock
t oday?
3
2b
ask for personal details
f orm quest i ons of t he wh t ype and t he
yes/ no t ype, approxi mat i ng a f al l i ng
i nt onat i on i n wh quest i ons and a ri si ng
i nt onat i on i n yes/ no quest i ons
use t he quest i on f orm of t he si mpl e present
t ense of common verbs, verbs t o be and
have got , usi ng cont ract i ons where
appropri at e, e.g. what i s becomes what s
f orm quest i ons, usi ng common modal
verbs, especi al l y can
underst and and be abl e t o use a range of
quest i on words, e.g. who, what , where,
how much/ many?
What s your name?
Do you speak Hi ndi ?
Where do you work?
Have you got a j ob?
Can you dri ve?
3a
make requests using
appropriate terms
make requests: ask for things or action
make request s, wi t h or wi t hout use of
modal verbs
be aware of i nt onat i on pat t erns f or
pol i t eness, and be abl e t o approxi mat e
t hem
be abl e t o prepare t he l i st ener f or a
request , e.g. sayi ng Excuse me
A cup of t ea, pl ease.
Can I see t he manager, pl ease?
Excuse me. Can you hel p me?
2 2a
Entry 1
Sample activities
Learners wat ch a vi deo excerpt f rom a soap or seri al about aski ng f or permi ssi on (e.g. a school
pupi l wi t h hi s hand up) wi t h t he sound of f . They suggest what i s happeni ng and what i s bei ng
sai d. Learners pract i se aski ng permi ssi on, usi ng Can I . . . ?
They are asked t o say when t hey have t o ask f or permi ssi on (e.g. l eavi ng earl y) and pract i se
aski ng permi ssi on usi ng cue cards, e.g. shut t he wi ndow, smoke.
Learners rol e pl ay ot her si t uat i ons i n whi ch t hey ask/ gi ve permi ssi on based on t hei r own l i f e
experi ence.
listen and respond
i nst ruct i ons
social roles
Prompt ed by i nf ormat i on (e.g. My names X), l earners l i st en t o, and answer wi t h short f orm,
wh quest i ons (e.g. What s your name? Where are you f rom? Where do you l i ve?) i l l ust rat ed
wi t h hand movement s showi ng end-f al l i nt onat i on.
Learners pract i se wh quest i ons i n chorus and i ndi vi dual l y across t he cl ass, payi ng part i cul ar
at t ent i on t o i nt onat i on and cont ract i ons.
' Fi nd someone who' act i vi t y: l earners ci rcul at e and col l ect i nf ormat i on about ot her l earners
usi ng prompt s, e.g. chi l dren, marri ed, count ry. Learners who f i nd readi ng Engl i sh di f f i cul t are
pai red wi t h t hose who do not .
Learners ent er i nf ormat i on on a si mpl e dat abase or produce a cl ass survey.
Game f or more advanced l earners: one l earner t hi nks of a person known t o al l ; ot hers ask
quest i ons t o guess who i t i s.*
Wi t h sui t abl e vi sual ai ds (mi me, pi ct ures) l earners l i st en t o personal i nf ormat i on e.g.: I can
swi m, I cant pl ay f oot bal l , I can speak Engl i sh and Pol i sh, et c. as a preambl e t o usi ng can i n
quest i ons. Learners answer quest i ons, e.g. St ef an, can you swi m? (Yes, I can or No, I cant ) and
What l anguages can you speak? They ask and answer across t he cl ass, and t hen i n pai rs,
prompt ed by vi sual s.
Learners wal k round aski ng quest i ons t o f i l l i n gri d wi t h l earners names down si de and col umns
headed by pi ct ures or words, e.g. l anguages? swi m? dri ve? et c. They t hen compare i nf ormat i on
i n whol e group t o f i nd out how many l anguages are spoken, how many can swi m, et c.
Learners l ook at a pi ct ure of market st al l , real i a or pi ct ures of f rui t / veget abl es as a preambl e t o
maki ng si mpl e request s. They l i st en t o a bri ef di al ogue (e.g. Si x oranges, pl ease. That s
2.Thank you) and t hen pract i se i n pai rs, usi ng di f f erent real i a and vi sual s.
Inf ormat i on gap act i vi t y: l earners work i n pai rs, one l earner has a t i met abl e; anot her has t he
st udy cent re appoi nt ment s book wi t h some sl ot s f i l l ed i n. The f i rst l earner has t o book a
comput er.
Learners wat ch and l i st en t o a demonst rat i on wi t h Can you hel p me, pl ease? Can you cl ose t he
door, pl ease? Can you open t he wi ndow, pl ease? sai d i n a demandi ng t one, a pol i t e t one; t hey
choose correct pi ct ure cue card a f rowni ng f ace, a smi l i ng f ace f or each pat t ern. Learners
repeat t he t wo model s of request , usi ng di f f erent i nt onat i on pat t erns, accordi ng t o whi ch cue
card i s bei ng shown.
Learners have own cue cards and f aces and pract i se i n pai rs or i n t hrees one speaki ng and
t he ot hers deci di ng whi ch f ace, t hen al t ernat i ng.
Core Curriculum
understanding
level descriptor
Speaking
(Sc/E1)
ask for information
ask quest i ons, as above What t i me i s t he next bus t o . . . ?
3b
underst and convent i onal ways of i nt ro-
duci ng a request f or i nf ormat i on,
e.g. Excuse me
(See also Lr/E1.2e, page 62.)
Excuse me. What s t he t i me, pl ease?
Can I hel p you?
Yes. How much i s t hi s j acket , pl ease?
ask for directions and location
ask quest i ons, usi ng where
be abl e t o pronounce pl ace names cl earl y,
when aski ng f or di rect i ons t o t hem
underst and t he i mport ance of checki ng
back
(See also Lr/E1.3b, page 64.)
Excuse me, wheres t he post of f i ce?
Excuse me, where i s Queens Park Road?
Turn l ef t here, t hen t urn ri ght .
Lef t , t hen ri ght ?
Yes.
3c
Entry 1
Sample activities
Learners are set a t ask t o produce i nf ormat i on about t he servi ces i n t he bui l di ng, e.g. caf ,
crche, of f i ce, l i brary, st udy cent re, sport s cent re. In groups, l earners are gi ven prompt s,
e.g. openi ng t i me, cost . They must deci de what quest i ons t o ask and how t o f orm t hem. Teacher
ci rcul at es and checks. Learners carry out t he act i vi t y and f eed back t he i nf ormat i on.
Learners l ook at bi g pi ct ure of post of f i ce and suggest associ at ed vocabul ary (e.g. st amp, l et t er,
parcel , scal es, count er) and are t aught by pi ct ure or mi me any ot her needed f or t he
di al ogue. They t hen l i st en t o di al ogue where someone want s t o send a parcel abroad, e.g.:
How much, pl ease? (Not e: ri si ng i nt onat i on especi al l y i mport ant because so abbrevi at ed).
Where t o?
Zanzi bar.
Put i t on t he scal es. By sea or by ai r?
By ai r, pl ease.
That s 6.
Can I regi st er i t ?
That s an ext ra 3. 9 t ot al .
OK. Thank you.
Learners l ook at a pi ct ure of t he Job Cent re or Empl oyment Agency and suggest where i t i s and
what i s happeni ng. They l i st en t o a di al ogue i n order t o l ook at ways of i nt roduci ng a request f or
i nf ormat i on, e.g.:
Excuse me, I' m l ooki ng f or rest aurant j obs
They' re over t here.
Thank you.
Learners compare ways of i nt roduci ng a request f or i nf ormat i on i n t hei r l anguages.
Learners pract i se i n chorus, t hen random pai rs across t he cl ass. They t hen rol e pl ay, varyi ng t he
di al ogue, pract i si ng i n di f f erent set t i ngs.
listen and respond
i nst ruct i ons
social roles
OR They' re j ust here.
Oh, under my nose. Thank you.
Learners l ook at si mpl e l ocal pl an wi t h f ami l i ar mai n st reet names and mai n bui l di ngs marked
(e.g. post of f i ce, col l ege, l i brary, pol i ce st at i on, school ), as a preambl e t o pronounci ng pl ace
names cl earl y.
Learners pract i se st reet names i n chorus, t hen i ndi vi dual l y. In pai rs, l earners pract i se quest i on
and answer (e.g. Excuse me, wheres t he post of f i ce, pl ease? It s i n Market St reet .). Learners
work i n t wo groups: one group gi ves di rect i ons; t he ot her group has t o f ol l ow t he di rect i ons and
say where t hey have arri ved at . Then groups reverse rol es.
Learners l i st en t o di rect i ons and echo back key i nf ormat i on as a way of checki ng, e.g.:
Take t he f i rst t urni ng l ef t and t hen t he second ri ght .
Fi rst l ef t , second ri ght .
That s i t .
They pract i se echoi ng back key i nf ormat i on, f ol l owi ng a model and t hen go on t o correct
i naccurat e echo, e.g.:
St rai ght on and on t he ri ght .
St rai ght on and on t he l ef t ?
No, on t he ri ght .
Core Curriculum
understanding
level descriptor
Speaking
(Sc/E1)
ask for clarification
have st rat egi es f or deal i ng wi t h l ack of
underst andi ng, e.g. by aski ng f or repet i t i on
(See also Lr/E1.1d
and Lr/E1.2b, page 60.)
Sorry?
Can you speak sl owl y, pl ease?
Pl ease can you repeat i t ?
Can you wri t e i t down?
I m sorry, I dont underst and. I onl y speak a
l i t t l e Engl i sh.
3d
make statements of fact
clearly
make simple statements of fact
use verb f orms sui t abl e f or t he l evel ,
e.g. present t ense and modal can
use grammar sui t abl e f or t he l evel , t o
express:
(a) possessi on (e.g. my, mi ne, your)
(b) quant i t y (e.g. some, any, many)
(c) number (regul ar/ i rregul ar pl ural s and
count / non-count nouns)
(d) l ocat i on (preposi t i ons of pl ace)
underst and t hat st at ement s of f act are
usual l y spoken wi t h f al l i ng i nt onat i on
be abl e t o make st at ement s of f act wi t hi n
an i nt eract i on
He can speak Hi ndi and Guj erat i .
She cant dri ve.
Thi s i s my di ct i onary.
There are some eggs i n t he f ri dge.
He has t hree chi l dren.
I f eel t i red and hot .
Then have a rest .
What s t he t i me?
It s quart er past t en.
Thanks.
Thi s i s my mot her. She doesnt speak
Engl i sh.
4 4a
Entry 1
Sample activities At t hi s l evel , adul t s can:
listen and respond
i nst ruct i ons
social roles
Learners begi n by revi si ng l ow ordi nal and cardi nal numbers i n order t o ask f or repet i t i on. Usi ng
pi ct ures of cl asses t hat are easy t o i dent i f y vi sual l y (e.g. comput er cl ass, mat hs, art , pot t ery,
woodwork, cookery), l earners revi se or l earn names of cl asses.
Learners l ook at pi ct ure of someone enqui ri ng at col l ege recept i on desk and l i st en t o t aped
di al ogue, e.g.:
Can I hel p you?
Wheres t he comput er cl ass, pl ease?
(speaki ng qui ckl y) It s on t he f i rst f l oor, room 14.
Sorry?
(st i l l f ast ) It s on t he f i rst f l oor, room 14.
Pl ease can you speak sl owl y?
(more sl owl y) It s on t he f i rst f l oor, room 14.
Oh, f i rst f l oor, room 14. Thank you.
Learners pi ck out ways of aski ng f or cl ari f i cat i on, ext end t o any ot hers t hey may know (e.g. Can
you say t hat agai n, pl ease? Can you repeat t hat , pl ease?) and pract i se t hem.
In pai rs, l earners ext end pract i ce wi t h request s f or ot her cl asses i n pi ct ures, varyi ng ways of
aski ng f or cl ari f i cat i on. (Part ner can make up f l oor and room numbers.)*
Learners l i st en t o a t ape of some l earners descri bi ng where t hey come f rom (si mpl e st at ement s
of f act ), e.g.:
I come f rom t he Cot e d' Ivoi re. It ' s i n Af ri ca.
My count ry i s Sri Lanka. It ' s very hot . There are l ot s of beaches.
In groups, t hey f i l l i n a chart gi vi ng i nf ormat i on about t he count ri es on t he t ape. Learners
descri be t hei r own count ry usi ng t he t ape as a model . Teacher ci rcul at es and checks.
Learners l ook at pi ct ure or mi me of t wo f ri ends meet i ng by appoi nt ment , and l i st en t o di al ogue

