ESOL Everyday Communication Support Materials

NATIONAL QUALIFICATIONS CURRICULUM SUPPORT

ESOL

Everyday Communication

Support Materials

[INTERMEDIATE 1]

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Learning and Teaching Scotland or others, are reminded that it is their responsibility to check that the support materials correspond to the requirements of the current arrangements.

Acknowledgement

Learning and Teaching Scotland gratefully acknowledges this contribution to the National

Qualifications support programme for ESOL.

© Learning and Teaching Scotland 2009

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2 EVERYDAY COMMUNICATION (INT 1, ESOL)


Contents

Introduction

Section 1: Personal identity

Section 2: Social and physical environment

Section 3: Free time and leisure

4

5

19

32


EVERYDAY COMMUNICATION (INT 1, ESOL) 3

INTRODUCTION

Introduction

ESOL: Everyday Communication (Intermediate 1) is a freestanding unit. This unit will help you to develop your speaking, writing, listening and reading skills in personal and social contexts.

There are four outcomes:

1.

Communicate orally in English for personal and social purposes.

2.

Produce written English for personal and social purposes.

3.

Demonstrate an understanding of spoken English in a personal and social context.

4.

Demonstrate an understanding of written English in a personal and social context.

This support material will help you to prepare for these outcomes by giving you practice in similar tasks and by introducing or revising the vocabulary and grammar necessary to develop these skills.



SECTION 1: PERSONAL IDENTITY

Section 1: Personal identity

Aims:

 to be able to find specific details in a text

 to be able to complete requests for personal information

 to be able to write about personal circumstances

 to be able to write about future plans

 to be able to speak about ‘culture’

 to be able to ask questions.

In this section you are asked to think about yourself, your family and your culture. You are asked to think about your current situation and your future.

You will practise speaking and writing about your personal circumstances and reading about and asking about other people’s circumstances.

Revision 1: Make sure you can write your name and address fully and correctly

Title: Mr/Mrs/Miss/Ms/Dr

Surname (family name): Garcia/McDonald

Other names: Thomas/Maria/Simran (you may have more than one)

First line of address: Flat 2/1 (Which floor?/Which flat?)

Second line of address: 116 Davidson Road (number of building and street name)

Area/town/city:

Postcode:

Knightswood (area), Glasgow (city)

G13 2TL

E-mail address: tgar0026@aol.com

Home telephone number: 0141 954 7649

Mobile telephone number: 07828365893

Practise this exercise carefully; you will be asked for this kind of information often in life.




Revision 2: Make sure you know all the ‘family’ words grandfather/grandmother uncle/aunt mother/father son/daughter grandson/granddaughter brother/sister nephew/niece cousin brother-in-law/sister-in-law mother-in law/father-in-law daughter-in-law/son-in-law

Complete the following sentences by filling in the missing words (the first letter of each missing word is giv en):

1.

My mother’s brother is called my u----.

2.

My father’s sister is called my a---.

3.

My brother’s son is my n-----.

4.

My brother’s daughter is my n----.

5.

My aunt’s daughter is my c-----.

6.

My aunt’s son is also my c-----.

7.

My mother’s mother is my g----------.

8.

My father’s mother is my g----------.

9.

My mother’s father is my g----------.

10.

My father’s father is my g----------.

11.

My husband’s sister is my s------in----.

12.

My husband’s brother is my b-------in----.

13.

My wife’s mother is my m------in----.

14.

My husband’s father is my f------in----.

15.

My daughter’s husband is my s---in----.

16.

My son’s wife is my d--------in----.

These people are called your relatives or your relations .

Remember to use a capital letter at the beginning of someone’s name and when you write their title (Mr/Mrs/Miss/Ms/Dr):

Mr John Smith

Mrs Agnieszka Majewska




Task 1: Writing

Your English teacher would like you to join a network of ‘pen pals’.

This will encourage you to write to someone in another country so that you can exchange information about yourselves, your families and friends, your countries and cultures.

The first thing you are asked to do is to complete a form with your personal information. Please complete this in CAPITAL LETTERS.

Before completing the parts about interests and hobbies, discuss the possibilities with your partner or in your group.

Pen pals

Surname: Date of birth:

First name: Place of birth:

Address:

Postcode:

Home telephone number:

Hobbies:

Previous address (if applicable):

E-mail address:

Mobile telephone number:

Interests:




Task 2: Reading

Your teacher shows the class a number of letters from students in other countries and you choose this one:

Hello,

My name is Maria and I live in The Philippines. I live in the capital city , which is called Manila. I live in an apartment with my family: my mother and father and my brother, Mario. Mario is seven years old.