whi ch i ncl udes st at ement s of f act wi t hi n an i nt eract i on, e.g.:
Hel l o.
Hel l o.
What s t he t i me?
It s quart er past t en.
Oh dear, I m l at e. Sorry.
Learners repeat and pract i se i n pai rs, varyi ng t he t i me.
Core Curriculum
understanding
level descriptor
Speaking
(Sc/E1)
give personal information
recogni se request s f or personal i nf ormat i on
and underst and t hat t here are di f f erent
ways t o respond, e.g. mi ni mal answer,
short f orm of t he verb, f ul l er answer
What s your name?
Mari a.
Are you worki ng?
No, I m l ooki ng f or a j ob.
4b
be abl e t o use cont ract ed f orms Can you dri ve?
Yes, I can./ No, I cant .
be abl e t o spel l words out l oud, and know
when i t i s necessary t o do so (e.g. spel l
name of t he st reet , but not t he word st reet )
My names
I l i ve i n
I ve got t hree chi l dren.
be abl e t o i ncorporat e t he gi vi ng of
i nf ormat i on i nt o an i nt eract i on, e.g. when
i nt roduci ng sel f
Ci garet t e?
No t hanks. I dont smoke.
My name i s Raf i q. I m l ooki ng f or Mrs
Bennet t .
give directions and instructions
recogni se a request f or i nst ruct i ons or
di rect i ons and underst and exact l y what
i nf ormat i on i s requi red
Go st rai ght on, t urn l ef t . The post of f i ce i s
on t he ri ght .
4c
use i mperat i ve and negat i ve i mperat i ve t o
gi ve si ngl e-st ep di rect i ons and i nst ruct i ons
Put t he t ape i n t he t ape recorder.
Dont press t hi s but t on.
Put t he di sk i n here, t hen press t hi s but t on.
use appropri at e grammat i cal f orms,
e.g. preposi t i onal phrases, det ermi ners
t hi s, t hat , et c. and adverbs here, t here, et c.
underst and t he i mport ance of st ressi ng key
i nf ormat i on
Entry 1
listen and respond
i nst ruct i ons
social roles
Learners l ook at some l arge phot ographs pi nned up around t he room. In pai rs, l earners ci rcul at e
and make up i nf ormat i on about t he peopl e i n t he phot os. As a whol e group, l earners debat e
t hei r i deas about t he peopl e and come t o a consensus.
Learners work in pairs or small groups and ask quest ions t o collect inf ormat ion about each ot her,
marking it on a grid, e.g. where t hey are f rom, where t hey live, whet her t hey smoke, can drive,
can swim. They report back t o whole class, giving t wo or more f act s at a t ime about each person.
The act i vi t y can be ext ended by pl ayi ng a memory game i n whi ch one l earner t hi nks of anot her
i n t he cl ass and gi ves a number of f act s about t he person. The wi nner i s t he f i rst l earner t o
guess correct l y who i t i s.
As a variat ion, a learner makes a st at ement about someone in t he class, and t he rest have t o say
if it is t rue or f alse and correct it , e.g. Jumas got six sist ers. No, he hasnt . Hes got six brot hers.
Learners listen to tape of someone talking to a doctors receptionist and spelling words aloud, e.g.:
Can I see Dr X t oday, pl ease?
Yes. What s your name?
Al i Khami s.
Can you spel l t hat ?
Yes, Khami s. K-H-A-M-I-S.
What s your address?
15 Sut l ej Road. That s S-U-T-L-E-J. One-f i ve Sut l ej Road.
Can you wai t about an hour?
Yes, OK. Thank you.
Learners f ocus on t he need t o spel l unf ami l i ar names, and di st i ngui sh bet ween 15 and 50, 16
and 60, et c. Learners go on t o pract i se number endi ngs wi t h a bi ngo game.
Learners di scuss whet her i t i s necessary t o spel l words l i ke road and st reet and go on t o
pract i se gi vi ng and spel l i ng out t hei r name and address i n pai rs.
Learners reorder a set of pi ct ure i nst ruct i ons, i n order t o pract i se recogni si ng request s f or
i nst ruct i ons. Learners repeat i nst ruct i ons f or each pi ct ure and pract i se i n pai rs, gi vi ng
i nst ruct i ons whi l e part ner put s pi ct ures i n order.
Usi ng a vi deo or camcorder, di gi t al camera or comput er, l earners revi se appropri at e vocabul ary
(e.g. press, but t on; open, cl ose) and gi ve each ot her i nst ruct i ons on how t o use t he equi pment ,
whi l e t he t eacher ci rcul at es and checks accuracy.
Core Curriculum
understanding
level descriptor
Speaking
(Sc/E1)
give a description
use grammar sui t abl e f or t he l evel ,
e.g. t here i s/ are, preposi t i onal phrases,
i ndef i ni t e art i cl e
Theres a heat er i n t hi s room.
Theres some t ea here.
4d
know and be abl e t o use some common
adj ect i ves t o descri be peopl e, pl aces and
t hi ngs
Hes very t al l .
Shes a f ri endl y woman.
My count ry i s very beaut i f ul .
deal with another persons
misunderstanding
recogni se when t here has been
mi sunderst andi ng and correct i t
You l i ve i n Lut on, dont you?
No, I l i ve i n London.
4e
underst and t he i mport ance of st ress i n
maki ng meani ng cl ear
Mrs Khan t hat s K A N.
No, K H A N.
Entry 1
listen and respond
i nst ruct i ons
social roles
Learners wat ch an excerpt f rom a popul ar TV programme, as a preambl e t o usi ng sui t abl e
grammar f or a si mpl e descri pt i on of a pl ace. The excerpt i s paused on a part i cul ar i mage, and
l earners are asked t o say what t hey can see, respondi ng t o prompt quest i ons as necessary,
e.g. It ' s a market ; i t ' s very busy; t here are l ot s of peopl e. It ' s a market i n London.
Usi ng t he model bui l t up i n cl ass, l earners pract i se t he descri pt i on. Some l earners work wi t h
gap-f i l l and dri l l s as necessary.
In groups, l earners are asked t o prepare a very si mpl e present at i on about a pl ace t hey know
wel l (e.g. t hei r home ci t y, t he col l ege t hey at t end) and t o gi ve t hei r present at i on t o t he rest of
t he cl ass, e.g. I l earn Engl i sh i n It ' s a bi g col l ege near t he st at i on. There are a l ot of st udent s.
It has a l ot of t eachers. It ' s got a l i brary. It ' s f ri endl y.
Learners l ook at pi ct ures of peopl e, t o l earn and use common adj ect i ves f or descri pt i ons, e.g.
t al l / short , dark/ f ai r, young/ ol d. Learners pract i se whol e sent ences i n pai rs, usi ng pi ct ures of
peopl e, some of t hem f amous and f rom a range of count ri es and cul t ures, e.g. Nel son Mandel a
i s t al l . Hes got curl y hai r. Mahat ma Ghandi i s t hi n.
Learners revi se vocabul ary f or col ours and i t ems of cl ot hi ng and make sent ences about cl ass
members, e.g. Mari ams got a green sweat er. The cl ass i s t hen di vi ded i nt o t wo t eams. Each
t eam member i n t urn descri bes someone f rom t he ot her t eam, who has t o guess who i s bei ng
descri bed. Each cl ue gi ven (It s a woman, shes got a red bl ouse, shes got curl y hai r, et c.) count s
as a poi nt f or t he descri bi ng t eam. Poi nt s are subt ract ed f rom guessi ng t eam f or i ncorrect
answer and added f or correct answer. The t eam wi t h t he most poi nt s wi ns.
As a preambl e t o correct i ng mi sunderst andi ngs, l earners di scuss l ooki ng f or a j ob i n Bri t ai n,

e.g. t hrough t he Job Cent re, l ocal ads, newspapers, f ri ends. They di scuss t he convent i ons of
ri ngi ng or wri t i ng i n, f i l l i ng i n appl i cat i on f orms and bei ng i nt ervi ewed. They reconst ruct a
t el ephone conversat i on arrangi ng f or an i nt ervi ew bet ween an empl oyer and someone l ooki ng
f or a j ob. Learners are asked t o consi der what mi sunderst andi ng can ari se on t he phone, e.g. I
can' t come on Tuesday i nst ead of I can come on Tuesday. Learners di scuss st rat egi es f or
correct i on and t he i mport ance of checki ng back.
Core Curriculum
Speaking
(Sd/E1)
understanding
level descriptor
Engage in discussion Sd/E1
speak and listen in simple
exchanges and in
everyday contexts
take part in social interaction
be abl e t o:
(a) greet
Hi , how are you?
1 1a
(b) respond t o a greet i ng Fi ne, t hanks. And you?
(c) i nt roduce ot hers Thi s i s Joe, and t hi s i s Sam. They re
brot hers.
(d) i nvi t e and of f er (e.g. usi ng woul d l i ke) Woul d you l i ke a sandwi ch?
Yes, pl ease.
(e) accept and decl i ne i nvi t at i ons and of f ers Woul d you l i ke a ham sandwi ch?
No, t hanks. I m sorry. I dont eat ham.
Whi ch do you want , t ea or cof f ee?
Tea, pl ease.
Red wi ne or whi t e?
I m sorry, I dont dri nk wi ne.
(f ) express t hanks
(g) t ake l eave Bye, see you t omorrow.
be abl e t o express al l of t he above, usi ng
i nt onat i on pat t erns appropri at e f or f ri endl y
soci al i nt eract i on
be aware t hat gest ure (e.g. i ndi cat i ng
agreement ) can vary across cul t ures
Entry 1
listen and respond
i nst ruct i ons
social roles
Sample activities
Learners begi n by const ruct i ng short di al ogues i n smal l groups around t he t opi c of of f ers,
i nvi t at i ons and t hanks (e.g. Woul d you l i ke a sandwi ch? No t hanks. I m not hungry. I d l i ke a
cof f ee). Learners t al k about t he i mport ance of st ress and i nt onat i on t o achi eve a pol i t e t one.
Learners repeat t he di al ogues, pract i si ng i n chorus and i ndi vi dual l y wi t h correct st ress and
i nt onat i on. Learners make t ea and cof f ee i n t he cl assroom, of f er j ui ce and bi scui t s t o each ot her.
Learners compare t he use of woul d you l i ke wi t h ways of maki ng of f ers i n t hei r own l anguages,
by sayi ng t he quest i on i n t hei r own l anguage and wri t i ng i t ont o pi eces of card, numberi ng t he
words, e.g.:
1 2 3 4 5
Woul d you l i ke a bi scui t ?
1 4 5
Qui eres una gal l et a?
Learners compare t he number and order of words.
In smal l groups, l earners l ook at pi ct ures and vi sual s of gest ures e.g. noddi ng/ shaki ng head,
t humbs-up si gn, A-OK ci rcl e made wi t h t humb and i ndex f i nger, t appi ng si de of nose f or It s a
secret . They di scuss t he meani ng of t hese gest ures i n t hei r own l anguages or i n Engl i sh, sayi ng
whet her t hey underst and t hem and, i f so, what t hey mean i n t hei r cul t ure. Learners exchange
vi ews and i nf ormat i on and demonst rat e si gns wi t h si mi l ar meani ngs f rom t hei r own cul t ures,
and any ot hers t hey know.
Core Curriculum
understanding
level descriptor
Speaking
(Sd/E1)
take part in more formal interaction
know t he i mport ance of prepari ng what t o
say i n a f ormal i nt eract i on and predi ct i ng
what t he ot her speaker(s) mi ght say
be abl e t o:
At t he doct ors
I ve got a pai n i n my chest .
1b
as appropri at e t o t he i nt eract i on
have st rat egi es t o hel p wi t h deal i ng wi t h
mi sunderst andi ng, e.g. ask f or repet i t i on,
ask f or a wri t t en l eaf l et
be abl e t o speak t o a st ranger i n response
t o a si t uat i on, e.g. bumpi ng i nt o t hem,
f i ndi ng t hei r key, bei ng asked t he t i me
be aware of norms regardi ng proxi mi t y of
speakers and eye cont act i n f ormal
si t uat i ons, and underst and t hat t hese can
vary across cul t ures
(See also Lr/E1.5c, page 68.)
Oh, I m sorry.
Excuse me. Is t hi s your key?
What s t he t i me, pl ease?
I m sorry, I dont know.
(a) i nt roduce sel f Vi si t i ng a chi l ds school
My names Mrs Al i . I m Sal i ms mot her.
(d) st at e a wi sh Enrol l i ng i n a col l ege
I dont want an eveni ng cl ass.
(e) make a request
(b) gi ve personal i nf ormat i on
(c) st at e a probl em
Entry 1
listen and respond
i nst ruct i ons
social roles
Learners l i st en t o a t aped di al ogue (i n sect i ons i f necessary) as a preambl e t o pract i si ng what t o

say i n a f ormal i nt eract i on, e.g.:
Hel l o. Mrs Cevi c?
Yes, t hat s ri ght .
Oh, hel l o, ni ce t o see you. You want ed a word wi t h me?
Yes, i t s about my son Jacob.
Aah yes.
He i s not happy.
Oh I m sorry. What s t he probl em?
He has a new t eacher, Mi ss Kennedy. She speaks very f ast . Jacob cant underst and; he si t s at
t he back. Al so, hes shy. Can he move? Can he si t near t he f ront ?
Wel l , I m sure we can speak t o Mi ss Kennedy and see what can be done. Just hol d on a
mi nut e
Thank you.
Learners answer quest i ons about where t hi s mi ght be happeni ng, who i s t al ki ng, what t hei r
rel at i onshi p i s (how wel l t hey know each ot her), et c. Learners t al k about ot her di f f i cul t si t uat i ons
t hey have encount ered (e.g. l oud musi c f rom nei ghbours, i nt ervi ews f or j obs) and di scuss si mpl e
st rat egi es f or prepari ng what t o say. Prompt ed by cue words or pi ct ure prompt s, and usi ng t hi s
cont ext or ot hers rel evant t o t he i nt erest s and needs of t he cl ass, l earners pract i se i n pai rs:
I m X Y.
What s t he mat t er?
I ve got a l eak i n t he ki t chen Can you repai r i t ?
I ve got an appoi nt ment wi t h t he manger. Can I see hi m?
Learners l ook at sui t abl e vi sual s or mi me t o suggest / l earn Excuse me, i s t hi s your umbrel l a?
Learners repeat wi t h correct i nt onat i on, f i rst i n chorus, t hen i ndi vi dual l y. They t hen l ook at real i a
or pi ct ures (e.g. of pen, key), t o make subst i t ut i ons, ext endi ng t o pl ural s, e.g. Are t hese your
gl oves/ ci garet t es? et c. Learners suggest / l earn appropri at e response (e.g. Oh, yes. Thank you. OR
Oh, yes, i t i s/ t hey are. Thank you.) and pract i se quest i ons and responses i n pai rs, wi t h correct
st ress and i nt onat i on
Extension for more advanced learners*
Excuse me, are t hese your ci garet t es?
No, t hey re not / t hey arent . I dont smoke.
OR
Excuse me, your bags open.
Oh, i s i t ? Thank you.
Learners wat ch vi deos of f ormal conversat i ons bet ween peopl e of di f f erent cul t ures t o observe
proxi mi t y and eye cont act and make si mpl e compari sons of t hei r own norms wi t h t hose t hey
have seen.
Core Curriculum
understanding
level descriptor
Speaking
(Sd/E1)
express likes and dislikes, feelings, etc.
use grammar and vocabul ary sui t abl e f or
t he l evel , t o express:
1c
recogni se si mpl y expressed vi ews, l i kes
and di sl i kes and f eel i ngs of anot her
speaker, and be abl e t o i ndi cat e broad
agreement or di sagreement
(See also Lr/E1.5a, page 66.)
I want a new j ob.
Me t oo.
I hat e t hi s t own.
Oh, I l i ke i t .
I t hi nk t hi s i s a good area.
You re ri ght .
(a) l i kes and di sl i kes I l i ke But I hat e
(b) f eel i ngs I m angry.
I m happy.
(d) si mpl e vi ews I l i ke t hi s col l ege.
Yes, i t s ni ce.
(c) wi shes
Entry 1
listen and respond
i nst ruct i ons
social roles
Usi ng vi sual s, l earners revi se or l earn vocabul ary sui t abl e f or expressi ng l i kes and di sl i kes
(e.g. chi ps, f rui t , comput ers, cars, f oot bal l , t hi s t own), and answer quest i ons e.g. D you l i ke
chi ps? wi t h Yes, I do or No, I dont .
In pai rs, l earners express t hei r l i kes and di sl i kes e.g. I l i ke chi ps. I dont l i ke f oot bal l .
Usi ng a survey gri d wi t h names of l earners down si de and i t ems al ong t he t op, l earners wal k
round aski ng each ot her Do you l i ke X? and wri t i ng a t i ck f or Yes and a cross f or No. Learners
f eed back resul t s t o whol e group e.g. Twel ve l earners l i ke chi ps, et c.
In groups, l earners l ook at t he work t hey have been doi ng i n cl ass and respond t o a si mpl e
quest i onnai re rel at ed t o t hei r vi ews and f eel i ngs about t hei r Engl i sh l essons, e.g. We l i ke
speaki ng. Li st eni ng i s di f f i cul t . I l i ke di ct at i ons. I want homework. I dont want Learners wi t h
begi nner l evel s of l i t eracy work wi t h l i t erat e cl assmat es.
Learners di scuss t hei r f eel i ngs and vi ews and f eed back.
Core Curriculum
understanding
level descriptor
Listen and respond Lr/E1
Listening
(Lr/E1)
listen for the gist of short
explanations
recognise context and predict
general meaning
be abl e t o i dent i f y t he speaker, t he
si t uat i on and t he t opi c of conversat i on i n a
vari et y of si mpl e, everyday exchanges
be aware t hat i t i s not al ways necessary t o
underst and every word i n order t o get t he
general meani ng of a spoken t ext
underst and t hat i t i s of t en possi bl e t o
predi ct t he pat t ern of an i nt eract i on
be abl e t o i dent i f y t he key words f or a
gi ven cont ext , e.g. i n t he cont ext of t ravel ,
key words mi ght be t i met abl e, si ngl e,
ret urn, f are
Li st en and recogni se t he si t uat i on, speakers
and t opi c, e.g.:
Hel l o, Mrs Shah, t ake a seat . What s t he
probl em?
I ve got t erri bl e t oot hache. It hurt s here.
OK, l et s have a l ook. Open wi de.
1 1a
listen for gist in short explanations
and narratives
A si ngl e t o Bat h, pl ease?
14.50, pl ease.
Oh, and can I have a t i met abl e?
Cert ai nl y.
be aware t hat i t i s not al ways necessary t o
underst and every word, i n order t o get t he
general meani ng of a spoken t ext
Li st en t o a t eacher t el l i ng t he cl ass
somet hi ng about hi s hobbi es and i nt erest s.
Wel l , what do I l i ke doi ng? I l i ke sport s,
f oot bal l , swi mmi ng. I enj oy every ki nd of
bal l game. I t ri ed squash l ast week, and i t
was great .
be abl e t o guess t he meani ng of unknown
words t hrough underst andi ng t he cont ext
and adj acent words
respond t o l i st eni ng, e.g. by cl ari f yi ng
meani ng i n f i rst l anguage
1b
be abl e t o i dent i f y t he si t uat i on, speakers
and t opi c of a short conversat i on
underst and t hat conversat i ons of t en f ol l ow
a predi ct abl e pat t ern of t urn t aki ng
recogni se where speakers repeat poi nt s
and echo each ot hers words
listen for gist in a conversation 1c
Entry 1
Sample activities
Learners l i st en t o short di al ogues of si mpl e, everyday si t uat i ons t o i dent i f y t he mai n speakers
and answer yes/ no quest i ons, e.g. Is she t al ki ng t o a doct or? Is t he woman t al ki ng t o a f ri end?
Learners wi t h a basi c l i t eracy l evel exami ne t hree pi ct ures of di f f erent si t uat i ons i n order t o
i dent i f y t he si t uat i on, e.g. pat i ent and dent i st , new l earner and t eacher, t i cket sel l er and
cust omer. Then t hey l i st en t o and put a t i ck or a number by t he pi ct ure when t hey recogni se t he
cont ext .
Learners predi ct possi bl e cont ent of a di al ogue bef ore l i st eni ng. Havi ng est abl i shed t he general
si t uat i on, l earners l i st en t o part of a t aped di al ogue and predi ct what comes next . Learners have
t o deci de whet her suggest ed next l i nes are appropri at e (e.g. i f when l i st eni ng t o a t ape of a
cust omer at t he t rai n st at i on, l earners hear What t i me i s t he t rai n t o Li verpool ?, i s t he next
speaker goi ng t o say 8.45?).
listen and respond
i nst ruct i ons
social roles
In order t o i dent i f y key words f or a gi ven cont ext , l earners pract i se by l ooki ng at pi ct ures and
real i a, suggest i ng or aski ng f or words t hey mi ght need. They l i st en t o a di al ogue i n t hat cont ext .
Learners wi t h a l ow l i t eracy l evel rai se t hei r hands t o i ndi cat e when t hey hear one of t he key
words; l earners wi t h hi gher l i t eracy l evel s coul d ci rcl e t he words t hey hear f rom a l i st .
To underst and t he predi ct abi l i t y of some conversat i ons, l earners use col l ege prospect uses or
pi ct ures of adul t cl asses or comput i ng cl asses t o i magi ne what peopl e mi ght say i n di f f erent
si t uat i ons, e.g. l earner/ t eacher, l earner/ recept i on, l earner/ cant een worker. Learners l i st en t o
di al ogues and check whet her t hey predi ct ed correct l y.
Core Curriculum
understanding
level descriptor
Listening
(Lr/E1)
listen for detail using key
words to extract some
specific information
2 listen for detail in short narratives and
explanations
underst and and i dent i f y key words and
phrases i n a gi ven cont ext
underst and t he i mport ance of l i st eni ng f or
st ressed words
I l l gi ve you a f orm t o f i l l i n and you need t o
t ake i t home wi t h you and come back here
on Monday, but make sure you dont f orget
t o bri ng t he f orm wi t h you.
Can you come on Monday at 4pm?
Monday? 4pm?
What do you cal l t hi s?
What i s t he word f or t hi s?
What does mean?
2a
listen for detail and respond, in a
face-to-face situation
make use of gest ure and eye cont act t o ai d
underst andi ng
be abl e t o si gnal t hey are l i st eni ng, by
usi ng markers, e.g. I see
underst and t he i mport ance of checki ng
back when l i st eni ng f or det ai l , and be abl e
t o do so
be abl e t o si gnal l ack of underst andi ng/ ask
f or cl ari f i cat i on
(See also Sc/E1.3d, page 46.)
2b
listen for gist and respond, in a face-
to-face situation
underst and t hat much of t he gi st can be
underst ood f rom cont ext and non-verbal
si gnal s by t he speaker
be abl e t o si gnal t hey are l i st eni ng, by
usi ng markers, e.g. yes, OK
1d
underst and t hat new l anguage can be
l earned f rom l i st eni ng act i vel y and
quest i oni ng
Can you repeat t hat , pl ease?
Can you speak sl owl y, pl ease?
be abl e t o ask f or cl ari f i cat i on and
repet i t i on
(See also Sc/E1.3d, page 46.)
i dent i f y f ami l i ar grammat i cal f eat ures,
e.g. possessi ves, preposi t i ons, and not e
det ai l s t hat depend on underst andi ng of
t hese f eat ures, e.g. Shes weari ng hi s
gl asses
Entry 1
listen and respond
i nst ruct i ons
social roles
In order t o underst and t he i mport ance of l i st eni ng f or st ressed words, l earners become f ami l i ar
wi t h key words f or a gi ven cont ext , usi ng pi ct ure prompt s, real i a, and t hen l i st en t o a short
expl anat i on. Whi l e l i st eni ng, t hey l ook at a worksheet wi t h pi ct ures or words, put t i ng a number
besi de t he pi ct ure or word as t hey hear i t bei ng st ressed, e.g. a f orm 1, home 2.
Learners l i st en t o a di al ogue and f ocus on t he way t he speakers si gnal t hey are l i st eni ng and
encourage t he ot her speaker t o cont i nue (back channel l i ng), e.g use of mmh, yes, I see. Learners
are asked t o pract i se t he di al ogue usi ng t hese devi ces.
Learners si gnal l ack of underst andi ng and aski ng f or cl ari f i cat i on af t er l i st eni ng t o expl anat i ons
wi t h some del i berat el y uncl ear i nf ormat i on, e.g. on heari ng Can you come on at ?, by sayi ng
Sorry, when? or Sorry, what t i me?, as appropri at e.
Learners wat ch short vi deo ext ract s of conversat i ons i n di f f erent cont ext s and observe non-
verbal si gnal s by t he speaker, e.g. f aci al expressi ons, gest ures, eye cont act . They mat ch t he
expressi ons wi t h si mpl e oral or wri t t en headi ngs, e.g. happy, sad, angry.
Core Curriculum
understanding
level descriptor
Listening
(Lr/E1)
listen for grammatical detail
recogni se and di scri mi nat e bet ween
di f f erent ki nds of ut t erance, e.g. quest i on,
st at ement , i nst ruct i on
What s t he dat e t oday?
The dat e i s on t he l et t er.
Wri t e t he dat e on your work.
2c
listen for phonological detail*
underst and t hat i dent i f yi ng st ress wi t hi n a
word can ai d recogni t i on and
underst andi ng of t hat word, and t hat
i dent i f yi ng st ress wi t hi n a sent ence can
hel p overal l underst andi ng
recogni se i nt onat i on pat t erns, underst and
t hat t hey can i ndi cat e pol i t eness and
at t i t ude, and t hat t hey can vary across
cul t ures
i ndi vi dual sounds
underst and t hat l i st eni ng i n det ai l t o how
speakers pronounce Engl i sh can be a usef ul
way t o i mprove t hei r own pronunci at i on
Recept i on
Inf ormat i on
Shes at t he hai rdressers.
Can I see t he manager?
(spoken as a pol i t e request or a demand)
2d
listen and extract key information
be aware t hat i t i s not necessary t o
underst and and remember every word t o
ext ract i nf ormat i on
underst and t he i mport ance of knowi ng i n
advance what one i s l i st eni ng f or, and be
abl e t o di sregard ot her i nf ormat i on
(See also Sc/E1.3b, page 44.)
Li st en f or wei ght s, pl aces, t i mes.
Ident i f y personal det ai l s, such as name, age,
e.g.:
Ahmed i s 18 years ol d. He i snt marri ed and
he comes f rom Af ghani st an. He was born i n
Kabul
2e
l i st en f or and recogni se grammat i cal f orms
appropri at e f or t he l evel , e.g. wh quest i on
words, preposi t i ons of pl ace, negat i ves
Who i s your f ri end?
Where i s your f ri end?
How i s your f ri end?
recogni se cont ract ed f orms and underst and
t hei r rel at i onshi p wi t h t he f ul l f orm usual l y
encount ered i n wri t i ng
I can swi m very wel l .
I cant swi m very wel l .
underst and t hat l i st eni ng and f ocusi ng on
grammar can hel p i n l earni ng t he l anguage
I am hungry.
I m hungry.
Entry 1
Sample activities
To i ndi cat e recogni t i on of and di scri mi nat i on bet ween di f f erent ki nds of ut t erance, whi l e
l i st eni ng t o a di al ogue, l earners rai se t hei r hands each t i me a quest i on i s asked, or an answer
gi ven. Learners have cards wi t h ? or t o rai se when t hey hear a quest i on or an i nst ruct i on.
To pract i se recogni si ng cont ract ed f orms, l earners exami ne a cont ract ed f orm and a f ul l f orm on
t he board, one cl earl y on t he l ef t , one on t he ri ght . Whi l e l i st eni ng t o a short di al ogue wi t h
cont ract i ons and f ul l f orms, l earners poi nt t o t he l ef t or t he ri ght of t he board.
listen and respond
i nst ruct i ons
social roles
In order t o i dent i f y st ress wi t hi n a word, l earners l i st en t o peopl e gi vi ng t hei r ages or t hei r