My friends and I love to listen to music, dance and swim. We also like to watch basketball. I go to school in the city. My favourite subjects are mathematics and English.

Our English teacher asked us if we would like to write to someone in another country. I have chosen Scotland. Your teacher will show you this letter and I hope someone will write to me. I would like to find out about Scotland and I would like to tell you all about The Philippines.

Hope to hear from you soon,

Maria




The present simple

Most of the verbs here are in the present simple tense:



My name is Maria and I live in The Philippines.



I live in the capital city, which is called Manila.



Mario is seven years old.



My friends and I love to listen to music.



We also like to watch basketball.



I go to school in the city.



My favourite subjects are mathematics and English.

We use the present simple to talk about things in general or for

‘permanent’ things.

You will use this tense for most verbs when you write a letter like this.




Complete this table with the information you know about Maria and what you would like to find out – see below for practice in forming questions.

What I know: What I will ask:

Family: Family:

Home:

Friends:

Hobbies:

School:

Country/culture:

Home:

Friends:

Hobbies:

School:

Country/culture:




What I will ask?

Discuss possible questions with your partner. Here are some to begin with:



Do you get on with your brother?



Where do you go to watch basketball?



What is the name of your favourite team?

Make sure you know how to form questions ; there is some more advice below.

Task 3: Writing

Now write a letter to Maria, telling her about you (family, friends, home, hobbies, school, country and culture) and asking her some questions about her life.

Look over Maria’s letter and the table above to help you structure and paragraph your writing.




Task 4: Research

What is ‘culture’? Scotland is now a very modern country with many different languages, faiths and traditions. In the past, h owever, if you asked someone about Scotland, especially someone from another country, he or she might have used some of these words: kilt shortbread tartan haggis

Gaelic bagpipes highland dancing heather

Do you know what these things are? If not, go to the following website to find out: http://en.wikipedia.org/wiki/Scotland

Section 9 of the above website deals with culture (sport and national symbols).

All these things are still part of Scotland but so many more good and interesting things can now be found in Scotland’s multi-cultural society.




Asking questions

You can change the order of words:



It was a good film. > Was it a good film?



She will pass her exam. > Will she pass her exam?

You can use question words :



What is your name?



When did you come to this school?



Where do you live?



Who is that?



Why were you late this morning?



Which book do you want? (you have a choice of two or more)



How do you spell that?

You can use do/does :



Do I use this door?



Do you like this film?



Do we sit here?



Do they live near you?



Does she like coffee?



Does he go to the cinema every week?



Does it work?

…and for the past, use did :



Did he go to Edinburgh yesterday?



Did they buy that house?

You can use question tags :



This school is good, isn’t it ?

 The food isn’t very good, is it ?



That book was really interesting, wasn’t it ?

 That lesson wasn’t very good, was it ?

Note: If the main verb is positive (is), the tag is negative

(isn’t it).

If the main verb is negative (isn’t), the tag is positive (is it?).

Practise these with a partner or in your group.




Task 5: Listening and speaking

In pairs, ask and answer questions about your culture and your partner’s culture:

 language

 food

 faith

 traditional dress

 other traditions.

Try to have a conversation. Chat as naturally as you can:

Bernadette: Hi, Chanda. Where are you from?

Chanda: Zambia.

Bernadette: What languages are spoken there?

Chanda:

Mainly Bemba but also Tonga and …




Task 6: Reading

Here is a short section of another letter from Maria where she tells you about her future plans:

You asked what I want to do when I leave school. Well, I have lots of plans…I’m going to work very hard to pass my exams because I want to go to university. I would like to be a teacher. I would like to teach in a primary school.

Before I go to university, however, I’m going to travel. I would like to visit Europe. Maybe I’ll be able to meet you! What do you want to do when you leave school?

Look at the following statements and say whether each one is true or false:

1. Maria is not sure what she wants to do when she leaves school.

True/False

2. Maria wants to go to university as soon as she leaves school.

True/False

3. Maria wants to teach primary school children.

True/False

4. Maria wants to work in Europe.

True/False




Task 7: Writing

Before you write about your future plans, think about how Maria talks about the future:

 I’m going to

work very hard to pass my exams because I want to go to university.



I would like to be a teacher.



I would like to teach in a primary school.



Before I go to university, however,

I’m going to

travel.



I would like to visit Europe.



Maybe

I’ll be able to

meet you!

Talking about the future

Use I’m going to + infinitive

 I’m going to work in Poland next year.

Use present tenses: present simple and present continuous



My bus leaves at 10.30 tomorrow morning.

 I’m meeting my friends on Saturday.