house numbers (e.g. I m 13. I l i ve at number 30 Park Road.). They t hen ci rcl e t he number t hey
hear or poi nt t o one of t he numbers wri t t en on t he board.
To pract i se i dent i f yi ng st ress wi t hi n a word, l earners, worki ng i n pai rs, are gi ven a set of
numbers on cards, e.g. 13, 30, 15, 50. Al l t he cards are t urned upsi de down. Learners t ake t urns
pi cki ng a card, sayi ng i t t o t hei r part ner, who wri t es i t down, t hen shows i t t o t he speaker.
In order t o mat ch i nt onat i on pat t erns wi t h pol i t eness and f eel i ngs, l earners l ook at several
pi ct ures (each numbered) of t ypi cal si t uat i ons, e.g. 1 a conversat i on i n t he housi ng or benef i t
of f i ce, 2 nei ghbours t al ki ng i n a f ri endl y way, 3 peopl e argui ng. As l earners l i st en t o short
conversat i ons, t hey i dent i f y t he pi ct ure t hat mat ches what t hey hear.
To pract i se l i st eni ng f or part i cul ar i nf ormat i on, di f f erent groups of l earners t ake cards wi t h
poi nt s t o l i st en f or or are t ol d t o l i st en f or speci f i c t hi ngs, e.g. i n t he exampl e opposi t e, one
group l i st ens f or Ahmeds age, one l i st ens f or marri ed/ not marri ed, anot her born i n
Af t erwards t hey f eed back t o ot hers.
Core Curriculum
understanding
level descriptor
Listening
(Lr/E1)
follow single-step instructions
recogni se and underst and i mperat i ve and
negat i ve i mperat i ve
underst and key grammat i cal f orms,
e.g. preposi t i ons of pl ace and dei ct i c
markers t hi s, t hat , here, t here
be abl e t o ask f or repet i t i on or cl ari f i cat i on,
and conf i rm underst andi ng
demonst rat e underst andi ng by t aki ng
appropri at e act i on
Underst and i nst ruct i ons on how t o use a
vi deo, e.g.:
Swi t ch t he TV on, swi t ch t he vi deo on,
t hen put t he t ape i n here.
OK.
Then press t hi s but t on.
Thi s but t on here?
Yes, t hat s ri ght .
3a
follow directions
underst and key grammat i cal f orms,
e.g. ordi nal numbers, t he f i rst st reet
know t hat key words are l i kel y t o be
st ressed and/ or repeat ed by t he speaker
be abl e t o check back
(See also Sc/E1.3c, page 44.)
Underst and cl ear, uncompl i cat ed di rect i ons,
e.g.:
Turn ri ght , t hen go st rai ght ahead and
t ake t he second road on t he l ef t .
Ri ght st rai ght ahead second on t he
l ef t .
That s i t .
Thanks.
3b
follow single-step
instructions in a familiar
context, asking for
instructions to be
repeated if necessary
3
listen and respond to requests for
personal information
recogni se request s f or act i on and respond
by t aki ng act i on
Can I borrow your pen?
Yes, you can.
4a
be abl e t o i ndi cat e wi l l i ngness or i nabi l i t y
t o carry out an act i on
Can you open t he wi ndow?
Sure.
Can you hel p me wi t h t hi s?
I m sorry, I cant . I m busy.
listen and respond to
requests for personal
information
4
Entry 1
Sample activities
Learners demonst rat e underst andi ng by carryi ng out short , si ngl e-st ep i nst ruct i ons, ei t her
posi t i ve or negat i ve, e.g. Pl ease st and up, Pl ease dont l ook at me, Pass Sami a your pen.
listen and respond
i nst ruct i ons
social roles
Learners l i st en t o di rect i ons and echo t he l ast part t o pract i se checki ng back, usi ng t he
appropri at e i nt onat i on.
To pract i se i ndi cat i ng wi l l i ngness or i nabi l i t y t o carry out an act i on, l earners l i st en t o a request
and respond accordi ng t o t he prompt . Prompt cards upsi de down on t he t abl e have a t i ck or
cross on each card. As l earners hear t he request , t hey draw a card and respond appropri at el y,
sayi ng Yes, you can or No, I m sorry, I cant .
Core Curriculum
understanding
level descriptor
Listening
(Lr/E1)
speak and listen in simple
exchanges and in
everyday contexts
listen and respond to requests for
personal information
di f f erent wh quest i on words, e.g. when,
where
What s your name?
Saba.
Where do you come f rom?
Somal i a. And you?
5
4b
recognise a speakers feeling and
attitude
underst and si mpl y expressed f eel i ngs, by
i dent i f yi ng si mpl e common st ruct ures and
vocabul ary expressi ng a smal l range of
f eel i ngs
What s your f avouri t e TV programme?
I l ove East Enders.
Do you? I dont , I l i ke Coronat i on St reet .
5a
take part in social conversation
recogni se and respond t o, e.g.:
(a) greet i ngs
(b) i nt roduct i ons
Hi , Jan, t hi s i s my mot her.
Hel l o, ni ce t o meet you.
5b
recogni se and di scri mi nat e bet ween wh
quest i ons and yes/ no quest i ons
be abl e t o answer ei t her t ype of quest i on
wi t h mi ni mal response, short f orm of t he
verb or f ul l er answers
(See also Sc/E1.4b, page 48.)
What t i me i s i t ?
Nearl y 6 o cl ock.
It s nearl y 6 o cl ock.
Are you marri ed?
No, I m not / No, I m not . I m si ngl e.
recogni se how i nt onat i on can carry
meani ng and i dent i f y f eel i ng and at t i t ude
expressed mai nl y t hrough i nt onat i on
(See also Sd/E1.1c, page 56.)
Hi , how are you?
I m OK. (soundi ng cheerf ul )
I m OK. (soundi ng depressed)
(c) of f ers and i nvi t at i ons
recogni se i nt onat i on pat t erns i ndi cat i ng
f ri endl i ness
(See also Sd/E1.1a, page 52.)
Do you want a cup of t ea?
Yes, pl ease.
Sugar?
No t hanks.
Entry 1
Sample activities
To recogni se and di scri mi nat e bet ween di f f erent wh quest i ons, l earners l ook at f l ash cards on
t he board wi t h names of di f f erent f ami l i ar count ri es on one si de of t he board, and t i mes, dat es,
mont hs or days on t he ot her. Learners poi nt t o appropri at e si de of t he board when t hey hear
where or when.
listen and respond
i nst ruct i ons
social roles
Learners l i st en t o peopl e expressi ng l i kes and di sl i kes and t hen i ndi cat e underst andi ng by
put t i ng a t i ck f or l i kes and a cross f or di sl i kes.
Learners l i st en t o t ape of i nf ormal conversat i on, e.g.:

Tom: Hel l o, Ji m.
Ji m: Oh, hi , Tom. How are you?
Tom: I m f i ne, t hanks. How are you?
Ji m: Fi ne, t hanks. Do you know Mary? Mary, t hi s i s Tom.
Tom: No. Hel l o, Mary.
Mary: Hel l o.
Learners answer comprehensi on quest i ons: How many peopl e are t al ki ng? What are t hei r
names? Do t hey know each ot her? Learners l i st en t o t ape as many t i mes as necessary t o repeat
exact di al ogue l i nes, pract i si ng i n chorus and i ndi vi dual l y wi t h correct st ress and i nt onat i on.
Core Curriculum
understanding
level descriptor
Listening
(Lr/E1)
take part in more formal exchanges
recogni se and respond t o, e.g.:
(a) greet i ngs
(b) i nst ruct i ons
(c) of f ers
(d) request s f or i nf ormat i on
i n a f ormal si t uat i on
(See also Sd/E1.1b, page 54.)
Wi t h t he doct or
Good morni ng.
Good morni ng.
Take a seat .
Thank you.
What can I do f or you?
Wel l , I ve got
5c
follow a simple discussion on a
familiar topic
underst and si mpl y expressed opi ni ons, and
recogni se phrases f or expressi ng opi ni on,
e.g. I t hi nk
recogni se and i dent i f y common st ruct ures
and vocabul ary used i n gi vi ng opi ni ons
be abl e t o i ndi cat e a response, especi al l y
agreement
A di scussi on about cars, e.g.:
I t hi nk cars are noi sy and di rt y.
Yes, you re ri ght / I dont . I t hi nk cars are
usef ul .
5d
Entry 1
Sample activities
Learners l i st en t o a vari et y of greet i ngs, i nst ruct i ons, et c. and choose t he most appropri at e
response, usi ng a mul t i pl e-choi ce exerci se, e.g. i n response t o t he quest i on Hel l o, ni ce t o see
you, how are you?:
(a) I m 28.
(b) I m very wel l , t hank you, and you?
(c) Ni ce t o see you t oo.
listen and respond
i nst ruct i ons
social roles
Learners di st i ngui sh bet ween f act s and opi ni ons by put t i ng phrases l i ke It s a car or It s a ni ce
car under headi ng Fact / Opi ni on on t he board. They l i st en t o a t ape, phrase by phrase, and say
whet her t hey are heari ng a f act or opi ni on.
Core Curriculum
understanding
level descriptor
Reading comprehension Rt/E1 Text focus
Reading
(Rt/E1)
follow a short narrative on
a familiar topic or
experience
follow a short narrative on a familiar
topic or experience
underst and t hat pri nt carri es meani ng and
t hat words on t he page represent words
t hat can be spoken
Read t hei r own composi t i on, whi ch
someone el se has wri t t en down, e.g.:
My name i s Ami na. I come f rom Somal i a.
Read a very si mpl e narrat i ve, wi t h repeat ed
l anguage pat t erns, on a f ami l i ar t opi c or
experi ence, e.g.:
My mot her works i n a rest aurant . My f at her
works i n a shop.
1 1a
underst and t hat t ext s can be sources of
i nf ormat i on and enj oyment
t rack t ext s i n t he ri ght order, l ef t t o ri ght ,
t op t o bot t om
use a range of t ext -l evel st rat egi es, t hei r
own knowl edge of cont ent and cont ext of
t he t ext as a whol e t o get meani ng f rom
t ext
Use phot os i n advert i sement s and
i l l ust rat i ons i n an i l l ust rat ed di ct i onary t o
hel p i dent i f y meani ng.
Pl at f orm 3 (i n a rai l way st at i on)
know some basi c t erms t hat di st i ngui sh
spoken f rom wri t t en t ext , such as page,
l i ne, sent ence, word, l et t er, si gn, f orm,
st ory
use readi ng ski l l s i n ot her l anguages t o
hel p t hem read i n Engl i sh
Entry 1
Sample activities
Learners engage in a language experience act ivit y t o see t he link bet ween spoken and writ t en
words. Learners t ake phot os of each ot her in groups, using a digit al camera, print of f t he phot os
and t alk about t he people in each pict ure. This t ext is writ t en down on an OHT or whit e board
and read aloud t o t he learners, who join in and read along. This is repeat ed as of t en as
necessary. The t ext is phot ocopied and cut up int o sent ences f or t he learners t o reconst ruct . The
process is repeat ed, cut t ing up t he t ext int o phrases and t hen int o words. Learners reconst ruct
t he t ext in small groups, reading aloud as t hey go, checking back against a mast er of t he whole
t ext .
To establish that some texts are read for information, others for pleasure and some for both
purposes, learners who are literate in another language are asked what kinds of texts they read in
their own languages. They have a range of different types of text in front of them as a visual
stimulus. They are asked why they read them, and whether they get pleasure and/ or information
from them.
Learners look at a large pile of dif f erent t ypes of t ext , some of which are read f or inf ormat ion,
some f or pleasure and some f or bot h: newspapers, childrens books, simple poems, ESOL t ext and
grammar books, magazines, TV guide, recipe books, post cards, greet ings cards, bills, t imet ables,
social signs, labelled medicine bot t les. They are asked t o put t hem on t o t wo separat e t ables,
one f or inf ormat ion, one f or enjoyment . They are t hen asked t o decide which t ext s could go on a
t hird t able, f or bot h inf ormat ion and pleasure. Learners decide in groups which t ypes of t ext t hey
most need and want t o read in English.
To t rack t he direct ion of t ext , learners list en t o a f amiliar t ext (e.g. a t radit ional st ory or f olk t ale
t hat has previously been t old in class) being read aloud and f ollow it on paper wit h t heir f inger,
f rom lef t t o right , t op t o bot t om.
Using t heir own knowledge of cont ent , learners look at a post card wit h a pict ure of a sunny
beach, a simple st ory wit h an illust rat ion, a simple let t er f rom a school on headed paper. Bef ore
each t ext is read t o t hem, t hey are asked t o predict what t he t ext s may be about .
Learners answer oral quest ions about a

t ext and demonst rat e underst anding of
basic t erms, e.g. Is t his a let t er or a st ory?
Who is it t o? Where is t he address? How
many lines are t here in t he address?
read and understand
short t ext s wi t h repeat ed
l anguage pat t erns on f ami l i ar
t opi cs
read and obtain information
f rom common si gns and symbol s
in texts such as public signs
and notices, lists, forms,
notes, records, simple
narratives
The words learners need to read will depend on their reasons for
reading, e.g. employment, college course, childcare, benefits,
enjoyment. The following are suggestions only: the needs and interests
of individual learners will determine which words they need to be
able to read.
Personal key words
country of origin, e.g. Mozambique, UK, Britain, England
languages, e.g. Portuguese
names, addresses, telephone numbers

Topic-based vocabulary
days of the week
months of the year
words on forms: name, address, telephone number, date, country

of origin, signature
family members, e.g. mother
words on menus, e.g. tea, coffee
everyday vocabulary, e.g. appointment, poison, sale

Core Curriculum
understanding
level descriptor
Reading comprehension Text focus
Reading
(Rt/E1)
obtain information from texts
obt ai n meani ng f rom a combi nat i on of key
words and symbol s
Read one- and t wo-word t ext s, e.g.:
St op, Cl osed, Surgery Hours, Openi ng Hours,
Toi l et s
No smoki ng, No ent ry, Do not ent er, Keep of f
1b
recogni se ways of expressi ng prohi bi t i on
Ident i f y t he word pri ce i n an advert . be aware t hat i t i s not al ways necessary t o
read every word i n order t o comprehend or
gai n i nf ormat i on f rom t ext
Read t he openi ng t i mes on a shop door t o
f i nd out what t i me t he shop cl oses on a
part i cul ar day.
be aware t hat readi ng a t abl e i nvol ves
l ooki ng hori zont al l y and vert i cal l y t o obt ai n
i nf ormat i on
Pl ease keep of f t he grass.
Do not open door whi l e t rai n i s movi ng.
recogni se key words and phrases t hat
i ndi cat e f unct i on of t ext s, e.g.:
Pl ease = request ;
Danger = warni ng;
No, do not = prohi bi t i on
Recogni se and underst and common si gns,
e.g.
recogni se t hat di f f erent t ypes of t ext
(e.g. very si mpl e l et t er, si gns and symbol s,
very si mpl e f orm or appoi nt ment card) wi l l
l ook di f f erent f rom each ot her
recognise the different
purposes of texts at this
level
recognise that the way a text looks
can help predict its purpose
devel op awareness of t he di f f erent
purposes of t ext s at t hi s l evel , e.g. t o
i nf orm, t o sel l , t o send good wi shes
Recogni se t he purpose of si mpl e t ext s
encount ered i n dai l y l i f e, e.g. an advert , an
appoi nt ment card, a f orm.
2 2a
know t hat symbol s wi t hout words have
meani ng and underst and t he meani ng of
common si gns and symbol s
, @, $, &
underst and t hat l ayout and present at i onal
f eat ures of si mpl e t ext s can hel p readers
predi ct purpose and ai d underst andi ng
Recogni se t he purpose of si mpl e t ext s
encount ered i n dai l y l i f e, e.g. advert , appoi nt -
ment card, f orm, road si gn, greet i ngs card.
Recogni se t he use of capi t al l et t ers and bol d
f or i mport ant words, e.g. DANGER.
know t he l anguage t o descri be purposes of
t ext s at t hi s l evel and t o descri be f unct i on
e.g. t o gi ve i nf ormat i on, t o sel l , t o send
good wi shes, t o warn; a request , a warni ng,
a greet i ng
understand that cultural conventions affect
even simple texts and that it is useful to know
this in order to understand their purpose
In Bri t ai n i t i s common t o send bi rt hday
cards, Get wel l cards, and cards t o wi sh
peopl e good l uck or t o congrat ul at e t hem.
recogni se convent i onal phrases used i n
part i cul ar cont ext s
Happy bi rt hday. Best wi shes
Entry 1
Sample activities
Learners look at a bill and answer oral quest ions, obt aining specif ic inf ormat ion by scanning f or
key words and symbols, e.g. What kind of bill is it ? How much is t here t o pay? When must t he
payment be made?
Learners go around the college building or library with a worksheet showing common signs, some of
which express prohibition, and tick them off as they see them. In the classroom they are asked how
many of the signs tell them that they cannot do something, and how they know. Learners are asked
what signs they could put up in their classroom, using those they saw as a model.
Learners discuss what t he most import ant words in a part icular t ype of t ext are likely t o be
(e.g. in an advert , an appoint ment card) in order t o see t hat it is not necessary t o read every word
in a t ext t o obt ain import ant inf ormat ion f rom it . Learners look at simple examples of advert s and
appoint ment cards and underline t he most import ant words.
In order t o learn t hat reading a t able involves looking vert ically and horizont ally, learners look at a
calendar and, if necessary, learn t he words t o describe it s f ormat : across, down, up. Learners are
t hen given dat es on cue cards and asked t o come t o a project ion of a calendar page on an OHT t o
f ind t heir dat e. Ot her learners give advice about going down, along, up, as appropriat e.
Using a very simple t able, learners t ick or cross t he correct answers about dat es and days,
e.g. 15 July is on a Monday, 26 and 27 July are a weekend.
Learners look at a variet y of simple t ext s and say what t heir purpose is, learning if necessary t he
vocabulary t o describe t he f unct ion as t hey engage in discussion, e.g. This is a post er f rom a
school; it gives inf ormat ion about a school f air. In small groups, learners sort t ext s int o piles
according t o t heir purpose and t hen say what t he purpose of t he t ext s in each pile is.
read and understand
t opi cs
narratives
Learners are asked t he meaning of a set of symbols on large f lashcards:

Learners work in pairs wit h symbols on cue cards, pract ising recognit ion.
Looking at , and ident if ying, appoint ment cards, let t ers, signs, bills, learners are asked whet her
t hey look similar t o t hose in t heir own languages and what t he dif f erences and similarit ies are.
Learners work in groups, answering oral quest ions in a quiz relat ed t o t he layout and purpose of
dif f erent t ypes of t ext . The group wit h most correct answers wins.
Learners look at a range of greet ings cards, e.g. some blank, some saying Good luck, Happy
birt hday, Get well soon. Learners are asked when t hey would send t hese cards, and t o whom.
Learners discuss whet her people send cards like t hese in t heir own count ries and if ot her kinds of
card are sent .

Core Curriculum
understanding
level descriptor
Grammar and punctuation Rs/E1 Sentence focus
Reading
(Rs/E1)
read and recognise simple sentence
structures
devel op awareness of t he concept of a
sent ence
Read si mpl e sent ences and check f or sense,
e.g.: My son goes t o school . He i s si x years
ol d.
1a
use punctuation and capitalisation to
aid understanding
know t he name and devel op underst andi ng
of t he f unct i on of a f ul l st op and i ni t i al
capi t al l et t er i n a sent ence, and appl y t hi s
knowl edge t o hel p wi t h readi ng
Read a hospi t al appoi nt ment card t o f i nd out
t he dat e and doct or' s name.
Read a short , si mpl e t ext and i dent i f y t he
pl ace names, e.g.:
I come f rom Mozambi que. Mozambi que i s i n
Af ri ca.
1b
recogni se common pat t erns of si mpl e
sent ences f or st at ement s, e.g.
subj ect verbobj ect
subj ect verbpreposi t i onal phrase
She l i kes chocol at e.
He l i ves i n London.
recogni se t hat i nst ruct i ons usual l y st art
wi t h t he verb
Keep l ef t .
Press t he but t on.
recogni se t he i mport ance of word order i n
si mpl e sent ences i n Engl i sh, and i t s ef f ect
on t he meani ng
Suzanna l oves Chri st obel Chri st obel l oves
Suzanna.
recogni se t hat not al l t ext s consi st of whol e
sent ences
recogni se t hat f ul l st ops mark grammat i cal
boundari es
know t hat capi t al l et t ers are used f or t he
begi nni ng of names, dat es and pl aces and
f or t he personal pronoun I, and appl y t hi s
knowl edge t o ai d underst andi ng
St op, Danger, Cl osed, No Smoki ng, Way In,
Surgery Hours
Entry 1
Sample activities
As a preamble t o recognising common sent ence pat t erns and t he concept of sent ences, learners
read some simple sent ences on an OHT and respond t o quest ions relat ed t o t he meaning. They
are asked how t hey can t ell where one sent ence begins and anot her ends, and whet her t his is
import ant . They t hen reconst ruct t he sent ences using cards t hat have t he part s of t he sent ence
(e.g. subject , verb, object ) in dif f erent colour. Learners are asked t o subst it ut e own words int o
model sent ences and t o choose what colour card t hey will use f or t he new words.
To recognise t hat inst ruct ions usually st art wit h a verb, learners list en t o and respond t o some
simple inst ruct ions. They t hen read t he same inst ruct ions wit h t he verb highlight ed in colour and
are asked about t he posit ion of t he verb and whet her t his is import ant . Learners are t hen asked
t o gap-f ill t hese inst ruct ions, using a cue card t o f ill t he gap where t he verb is missing.
Using a language-experience t ext t hat t hey have previously worked on, learners are asked t o read
a simple sent ence f rom it and look at t he import ance of word order, e.g. My sons love dogs.
Learners are asked whet her t he meaning is t he same if you rearrange t he word order, e.g. Dogs
love my sons. Each word in t he sent ence is given a number and writ t en out on t he whit e board
wit h t he number above it .
1 2 3 4
My sons love dogs
Learners are asked t o t ranslat e t he sent ence int o t heir own language and writ e it down, if t hey
are lit erat e in t heir language, using separat e cards f or each word and giving t he words t he same
numbering as t hose in t he English sent ence. They t hen st ick t he cards above t he English words,
look at all t he sent ences and compare similarit ies and dif f erence bet ween English and t heir own,
and ot her learners, languages.
Learners read a simple, f amiliar t ext aloud and discuss t he purpose of init ial capit al let t ers and
f ull st ops in t he sent ences. Learners compare t his wit h t heir own languages and discuss
similarit ies and dif f erences.
Learners read a simple t ext f rom a monit or and highlight t he f ull st ops and init ial capit al let t ers.
They t hen print out t he t ext and circle t he f ull st ops, underlining t he init ial capit al let t ers.
Using a language-experience t ext t hat t hey have previously worked on, wit h a number of proper
nouns and t he pronoun I, learners f ind all t he words t hat begin wit h a capit al and, in pairs, say
why t hey are used. Learners discuss t heir ideas wit h t he whole group. Learners compare t he use
of capit als in English wit h use in t heir own languages.
read and understand
t opi cs
narratives
Core Curriculum
Reading
(Rw/E1)
understanding
level descriptor
recognise a limited number of words,
signs and symbols*
underst and t hat some words are key
personal words f or t hem and t hei r si t uat i on
Read and i dent i f y t hei r own name, t hei r
count ry of ori gi n, t he name of t he t own t hey
l i ve i n.
1a
underst and t hat some words and symbol s
occur i n t ext s more f requent l y t han ot hers,
e.g.: art i cl es a, t he, an; f orms of verb t o
be, t o have; preposi t i ons i n, at , on, wi t h,
by; negat i ves no, not
appl y st rat egi es t hat hel p i n t he recogni t i on
of hi gh-f requency whol e words, i ncl udi ng:
t he space bet ween words, t he l engt h and
shape of words, i ni t i al l et t er recogni t i on,
associ at i on wi t h words i n Engl i sh and ot her
l anguages, associ at i on wi t h si gns and
symbol s used i n ot her l anguages and
cul t ures
underst and and recogni se use of i n, out ,
of f , down, i n si gns
Way i n, Way out , Keep of f , Sl ow down.
Vocabulary, word recognition and phonics Rw/E1 Word focus
possess a limited,
meaningful sight
vocabulary of words,
signs and symbols
1
use knowledge of basic soundletter
correspondence to help sound out
unfamiliar words
recogni se t he basi c correspondence
bet ween sounds (phonemes) and l et t ers
(graphemes)
underst and t hat t hese sounds and l et t ers
may be di f f erent f rom sounds and l et t ers i n
ot her al phabet i c l anguages
be aware t hat cert ai n common graphemes
are used at t he begi nni ng, mi ddl e and end
of words
Read and underst and a very si mpl e t ext
cont ai ni ng f ami l i ar and a f ew unf ami l i ar
words wi t h i ni t i al , medi al and f i nal
consonant l et t er sounds and short medi al
vowel sounds.
2a decode simple, regular
words
2
Entry 1
Sample activities
In order t o recognise and pract ise whole-word and symbol recognit ion, learners play a range of
games such as pelmanism and bingo, wit h words t hey have previously learnt in class.
Learners read and recognise key ICT icons and words, e.g. File, Open, Save and mat ch f lashcards
of icon wit h f lashcards of word.
Learners mat ch key personal words against words in sent ences t aken f rom t heir own writ ing,
previously done as a language-experience act ivit y, using cue cards.
Learners keep a card index f ile wit h t heir personal key words and pract ise recognising t hem on
sight .
Learners read simple t ext s and underline st ruct ural words t hat occur f requent ly and pract ise t hem
by playing snap.
Working in pairs, learners pract ise recognising f ive high-f requency words t aken f rom a t ext read
in class, and t est each ot her, using cue cards.
Learners draw an out line around personal key words t o ident if y word shape, and t race wit h t heir
f inger.
Working f rom a simple t ext , learners f ocus on sounding out t he int ial or f inal phoneme and
linking it t o a part icular let t er t hat recurs in t he t ext : bbus, bboys, bbank.
read and understand
t opi cs
narratives
Learners mat ch t he pict ure of an object wit h t he let t er represent ing it s init ial, medial or f inal
sound.
Learners ident if y words st art ing wit h t he same init ial sound, e.g. names of learners in class
Mart a, Massimo, Miriam.
Learners build up phonic word banks, keeping new words t hey have learnt t o read in vocabulary
books, on cards housed in card index boxes, et c., working f rom sight vocabulary in cont ext s of
int erest t o learners.
Core Curriculum
Reading
(Rw/E1)
understanding
level descriptor
identify the letters of the alphabet in
both upper and lower case
recogni se t hat t he l et t ers of t he al phabet
occur i n a part i cul ar sequence, and begi n t o
be abl e t o sequence t hem*
3a
recogni se t hat t he l et t ers of t he al phabet
can be represent ed i n di f f erent ways, f or
i nst ance i n di f f erent t ype st yl es or
handwri t t en, i n upper or l ower case
Read and underst and words i n pri nt and i n
handwri t i ng, e.g. t hei r name i n a message
and t yped i n a l et t er.
Read and underst and t he same si gn i n l ower
and i n upper case, e.g.: PUSH, push;
INFORMATION, i nf ormat i on.
recognise digits
underst and words and abbrevi at i ons used
i n combi nat i on wi t h ot her symbol s and
di gi t s
3b
Read and underst and di gi t s 19 and some
hi gher numbers, dependi ng on t hei r cont ext s
and need t o read, e.g. i f t hey l i ve at f l at 105.
Read and underst and dat es.
Read and underst and symbol s f or money,
e.g. , $
be aware t hat i n Engl i sh t he names of t he
l et t ers and sounds are di f f erent
recogni se t he sound and name of t he
l et t ers of t he al phabet
underst and and use t he words vowel and
consonant
Sound (k) and name (kei ).
Vocabulary, word recognition and phonics Rw/E1 Word focus
recognise the letters of
the alphabet in both upper
and lower case
3
Entry 1
Sample activities
Learners mat ch set s of words writ t en in upper and lower case, e.g. TOILET, t oilet .
Learners sort let t ers int o alphabet ical order, working in groups of f ive let t ers at a t ime.
Learners sort words int o alphabet ical order, using init ial let t er.
Learner mat ch let t ers writ t en in dif f erent f ont s and highlight t he same let t ers print ed in dif f erent
sizes and f ont s in a post er.
Learners t ype let t ers read aloud, f ollowing inst ruct ions f or upper and lower case.
Learners learn t he names of t he let t ers in t heir names and addresses, sounding out t he let t ers as
t hey go. Learners event ually learn t o sound out , recognise and name t he whole alphabet , using
words of import ance t o t he individual learner.
read and understand
t opi cs
narratives
Learners mat ch numbers 19, mat ching

handwrit t en numbers t o t yped ones.
Learners mat ch writ t en numbers 19 t o

digit s.
Learners play money/ prices bingo.