Use I want to + infinitive / I would like to + infinitive



I want to travel next year. I would/I’d like to go to college.

Use will when you make a decision

 I’ll/I will phone you tomorrow.

Use will when you are thinking about the future/‘predicting’ the future

 Maybe I’ll/I will be able to meet you!

Now write about your future hopes and plans. What do you want to do when you leave school? Do you want to study? Do you want to find a job? Would you like to travel in the future? Where would you like to visit?

Try to write about 150 words.




You could divide your writing into three paragraphs:

1.

introduction (what you are doing just now)

2.

future study/career

3.

other hopes and plans (travel/interests).




Peer review

You have completed three pieces of writing in this section:

 completing a request for personal information

 writing about your current circumstances

 writing about your future hopes and plans.

Give your writing pieces to a friend and ask him/her to read them carefully and complete the following peer review sheet . You should do the same for your friend.

Peer review of writing



There is a wide range of vocabulary .



There are different kinds of sentences (statements, questions), as appropriate.



There are short sentences and longer ones.



The grammar is accurate enough for you to understand the writing.



The punctuation is accurate enough for you to understand the writing.



The spelling is accurate enough for you to understand the writing.



There may be some errors but you can understand the writing.



The style (informal/formal) is appropriate.



The layout (letter/newspaper/ essay) is appropriate.



The writing is paragraphed accurately.

Comments:

Comments:

Comments:

Comments:

Peer reviewer: Date:

You should use this review sheet as often as possible.



SECTION 2: SOCIAL AND PHYSICAL ENVIRONMENT

Section 2: Social and physical environment

Aims:

 to understand the overall gist of a text

 to find specific details in a text

 to think about fact and opinion

 to write and speak about your area

 to write about your friends and what you do together

 to understand and use adjectives

 to understand and use ‘used to’

 to understand and use ‘like’/’prefer’/’enjoy’.

In this section you will read about someone moving to a new area. You will write and talk about where you live – your home and your area.

You will talk about and write about your friends and what you do together.

So, where do you live? Do you live in an urban (town or city) area or in a rural (countryside) area?

Town or countryside?

In town you will see: shops, supermarkets, a railway station, a bus station, bus stops, a car park, a library, a cinema, a post office, a bank, a hotel, restaurants, a park, a sports centre…

In the country you will see: fields, a river, hills, woods, paths, gates, animals, trees, a farm, fences, streams, walls, roads, a hotel, a post office, small shops…

Where would you rather live? Why?

I would rather live in … because …

Which would be better for shopping?

The town would be better because …

Which would be better for a quiet life?

Which would be better for sports?




Where do you shop?

Shopping

Sports

I play:

 football

 tennis

 table tennis

 golf

 volleyball

 basketball

I like to:

 swim

 run

 jog

 dance

I do:

 yoga

 athletics

Do you remember the names of different shops?

 The butcher/butcher’s sells meat, eggs…

 The baker/baker’s sells bread, cakes…

 The chemist sells medicine, cosmetics, toiletries…



The clothes shop sells clothes, bags…

 The shoe shop sells shoes, boots, socks, bags…

 The newsagent sells newspapers, magazines, books, sweets…

 The bookshop sells books, stationery items, maps…

 The florist sells flowers, plants…

The supermarket sells all of the above and hous ehold items too.

Do you prefer small shops or supermarkets?

Which clothes shop do you like?

Do you shop in your own area or do you travel to a large shopping centre?

What about leisure and sports facilities in your area?

Is there a sports centre?

Sports centre

There is a/an:

 swimming pool

 tennis court

 football pitch

 basketball court

 volleyball court

 golf course

 dance studio

 athletics stadium




What is public transport like in your area?

Transport

There are many different ways to travel.

You can:

 go by train/take a train

 go by bus/take a bus

 go by tram/take a tram

 go by boat/take a boat

 go by underground/take the underground

 go by plane/take a plane

 go by taxi/take a taxi

 go by car/take the car

 go by bicycle (bike)/take the bicycle (bike).

Remember to use the correct form of the verbs go/take :



I/you/we/they go/take

…



He/she goes/takes

…

How do you travel in your area?



I take the bus to school but my brother goes by train.



My parents go to work by train.

What kind of home do you live in?

Homes

I live in a:

 flat

 terraced house

 semi-detached house

 detached house

 bungalow.

Rooms



We relax and watch television in the living room/sitting room/lounge .



My parents prepare meals in the kitchen .



We eat our meals in the dining room .



We take a bath/shower in the bathroom .



We sleep in our bedrooms .




What kind of home is this?



This is a house on one level.



This home is one of many homes in one building.



This house has another house attached at one side.