The words learners need to read will depend on their reasons for
reading, e.g. employment, college course, childcare, benefits,
enjoyment. The following are suggestions only: the needs and
interests of individual learners will determine which words they need
to be able to read.
Social sight vocabulary
Danger
Toilets
Exit
Way in
Way out
Office
Reception
No smoking
right, left
High-frequency words
a, an, the, of, to, in, on, off, out, from, with, there, is, are, am,
has, have, work, live, like, want, speak, going, shopping, go, can,
come, I, she, he, we, they, you, no, not, me, my, and, but
Core Curriculum
understanding
level descriptor
Writing composition Wt/E1 Text focus
Writing
(Wt/E1)
use written words and
phrases to record or
present information
compose very simple text to
communicate ideas or basic information
become aware t hat words on t he page are
a way of represent i ng i deas and
i nf ormat i on, by wri t i ng or copyi ng wi t h
underst andi ng a very si mpl e t ext
Compose si mpl e t ext s, ei t her by wri t i ng or
copyi ng wi t h underst andi ng, e.g. f i l l i n a
l i mi t ed number of personal det ai l s on a
f orm.
1 1a
deci de what t o i ncl ude i n very si mpl e t ext s Address an envel ope.
Leave a message f or a f ri end or col l eague.
communi cat e i deas and basi c i nf ormat i on
i n very si mpl e t ext s
Wri t e about sel f i n cl ass, usi ng i mport ant
names and words of personal si gni f i cance,
e.g. own name, chi l drens names, count ry of
ori gi n.
Wri t e numbers and dat es accurat el y, e.g.
t he days dat e, dat e of bi rt h, t el ephone
number, post al code.
i dent i f y possi bl e readers: sel f , t eacher,
of f i ci al bodi es
Ent er user/ l og-on name and password t o get
i nt o t he comput er.
be aware of t he basi c convent i ons and
l ayout of di f f erent ki nds of si mpl e wri t t en
t ext s, e.g.: usi ng a si mpl e sent ence i n a
narrat i ve; f i l l i ng i n det ai l s on a f orm as
short answers, not f ul l sent ences; l ayout of
a l i st ; l ayout of an envel ope
Example texts at this level
A short personal st at ement :
My name i s Sal ma.
I come f rom Somal i a.
I am a st udent .
A not e t o school :
Dear teacher,
Maria is ill today. Sorry.
Mrs Gonzales
A si mpl e f orm:
Name: ....................................................................
Address ..................................................................
...................................................................................
...................................................................................
Telephone No: ....................................................
Signature: ..............................................................
Date: .......................................................................
Entry 1
Sample activities
Learners collectively compose a text, using language experience to explore the link between
spoken and written words. They begin by talking about a topic of interest (e.g. the area they live
in) from a range of stimuli photos and postcards of their town, a simple map of the area, etc.
Learners communicate ideas and information, which is written down as a simple text on an OHT
or white board. The text is read back, and learners suggest or agree to changes to their
composition. All the learners read the text. This is repeated as often as necessary. The text is
photocopied and cut up into sentences for the learners to reconstruct. The process is repeated,
cutting up the text into phrases and then into words. The learners reconstruct the text in small
groups, reading aloud as they go, checking back against a master of the whole text. Once learners
feel confident about reading their text, they can copy it by hand and then word process it.
Learners can illust rat e t ext s t hey have composed and produce class books.
Learners look at some very simple model t ext s and answer quest ions about t he cont ent ,
e.g.: What s her name? Where is she f rom? Learners t hen suggest what ot her inf ormat ion t hey
could put in t his kind of t ext , e.g. her age, what language she speaks.
Learners communicat e basic inf ormat ion about t hemselves, f orming a simple t ext in reply t o a
series of st ruct ured quest ions, e.g.
(a) What s your name? My name is Suria.
(b) Where do you come f rom? I come f rom Iraq.
Learners read a very simple model t ext and t hen subst it ut e some of t he words t o creat e t heir
own composit ion:
My name is Koung Heng. I live in Burnley. I am married.
My name is Helena Kellner. I live in Leeds. I am single.
Learners t race over sent ences or words in t he model, gap-f ill key words or copy t he t ext . Learners
can t hen word process t heir own composit ion.
Learners t alk about t he kinds of t ext t hey need t o writ e, and ident if y possible readers, e.g. not es
t o childrens schools, not e t o a colleague, applicat ion f orms f or jobs, cheques. Learners look at
and read some simple t ext s and decide who t hey are aimed at a childs t eacher, a possible
employer, a colleague.
Using a simple let t er, an appoint ment card, a simple print ed invit at ion, a very simple short
narrat ive, a list , learners are asked t o compare t he dif f erences and similarit ies in t he layout and
language: Do t hey look t he same? Do t hey all use sent ences?
As a preamble t o looking at f orm-f illing convent ions, learners look at examples of simple f orms
and discuss t hem, e.g.: Are f orms import ant in t he UK? Are f orms import ant in your count ry?
Learners are t hen read a short t ext about a person and shown a simple f orm wit h his or her basic
det ails f illed in. They t hen discuss basic convent ions of f orms, e.g. no sent ences, use of capit als,
black ink.
write to communicate
i nf ormat i on t o an i nt ended
audi ence
in documents such as forms,
lists, messages, notes,
records
Core Curriculum
understanding
level descriptor
Writing
(Ws/E1)
construct a simple
sentence
construct a simple sentence, using
basic word order and verb form
show underst andi ng of :
(a) t he concept of a sent ence and t hat
sent ences can be put t oget her t o make
t ext s
Wri t e a si mpl e post -card, e.g.:
Dear Raj
I amin Newcastle. It is cold.
I like the river.
See you soon
Ho
1 1a
(b) common pat t erns f or si mpl e
st at ement s, and be aware t hat t hi s may
di f f er f rom t he word order i n t hei r ot her
l anguages, e.g. i n Turki sh t he common
word order i s subj ect obj ect verb
(c) how word order and auxi l i ary verbs are
used t o f orm si mpl e quest i ons
(d) appropri at e verb f orm t o use f or
commands/ i nst ruct i ons
Subj ect verbobj ect
I have a son.
Subj ect verbpreposi t i onal phrase
I am i n London.
Where do you l i ve?
Come t omorrow.
show underst andi ng t hat si mpl e sent ences
have di f f erent f unct i ons, e.g. t o make
st at ement s (posi t i ve and negat i ve), t o ask
quest i ons, t o gi ve a command or i nst ruct i on
Manu
Dont go. Back in 5 minutes.
Rahel
Grammar and punctuation Ws/E1 Sentence focus
punctuate a simple
sentence with a capital
letter and a full stop
use basic punctuation to aid understand-
ing of where sentences begin and end
use capi t al l et t ers at t he st art of sent ences
and f ul l st ops at t he end and underst and
t hat wri t ers use t hese rul es t o mark of f one
sent ence bl ock f rom anot her, whi ch hel ps
t he reader f ol l ow t he t ext
Wri t e a short t ext of more t han one si mpl e
sent ence, usi ng a model where appropri at e,
showi ng sent ence boundari es by t he use of
f ul l st ops and capi t al l et t ers, e.g.:
My daught er i s si x. She goes t o school . She
l i kes her t eacher.
2 2a
use capi t al l et t ers f or names, pl aces and
when wri t i ng dat es
Address an envel ope, usi ng capi t al l et t ers
accurat el y at t he begi nni ng of name and
pl ace name.
underst and t hat a l i ne of wri t i ng i s not
necessari l y t he same as a sent ence
Wri t e a short not e wi t h day or dat e, e.g.:
Milkman
3 pints on Tuesday
Thank you
know and underst and t he t erms capi t al
l et t er, f ul l st op and sent ence
underst and t hat t he use of capi t al l et t ers
and f ul l st ops i n l earners ot her l anguages
may be di f f erent , e.g. t here are no capi t al
l et t ers i n Arabi c
Entry 1
Sample activities
In a language-experience act ivit y, learners f ocus on how t he t ext is made up of individual

sent ences. Learners are asked where t he f ull st op is, and what it indicat es. Does it show t he end
of one piece of inf ormat ion? Does it show t he end of one idea? What comes next ? Learners
compare wit h t heir own languages.
Learners are given a simple model t ext t o read t o analyse t he pat t ern of simple st at ement s,
e.g.: I come f rom Kashmir. I live in Bradf ord. I dont have children. In small groups or pairs, t hey
are given t he words of t he f irst sent ence, each on dif f erent coloured card and asked t o
reconst ruct t he sent ence. They repeat t he same process wit h t he ot her t wo sent ences. Learners
are asked t o subst it ut e t he word live in t he second sent ence f or anot her verb and t o make up
new sent ences of t heir own, e.g.: I work in Bradf ord. I st udy in Bradf ord.
Learners are asked whet her t he word order is t he same in t heir languages as in English. Learners
who are lit erat e in t heir own language can be asked t o t ranslat e one of t he sent ences and writ e
it on t he whit e board, below t he sent ence in English. Discuss t he word order. What does it say?
Does it say I in Bradf ord live? Is t he word order t he same?
Learners are t aught / shown t he meaning of t he word verb, t hrough a demonst rat ion of act ions
and short inst ruct ions or commands t hat all t he class have t o f ollow, e.g. Please st and up, close
your eyes, shake your head. Learners t hen give each ot her more short inst ruct ions and
commands, and writ e inst ruct ions out .
audi ence
records
Learners discuss and compare t he use of capit al let t ers and f ull st ops at t he beginning and end of
sent ences in English wit h learners own languages, using model sent ences and t ext s. They t hen
pract ise wit h t he same t ext s, put t ing back t he capit als and f ull st ops t hat have been t aken away.
Some learners can go on t o pract ise put t ing capit al let t ers and f ull st ops in ot her t ext s on screen.
Learners t alk about t he mont h and day t heir birt hdays f all on. They look at a calendar wit h t he
mont hs of t he year and check t he day t heir birt hday f alls on t his/ next year. They look at and
compare t he way dat es can be writ t en (e.g. 6/ 7/ 01, 6 July 2001, July 6) and discuss t he way
dat es are writ t en in t heir languages.
Learners f ocus on t he use of capit al let t ers f or mont hs and days, looking at simple t ext s t hat use
dat es e.g. let t ers, f orms, appoint ment cards and pract ise writ ing or copying wit h
underst anding t he dat e f rom t he board and t heir own dat es of birt h.
Core Curriculum
understanding
level descriptor
Writing
(Ws/E1 Ww/E1)
use a capital letter for
personal pronoun I
use basic punctuation to write about
oneself
be aware t hat t he l et t er I on i t s own i s a
word as wel l as a l et t er
be aware t hat t he word I i s al ways spel t
wi t h a capi t al
be aware t hat t he l et t er I i s of t en used at
t he begi nni ng of a sent ence
Compose sent ences about t hemsel ves,
usi ng a model where appropri at e, usi ng t he
personal pronoun I, e.g. I l i ke sun. I dont
l i ke wi nt er.
3 3a
Grammar and punctuation Ws/E1 Sentence focus
understanding
level descriptor
use and spell correctly some personal
key words and familiar words*
devel op knowl edge of cont ext -based
personal vocabul ary
devel op knowl edge of st ruct ural words and
key verbs i n si mpl e t ext s
Bui l d a cont ext -based personal vocabul ary,
e.g.:
School : t eacher, l esson
Fami l y: mot her, son
Count ry: Somal i a, Mogadi shu
Key verbs: l i ve, come, l i ke
St ruct ural words: i n, t he, of
1a
Spelling and handwriting Ww/E1 Word focus
spell correctly some
personal key words and
familiar words*
1
Entry 1
audi ence
records
Learners f ocus on t he use of capit al let t ers f or t he pronoun I, peoples names, place names and
addresses in English. They compare wit h convent ions in t heir own languages and pract ise using
capit als correct ly by correct ing and gap-f illing simple t ext s f rom which t he capit al let t ers have
been omit t ed. Some learners may be able t o pract ise wit h simple dict at ions; ot hers simply copy
t heir addresses correct ly.
Sample activities
Learners f ocus on spelling key vocabulary

relevant t o t heir own experience, e.g.
writ ing t heir own name and address,
writ ing about t heir f amily. Using a model
list ening/ reading t ext learners are asked t o
ident if y key words, e.g.: mot her, f at her,
brot her. They t hen pract ise developing
whole-word recognit ion of t hese words
t hrough: pict ureword mat ching and
wordword mat ching of set s of cards,
labelling pict ures, bingo games,
pelmanism, snap, sort ing words int o
cat egories, f illing in a simple t ask sheet .
Learners complet e a simple f amily t ree.
Learners f ocus on st ruct ural words in

simple t ext s t hat t hey have read (e.g. in, at ,
t he) and key verbs (e.g. is, live, work) and
pract ise developing whole-word
recognit ion. They t hen use t he simple t ext s
t o pract ise writ ing t he words, t hrough gap-
f illing and dict at ion.
Spelling
It is important for adult ESOL learners to be able to recognise the
basic soundsymbol relationships and common letter patterns in
words that are of real interest to them as individuals, working from
a context. The order in which these sounds and patterns will be
taught will depend on the words learners want and need to write.
Phonics (soundletter correspondence)
recognise initial, middle and final consonants
recognise consonant digraphs ch, sh, the
recognise medial short vowel sounds in simple words, e.g. hat
write correct initial letters in response to the letter sound, word,

object or picture
recognise and name each letter of the alphabet and be aware of

alphabetical order
write final consonants in simple words, e.g. shop
write correct letter corresponding to short middle vowel sounds in

simple words, e.g. hat
Patterns
Some suggestions for taking common patterns from texts learners
want or need to write.
I live in Southwark. Southwark is in south London. I live in a big
house.
Other words with ou our, four, pour.
Learners are encouraged to group the words visually, and/or by sound.
Core Curriculum
Writing
(Ww/E1)
develop strategies to aid spelling*
underst and and appl y some st rat egi es f or
rememberi ng words t hey want t o spel l ,
e.g. use si mpl e mnemoni c, hi ghl i ght
common l et t er combi nat i ons i n col our
underst and t he val ue of usi ng vi sual
memory t o l earn Engl i sh spel l i ngs
sound l et t ers out and segment a word i nt o
syl l abl es as a spel l i ng st rat egy*
1c
understanding
level descriptor
Spelling and handwriting Ww/E1 Word focus
use knowledge of basic sound-letter
correspondence and letter patterns to
aid spelling*
underst and t hat l et t ers (graphemes) or
l et t er combi nat i ons represent cert ai n
sounds (phonemes), and t hat i n Engl i sh t hi s
rel at i onshi p i s compl ex
underst and t hat t here are more sounds
t han l et t ers i n Engl i sh and t hat t hese may
not correspond t o sounds i n t hei r ot her
l anguages
use basi c soundsymbol correspondence t o
hel p spel l words t hey want t o wri t e, as
appropri at e t o i ndi vi dual l earners*
st art t o use knowl edge of common l et t er
pat t erns i n Engl i sh t o hel p spel l words t hey
want t o wri t e
l earn t he t erms vowel and consonant and
st art t o appl y t hem t o spel l i ng
Hear, i dent i f y and pract i se wri t i ng, i n a
meani ngf ul cont ext f or t he l earners, words
wi t h:
i ni t i al , medi al and f i nal consonant sounds
short , medi al vowel sounds
i ni t i al and f i nal di graphs, such as ch, sh
1b
Entry 1
Learners pract ise spelling key words in cont ext , f ollowing discussion, reading and writ ing of
simple t ext s. Learners look at and t ry out dif f erent st rat egies f or remembering spelling, f ocusing
on t he part of t he word t hat present s dif f icult ies: circling or colouring t he part of t he word t hey
have problems wit h; sounding out t he spelling phonet ically and pronouncing silent let t ers;
segment ing words int o syllables; breaking words up int o part s, e.g. yest erday; looking f or
words wit hin words, e.g. f oot ball, week end; using colour or split t ing up words t o highlight visual
f eat ures, e.g. L ee ds, L on d on, So mali a; using a personal mnemonic; using Look Say Cover
Writ e Check.
Learners choose f ive key words f rom t heir own writ ing t o learn t o spell. They pract ise in pairs,
using st rat egies t hat suit t heir learning st yle, helping and t est ing each ot her bef ore being given a
spelling quiz.
Sample activities
audi ence
records
Learners ident if y let t ers linked t o init ial sounds of personal key words, using let t erpict ure
mat ching, personal vocabulary book, gap-f illing of init ial let t ers.
Learners go on t o ident if y let t ers and digraphs linked t o sounds in ot her posit ions, as appropriat e
t o t heir knowledge and need.
Learners build up phonic word banks, keeping new words t hey have learnt t o writ e or copy in
vocabulary books, on cards housed in card index boxes, always working f rom cont ext s of
personal int erest .
Learners work on recognising let t er pat t erns (e.g. right, light) in words t hey use and read in
simple t ext s. Learners look at t he words in cont ext , ident if y what t hey have in common and say
t he let t er combinat ion. Learners t race t he words in t he air and pract ise t hrough gap-f illing wit hin
simple sent ences. Learners pract ise t he pat t erns t hrough Look Say Cover Writ e Check and t hen
writ e or copy t wo simple sent ences of t heir own, using t he words.
Core Curriculum
Writing
(Ww/E1)
form the letters of the alphabet using
upper and lower case
f orm t he l et t ers of t he al phabet wi t h some
accuracy i n upper and l ower case,
devel opi ng knowl edge of where t o st art
and t he way i n whi ch t he l et t er i s usual l y
f ormed
underst and when l ower and upper case are
general l y used, e.g. l ower case i s used f or
normal t ext , but upper case i s used f or t he
f i rst l et t er of names, pl aces and dat es, and
may al so be used f or emphasi s or ef f ect , as
i n an advert
Wri t e name, dat e and key words on records
of work.
2a
2b
hol d and cont rol pen ef f ect i vel y
wri t e f rom l ef t t o ri ght , and devel op
awareness of how t he hand moves i n order
t o do t hi s*
space l et t ers and words appropri at el y and
proport i on l et t ers i n rel at i on t o t he l i ne*
Wri t e short personal st at ement s usi ng a
model , spaci ng words appropri at el y and
posi t i oni ng t hem on t he l i ne.
name some of t he l et t ers of t he al phabet
form digits
f orm di gi t s 1 t o 9 wi t h some accuracy,
devel opi ng knowl edge of where t o st art
and t he way i n whi ch t he number i s usual l y
f ormed
Take down phone number and name spel t
al oud by anot her person.
write the letters of the
alphabet using upper and
lower case
2
understanding
level descriptor
Entry 1
Learners t race pat t erns/ shapes of let t ers and t hen go on t o copy or complet e pat t erns/ shapes.
They draw shapes of let t ers in air and f ill in dot t ed out line of let t ers.
Learners discuss t he f ormat ion of let t ers, in lower and upper case, learning t hem simult aneously:
where t o st art each let t er, direct ion, which let t ers have bodies, legs, et c. Learners go on t o
t race let t ers and short words.
Using t heir f inger t o f ollow t he direct ion of writ ing in a simple t ext , learners discuss t he direct ion
of ot her script s and languages. Learners writ e simple sent ences on t he board in t heir languages,
and compare t hese wit h English.
Learners writ e or copy wit h underst anding words wit hin lined spaces, using double-lined paper.
Looking at sent ences on t he board or OHT, learners not e t he space bet ween words. They look at
examples of badly spaced words wit hin sent ences and of words t hat are poorly posit ioned on t he
line. They are asked t o say what t he problem is and how it could be resolved, e.g. using t he t ip of
t he pen t o mark t he gap bet ween one word and t he next .
Learners word process sent ences, f ocusing on t he use of t he space bar t o make spaces bet ween
words.
Learners play games f or learning t o name t he let t ers: pelmanism, bingo, happy f amilies.
Learners spell t heir names t o each ot her and writ e t hem down.
Following a discussion of t he f ormat ion of numbers, where t o st art each number, direct ion, which
ones have bodies, legs, et c., learners t race and f ill in dot t ed out line of numbers. They t hen ask
each ot her t heir t elephone numbers and writ e t hem down.
Learners list en t o a list of numbers and t ype t hem in order. They t hen print t hem out and check
t hem against original hard copy.
Learners writ e or copy wit h underst anding t heir house and t elephone number on a simple f orm.
audi ence
records
Sample activities
An example of an integrated activity
Core Curriculum
Integrated activity
Teaching focus: Reading
Rw/E1.1a recognise a limited number of words, signs and symbols
appl y st rat egi es t hat hel p i n t he recogni t i on of hi gh-f requency whol e words, i ncl udi ng t he space
bet ween words, t he l engt h and shape of words, i ni t i al l et t er recogni t i on
Rs/E1.1b. use punctuation and capitalisation to aid understanding
know t he name and devel op underst andi ng of t he f unct i on of a f ul l st op and i ni t i al capi t al l et t er i n a
sent ence, and appl y t hi s knowl edge t o hel p wi t h readi ng
recogni se t hat f ul l st ops mark grammat i cal boundari es
Rt/E1.1a. follow a short narrative on a familiar topic or experience
t rack t ext s i n t he ri ght order, l ef t t o ri ght , t op t o bot t om
use a range of t ext -l evel st rat egi es t o get meani ng f rom t ext , t hei r own knowl edge of cont ent and
cont ext of t he t ext as a whol e
Rt/E1.1b. obtain information from texts
be aware t hat readi ng a t abl e i nvol ves l ooki ng hori zont al l y and vert i cal l y t o obt ai n i nf ormat i on
Related skills:
Speaki ng: 3b. Ask f or i nf ormat i on
Context: The local area
Introduction
Int roduce t he t heme: Where we live, our area. Usi ng appropri at e pi ct ures, el i ci t t he
names of pl aces and servi ces (e.g. st at i on, school , post of f i ce): What i s t hi s? Is t here a
post of f i ce near you? and put pi ct ures on whi t e board or on wal l as each i s named. El i ci t
ot her pl aces t he l earners know and have i n t hei r area. Check underst andi ng and
pronunci at i on of vocabul ary. Wri t e words on cards f or l earners t o read, and pl ace t hem
under t he pi ct ures. If some l earners f i rst l anguages have si mi l ar words, el i ci t what t he
word i s i n t hei r l anguage. Encourage begi nner readers t o use t echni ques f or recogni si ng
words on si ght : si mi l ar i ni t i al l et t ers i n st at i on, school , sport s cent re, surgery; shape of
word, e.g. col l ege; l engt h of word, e.g. park, l i brary.
Show a map of your l ocal area (wal l map, OHP, sket ch map on board). Get l earners t o
t ake a pi ct ure or card wi t h a pl ace name on i t , and put i t i n t he correct pl ace on t he map.
Encourage t hem t o say somet hi ng, whi l e t hey do t hi s, about t he pl ace and l ocat i on (usi ng
preposi t i ons), e.g. The l i brary i s here; i t s near my house. Encourage i nt eract i on, and
check accuracy of l ocat i on wi t h ot her l earners. Ask t hem t o say what t hey l i ke and dont
l i ke about t hei r area, e.g. I l i ke t he park near my house. I dont l i ke t he t raf f i c. The school
i s round t he corner t hat s ni ce.
Wri t e not i ces on l arge cards, e.g. CINEMA, POST OFFICE, SPORTS CENTRE, BUS
STATION, CHEMIST, VIDEOS, SCHOOL, COMMUNITY CENTRE. Incl ude t he pl ace where
t he cl ass i s hel d. St i ck t hese cards on t he wal l around t he room. Learners are gi ven a cue
and have t o go and st and by t he correct not i ce:
Oral cues l earners have t o mat ch what t hey hear wi t h what t hey see. The cues can
be di rect (ci nema) or i ndi rect (You want t o see a f i l m). Learners go and st and by t he
CINEMA not i ce.
Wri t t en cues, f rom sl i ps wi t h t he names of t he pl aces (use t he same t ype as t hat on
t he cards) l earners read t he word on t hei r sl i p and mat ch i t wi t h t he word i n t he
l arger si ze on t he wal l . For a more chal l engi ng t ask, use di f f erent f ont s or cases
(e.g. l ower case on cue sl i p, upper case on not i ces round room) or wri t e i ndi rect cues,
e.g. Go and cat ch a bus.
Vocabul ary records: l earners who are l i t erat e i n roman scri pt can record t he words i n
t hei r personal vocabul ary record, under t he headi ng Places. Encourage l earners l i t erat e
i n t hei r f i rst l anguage t o wri t e t he t ransl at i on. Learners not l i t erat e i n roman scri pt shoul d
be gi ven key words t o st i ck i n t hei r vocabul ary books
Times and places
Int roduce some si mpl e not i ces wi t h days and t i mes, e.g. park openi ng hours, days and
t i mes of openi ng of post of f i ce and shops. Revi se days of t he week and t i me t el l i ng f rom
previ ous l essons, i f necessary. Learners st udy t he not i ces, payi ng at t ent i on t o t he l ayout
and how t he i nf ormat i on i s present ed.
Opt i onal l y, provi de a change of pace and f ocus by pl ayi ng a si mpl i f i ed recorded message
of ci nema t i mes. Ask l earners t o l i st en and ei t her say or wri t e down t he f i l ms and t i mes.
Present or el i ci t t he quest i on f orms needed when aski ng f or openi ng t i mes; pract i se
sayi ng t hem wi t h appropri at e i nt onat i on, e.g.:
What t i me does t he post of f i ce open?
Ni ne o cl ock. What t i me does i t cl ose on Thursdays?
One o cl ock.
Set up an i nf ormat i on-gap act i vi t y, i n whi ch l earners are provi ded wi t h some i nf ormat i on
and have t o f i nd out mi ssi ng i nf ormat i on f rom ot her peopl e. Thi s ki nd of act i vi t y provi des
a reason f or readi ng, and i nt egrat es speaki ng and l i st eni ng wi t h readi ng and wri t i ng. Two
vari at i ons pai r work and a mi ngl i ng act i vi t y are descri bed bel ow:
Pai rwork: prepare t wo worksheet s i n t abul ar f orm, wi t h di f f erent days/ t i mes on each.
Worksheet A
OPENING TIME CLOSING TIME
POST OFFICE 6.00pm (1.00pm Thursdays)
CHEMIST 8.30am
VIDEO SHOP 11.00am
Worksheet B
OPENING TIME CLOSING TIME
POST OFFICE 9.00am ____pm (______pm Thursdays)
CHEMIST 5.30 pm (l at e ni ght Fri day 9.30 pm)
VIDEO SHOP 10.30pm
Entry 1
Core Curriculum
Check t hat l earners are cl ear how t he gri d i s set out , l ooki ng hori zont al l y and vert i cal l y t o
obt ai n i nf ormat i on. They need t o underst and what i nf ormat i on t hey have and what t hey
need t o f i nd (t hi s coul d be done by put t i ng l earners i nt o groups wi t h t he same
worksheet ). Learners t hen work i n pai rs A and B t o ask and answer quest i ons t o
compl et e t he i nf ormat i on.
Mingling
Each person has i nf ormat i on about one pl ace (st ronger and weaker readers coul d be
pai red up t o work t oget her). Learners have a l i st of t hi ngs t o f i nd out and have t o go
round t he cl ass aski ng di f f erent peopl e. Encourage st ronger speakers t o ask f ul l er
quest i ons, e.g.:
A Excuse me, what f i l m i s on at t he Odeon?
B Sorry, I dont know.
A (t ri es agai n wi t h anot her person)
C Yes, i t s Ti t ani c.
A What t i me i s i t on?
C One t hi rt y, f our t hi rt y, and ei ght t hi rt y.
A Thanks.
Reading an information text
Prepare a si mpl e short i nf ormat i on t ext about one of t he pl aces ment i oned earl i er i n t he
l esson, e.g. a doct ors surgery, communi t y cent re. The exampl e bel ow i s based on a
f i ct i onal sport s cent re; i f possi bl e, use or adapt a l eaf l et about a real pl ace i n t he l ocal
area, chosen t o sui t t he cl ass.
WESTBURY SPORTS CENTRE
H e d d o n A ve n u e , We stb u ry
Do you live in Westbury? Do you like swimming, aerobics, badminton, table
tennis, keep fit? Then the sports centre is for you.
It is open every day:
MondayFriday 7.30am9.30pm
Saturdays and Sundays 8am4.30pm.
Prices are low, and there is a monthly or annual card for people who come
often.
For more information, come in and ask at the reception desk,
ring 0189 736450, or use our website www.westburysports.org.uk
Integrated activity
Entry 1
Learners ski m t he t ext and say what i t i s about . Ask t hem how t hey f ound out (t i t l e i n
capi t al l et t ers at t op, key words, e.g. names of sport s, f i gures f or openi ng t i mes).
Learners read t he t ext , or t he t eacher reads t he t ext t o l earners wi t h a l ow l evel of
l i t eracy. Ask quest i ons requi ri ng at t ent i on t o l ayout , e.g.:
Where i s t he Sport s Cent re? (address under name i n headi ng)
What can you do t o get more i nf ormat i on? (go t o recept i on desk, phone no./ web si t e at
end of t ext )
Is i t open on Tuesdays? (underst and t he meani ng of MondayFri day)
Get l earners t o work out t he meani ng of unknown words f rom t he cont ext :
e.g. aerobi cs comi ng bet ween swi mmi ng and badmi nt on i t must be a sport or game.
Hel p l earners i f necessary by aski ng al t ernat i ve quest i ons, e.g. Is aerobi cs a sport or a
pl ace?
Set t asks accordi ng t o l earners l i t eracy l evel s. Learners wi t h a basi c l evel of l i t eracy
coul d be asked t o poi nt t o words whi ch t he t eacher says, or t o hi ghl i ght words whi ch
t hey recogni se.
More f l uent readers can answer yes/ no comprehensi on quest i ons, e.g. Can you pl ay
badmi nt on at t he cent re? Is i t open on Sunday eveni ng?
A si mpl e i nf ormat i on t ransf er exerci se mi ght i nvol ve t i cki ng or f i l l i ng boxes accordi ng t o
t he i nf ormat i on i n t he t ext :
Tick the sports at the centre:
Swimming
Tennis
Table tennis
Badminton
Football
Write the opening times:
Tuesday
Sunday
Focus on punct uat i on, t o hel p l earners recogni se t hat f ul l st ops may correspond t o
i nt onat i on and pause i n spoken Engl i sh. One way t o do t hi s i s t o read part of t he t ext
al oud, and st op bef ore t he end of a sent ence, wi t h t he pi t ch of t he voi ce not f al l i ng,
e.g. There i s a mont hl y or annual card . . . Ask Is t hat t he end of t he sent ence? (No. Why
not ? Voi ce st ays up.) Then read a whol e sent ence, and l et t he voi ce f al l at t he end, e.g.
There i s a mont hl y or annual card f or peopl e who come of t en. Agai n ask Is t hat t he end
of t he sent ence? (Yes. How do you know? Voi ce f al l s.) Learners t hen l ook at t he t ext and
not e t he f ul l st op marki ng t he end of t he sent ence and t he capi t al l et t er marki ng t he
begi nni ng of t he next sent ence.
Rt/E1.1a. follow a short
narrative on a familiar topic or
experience
t rack t ext s i n t he ri ght order, l ef t
t o ri ght , t op t o bot t om
use a range of t ext -l evel
st rat egi es t o get meani ng f rom
t ext , t hei r own knowl edge of
cont ent and cont ext of t he t ext as
a whol e
Core Curriculum
Linking the integrated activity with other skills
Writing: Set t asks accordi ng t o l earners l i t eracy l evel s.
Wt/E1.1a compose very simple text to communicate ideas or basic information
Free wri t i ng f rom a model , expressi ng opi ni ons about t hei r area, e.g.:
I l i ve i n Tot t on. I l i ke t he park. I dont l i ke t he t raf f i c.
Ww/E1.1a use and spell correctly some personal key words, and familiar words
Gap-filling key words from the information text.
Spel l i ng qui z on key words.
Home study/independent learning
Prepare si mpl e t asks f or l earners t o do out si de cl ass, f i ndi ng out i nf ormat i on, e.g.:
Go t o t he l i brary and f i nd out t he openi ng t i mes. Phone your surgery and ask t he
openi ng t i mes on a Sat urday. Mat ch t asks t o l earners: some l earners may be abl e t o
cope wi t h t el ephoni ng t asks, ot hers may want t o go t o pl aces i n pai rs.
In t he next l esson, l earners report back on how t hey got on, and what t hey f ound
out .
Integrated activity
Communicative functions
Core Curriculum
At Entry 1, the grammatical forms given on the fold-out page opposite may be used to express a range of
communicative functions and notions, e.g.:
gi ve personal i nf ormat i on
ask f or personal i nf ormat i on
i nt roduce f ami l y and cl ose f ri ends
t el l t he t i me/ day, et c.
ask t he t i me/ day
express abi l i t y
enqui re about abi l i t y
say when you do not underst and
ask f or cl ari f i cat i on
check back
correct
spel l words al oud
descri be pl aces and t hi ngs
gi ve i nf ormat i on, as part of a si mpl e expl anat i on
gi ve si ngl e-st ep di rect i ons and i nst ruct i ons
make request s ask f or di rect i ons
enqui re about pri ces and quant i t i es
make request s ask f or somet hi ng
make request s ask someone t o do somet hi ng
respond t o a request
express l i kes and di sl i kes
express f eel i ngs
express wi shes
express vi ews
agree and di sagree
apol ogi se
express a pref erence
express t hanks
greet
respond t o greet i ngs
descri be heal t h and sympt oms
i nvi t e and of f er
accept
decl i ne
t ake l eave
Adult ESOL
Core Curriculum
Entry 1
Learners shoul d be encouraged t o t ry some of t he f ol l owi ng st rat egi es f or l earni ng on
t hei r own:
At home
Go over work done i n cl ass, read i t al oud, check underst andi ng.
Read pract i ce di al ogues t o t hemsel ves; t ry l earni ng t hem by heart .
Keep a new vocabul ary book and t ry t o l earn f i ve new words af t er each l esson.
Tape l essons, or part s of l essons, and pl ay t hem back at home.
Use sel f -access Engl i sh-l earni ng mat eri al s (books and t apes) at home f or ext ra
pract i ce or revi si on. Consul t t hei r t eacher about appropri at e mat eri al s.
Using the media
Try t o wat ch TV and underst and t he gi st , usi ng t el et ext ; l i st en t o t he radi o and pi ck
out key words; read headl i nes and si mpl e books i n Engl i sh every day, i f onl y f or a
short t i me. Ei t her ask Engl i sh-speaki ng f ri ends or rel at i ves t o expl ai n words, phrases
t hey do not underst and, or l ook words up i n a bi l i ngual di ct i onary.
Working with games
Pl ay si mpl e board games, cards or l anguage games (e.g. I Spy, Twent y Quest i ons)
wi t h Engl i sh-speaki ng f ri ends or rel at i ves.
Using libraries
Joi n t he l ocal l i brary. If l earners have chi l dren, t hey shoul d read wi t h t hem, and ask
t he chi l dren t o read t o t hem, as wel l as readi ng t o t he chi l dren.
Strategies for independent learning
Discourse
Adverbs andprepositional phrases
Adjectives
Verbforms andtime markers instatements, interrogatives, negatives andshortforms
Nounphrase
word order i n si mpl e st at ement s, e.g.:
subj ect verb obj ect
subj ect verb adverb
subj ect verb adj ect i ve
subj ect verb preposi t i onal phrase
word order i n i nst ruct i ons
word order i n compound sent ences, e.g.:
subj ect verb (obj ect ) + and/ but + subj ect verb (obj ect )
Simple sentences Simple andcompoundsentences
t here i s/ are + noun (+ preposi t i onal phrase)
t here was/ were/ t here i s goi ng t o be
cl auses j oi ned wi t h conj unct i ons and/ but / or
a l i mi t ed range of common verbs + i ng f orm
verb + i nf i ni t i ve wi t h and wi t hout t o
yes/ no quest i ons
wh quest i ons
quest i on words what / who/ where/ how much/ how
many
cont ract ed f orm of auxi l i ary
wh quest i ons
comparat i ve quest i ons
al t ernat i ve quest i ons
quest i on words when, what t i me, how of t en, why, how and expressi ons
st at ement s wi t h quest i on t ags, usi ng Ent ry 1 and 2 t enses
i mperat i ves and negat i ve i mperat i ves
regul ar and common i rregul ar pl ural s of nouns
very common uncount abl e nouns
personal pronouns
demonst rat i ves
det ermi ners of quant i t y
count abl e and uncount abl e nouns
si mpl e noun phrases
obj ect and ref l exi ve pronouns
det ermi ners of quant i t y any, many,
i ndef i ni t e art i cl e a/ an wi t h si ngul ar count abl e nouns
def i ni t e art i cl e t he
use of art i cl es i ncl udi ng: def i ni t e art i cl e and zero art i cl e wi t h uncount abl e
nouns; def i ni t e art i cl e wi t h superl at i ves
possessi ves: my/ your/ hi s/ her, et c.
possessi ve s and possessi ve pronouns
si mpl e present t ense of : be/ have/ do; common regul ar
verbs
have got i ndi cat i ng possessi on
present cont i nuous of common regul ar verbs
cont ract ed f orms of : subj ect and auxi l i ary; auxi l i ary
and negat i ve
si mpl e present t ense of : regul ar t ransi t i ve and i nt ransi t i ve verbs wi t h
f requency adverbs and phrases
si mpl e past t ense of regul ar and common i rregul ar verbs wi t h t i me
markers such as ago
f ut ure t i me usi ng: present cont i nuous; use of t i me markers
modal s: can + bare i nf i ni t i ve t o express abi l i t y; woul d
+ l i ke f or request s
modal s and f orms wi t h si mi l ar meani ng: must t o express obl i gat i on;
must nt t o express prohi bi t i on; have t o, had t o t o express need; coul d t o
make request s; coul dnt t o express i mpossi bi l i t y
use of si mpl e modal adverbs: possi bl y, probabl y, perhaps
use of on, of f , i n, out
very common phrasal verbs
common adj ect i ves af t er be
adj ect i ves and adj ect i ve word order
comparat i ves, regul ar and common i rregul ar f orms
common preposi t i ons and preposi t i onal phrases of
pl ace
preposi t i ons and preposi t i onal phrases of pl ace and t i me
si mpl e adverbs of pl ace, manner and t i me
use of i nt ensi f i er very
adverbs and si mpl e adverbi al phrases word order wi t h adverbs and
adverbi al phrases i ncl udi ng: sequenci ng: (af t er t hat ); of t i me and pl ace
(i n t he morni ng, at t he bus st op); of f requency: (al ways, somet i mes); of
manner (caref ul l y, qui ckl y)
word order
use of i nt ensi f i ers, e.g. real l y, qui t e, so
sent ence connect i ves t hen, next
adverbs t o i ndi cat e sequence f i rst , f i nal l y
use of subst i t ut i on
markers t o st ruct ure spoken di scourse
Core Curriculum
Usi ng Engl i sh properl y ent ai l s appropri at e choi ces i n f ormal i t y and t he ESOL curri cul um pays part i cul ar
at t ent i on t o t hese choi ces. The key f eat ures of i nf ormal and f ormal usage i n Engl i sh are:
General
Inf ormal Engl i sh i s normal l y used i n most f ace-t o-f ace encount ers or when communi cat i on i s wi t h
somebody t he speaker or wri t er knows wel l .
Formal Engl i sh i s normal l y used f or communi cat i on when rel at i ons are more unf ami l i ar.
Feat ures of f ormal Engl i sh are normal l y f ound more f requent l y i n wri t i ng; f eat ures of i nf ormal Engl i sh are
normal l y f ound more f requent l y i n speech.
The l anguage choi ces i ndi cat ed here are t endenci es and are not f i xed choi ces. In any l anguage t here i s
al ways a cont i nuum f rom f ormal t o i nf ormal and across speech and wri t i ng.
Language features
The mai n charact eri st i cs of i nf ormal Engl i sh i ncl ude:
1. Di scourse markers such as anyway, wel l , ri ght , now, OK, so, whi ch organi se and l i nk whol e st ret ches of
l anguage.
2. Grammat i cal el l i psi s: Sounds good (That sounds good); Spoken t o Ji m t oday (I ve spoken t o Ji m t oday);
Ni ce i dea (That was a ni ce i dea) i n whi ch subj ect s, mai n verbs and somet i mes art i cl es are omi t t ed. The
omi ssi ons assume t he message can be underst ood by t he reci pi ent .
3. Purposef ul l y vague l anguage. Thi s i ncl udes very f requent nouns such as t hi ng and st uf f and phrases such
as I t hi nk, I dont know, and al l t hat , or so, sort of , what ever, et c. whi ch serve t o approxi mat e and t o
make st at ement s l ess assert i ve.
4. Si ngl e words or short phrases whi ch are used f or respondi ng. For exampl e, Absol ut el y, Exact l y, I see.
5. Frequent use of personal pronouns, especi al l y I and you and we, of t en i n a cont ract ed f orm such as I d or
we ve.
6. Modal i t y i s more commonl y i ndi cat ed by means of adj ect i ves and adverbs such as possi bl y, perhaps,
cert ai n and modal phrases such as be supposed t o, be meant t o, appear t o, t end t o.
7. Cl ause st ruct ure whi ch of t en consi st s of several cl auses chai ned t oget her. For exampl e, I m sorry but I
cant meet you t oni ght and t he cat s i l l whi ch doesnt hel p but cal l me anyway.
The mai n charact eri st i cs of f ormal Engl i sh i ncl ude:
1. Conj unct i ons and markers such as accordi ngl y, t heref ore, subsequent l y, whi ch organi se l ogi cal and
sequent i al l i nks bet ween cl auses and sent ences.
2. Compl et e sent ences. For exampl e: The proposal sounds i nt erest i ng; I have spoken t o Ji m t oday; That s a
ni ce i dea are pref erred t o more el l i pt i cal f orms.
3. Great er preci si on i n choi ces of vocabul ary and, i n general , words wi t h cl assi cal ori gi ns. For exampl e, f i re
i s more i nf ormal t han conf l agrat i on; home i s more i nf ormal t han domi ci l e.
4. Compl et e responses t hat al ways cont ai n a mai n f i ni t e verb. For exampl e, I absol ut el y agree wi t h what
you say i s pref erred t o Agreed.
5. A great er use of nouns t han ei t her pronouns or verbs. There are i mprovement s i n t hei r t echnol ogy i s
pref erred t o Thei r t echnol ogy has i mproved. The i nst al l at i on wi l l be f ree i s pref erred t o They l l i nst al l i t
f ree.
6. Modal i t y i s more commonl y conveyed t hrough t he use of modal verbs such as must , mi ght , coul d,
shoul d, et c.
7. Clause structure which can be simple or complex but which does not normally consist of clauses chained
together. I cannot meet you tonight because the cat is unfortunately unwell. However, please do call me
anyway.
Formality and informality in English
Adult ESOL
Core Curriculum

Adult ESOL Curriculum - Entry 1

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Entry 1

Switch the TV on, switch

This is Joe, and this is Sam. Theyre

Whats your name?

The Adult Basic Skills

Learners di scuss known vocabul ary i t ems

ordinal and cardinal numbers

days of the week

months of the year

news, e.g. war, refugee

countries and languages,

common places, e.g. post office

parts of the body, e.g. leg

family members, e.g. sister

food, e.g. bread

fruit and vegetables, e.g. apples

weights and measures,

clothes, e.g. trousers

common jobs, e.g. driver

accommodation, e.g. flat

furniture, e.g. chair

weather, e.g. sunny

subjects, e.g. computing

IT, e.g. Open, File, Save,

Learners compare ways of i nt roduci ng a request f or i nf ormat i on i n t hei r l anguages.

Learners l ook at pi ct ure or mi me of t wo f ri ends meet i ng by appoi nt ment , and l i st en t o di al ogue

As a preambl e t o correct i ng mi sunderst andi ngs, l earners di scuss l ooki ng f or a j ob i n Bri t ai n,

Learners compare t he number and order of words.

Learners l i st en t o a t aped di al ogue (i n sect i ons i f necessary) as a preambl e t o pract i si ng what t o

In order t o i dent i f y st ress wi t hi n a word, l earners l i st en t o peopl e gi vi ng t hei r ages or t hei r

Learners l i st en t o t ape of i nf ormal conversat i on, e.g.:

Learners answer oral quest ions about a

country of origin, e.g. Mozambique, UK, Britain, England

languages, e.g. Portuguese

names, addresses, telephone numbers

days of the week

months of the year

words on forms: name, address, telephone number, date, country

family members, e.g. mother

words on menus, e.g. tea, coffee

everyday vocabulary, e.g. appointment, poison, sale

Learners are asked t he meaning of a set of symbols on large f lashcards:

The Adult Basic Skills

Learners mat ch numbers 19, mat ching

Learners mat ch writ t en numbers 19 t o

Learners play money/ prices bingo.

In a language-experience act ivit y, learners f ocus on how t he t ext is made up of individual

Learners f ocus on spelling key vocabulary

Learners f ocus on st ruct ural words in

recognise initial, middle and final consonants

recognise consonant digraphs ch, sh, the

recognise medial short vowel sounds in simple words, e.g. hat

write correct initial letters in response to the letter sound, word,

recognise and name each letter of the alphabet and be aware of

write final consonants in simple words, e.g. shop

write correct letter corresponding to short middle vowel sounds in

ask f or personal i nf ormat i on

i nt roduce f ami l y and cl ose f ri ends

ask t he t i me/ day

enqui re about abi l i t y

say when you do not underst and

ask f or cl ari f i cat i on

spel l words al oud