This house has other houses attached on both sides.



This house stands on its own.

In which room(s) would you find this furniture/these appliances?

 table and chairs

 wardrobe

 armchair

 cooker

 television

 fridge

 bath

 dressing table

 coffee table

 sink.

When you describe a room, you should use

There is…/There are…



There is a new carpet in the living room.



There are two beds in my bedroom.

You will probably also use prepositions of place .

Prepositions of place are used to show where something is situated:



The cutlery is in the drawer in the kitchen.

 There’s a beautiful picture on the wall.



The coffee table is under the window.



The chair is beside the table.



The lamp is on the table.



The coffee table is in front of the cupboard.



The bookcase is behind the television.



My room is next to my brother’s room and opposite my parents’ room.




Task 1: Reading

Read the following passage twice and answer the questions below:

My name is Jane. I used to live in Zambia but now I live in Glasgow.

My family and I left Zambia three years ago. I miss my grandparents and my old friends but I enjoy living in Glasgow.

My mum, dad, two brothers and I live in a traditional flat called a tenement. We live on the top floor and we have a great view of the city.

Our flat is very spacious. We have a big living -room with a lovely bay window. We also have a nice kitchen, bathroom and three large bedrooms – well, two are large but mine is a little smaller. I love my bedroom; the window looks on to the back court where people hang their washing when the weather is good and where children play all the time.

My brothers share another bedroom; it’s much bigger but always untidy!

My parents’ room is very nice. My mum brought lots of traditional

African craft-work from Zambia and she keeps it all in her room.

Glasgow is a very exciting city. There are lots of beautiful buildings and more parks than I’ve ever seen before. We don’t live far from the

River Clyde, which is a very famous river; Glasgow used to be known all over the world for shipbuilding, although there aren’t many shipyards now. Glasgow is now famous for its shops; apparently, it is the best area in Britain for shopping – outside London. I love

Sauchiehall Street; it’s always busy and the shops are great. One of my favourite places is Glasgow University; I’d love to study there one day.

1. Sum up what the passage is about in one sentence:

Jane and her family __________________________________________

__________________________________________________________.

There are lots of details here about Jane’s home and about Glasgow but basically the passage is about Jane and her family moving to Glasgow and enjoying their new home and city. So, you might have written:

Jane and her family used to live in Zambia but now they are enjoying their new home in Glasgow.

Apart from all the specific details, this is what the passage is about.




2. Now read the passage again very carefully and complete the following tasks.

Read the following sentences carefully and fill in each blank space with no more than three words; you can use words from the passage:

(a) Jane and her family ____________________ in Glasgow for three years.

(b) They ____________________ living in Glasgow.

(c) The family stay in a traditional flat which is ________________.

(d) They ____________________ a lot of the city from their home.

(e) Jane loves to ____________________ in the city.

(f) In the future, she would like to ____________________ the university.

A fact is a piece of information that cannot be disputed; an opinion is a point of view. People have different opinions about the same book or film or city, or anything.

3. Look at the following short extracts from the text and say whether each one is a fact or an opinion – be careful: fact or opinion (a) My name is Jane.

(b) I do enjoy living in Glasgow. fact or opinion

(c) I live in a traditional flat called a tenement. fact or opinion

(d) We also have a nice kitchen. fact or opinion fact or opinion (e). I love my bedroom.

(f)

My parents’ room is very nice.

(g) Glasgow is a very exciting city. fact fact

or or opinion opinion




Task 2: Writing

Before you write about where you live, complete the following preparation.

1. Remember to paragraph your work.



How many paragraphs are there in the text above?



Why is the text separated like this?

2. You will probably use several adjectives in your writing.

Adjectives are describing words. Here are some from the passage above: old traditional lovely nice great large spacious good big

Sometimes you will want to use two or more adjectives together:



I live in a nice old flat.

‘Nice’ is your opinion and ‘old’ is a fact. ‘Opinion’ adjectives usually go before ‘fact’ adjectives.

Look at the following sentences. Which adjectives are ‘fact’ adjectives and which are ‘opinion’ adjectives? If the order of adjectives is correct, just tick the sentence. If the order is incorrect, rewrite the sentence, placing the adjectives in the correct order:

(a) She lives in a new beautiful house.

(b) We had a lovely hot meal.

(c) He was a very interesting young man.

(d) It was an old enjoyable film.

3.

Did you notice the words ‘ used to

’ in the passage?

 ‘I used to live in Zambia but now I live in Glasgow. ’

 ‘Glasgow used to be known all over the world for shipbuilding, although there aren’t many shipyards now.’




The expression ‘used to’ means something happened in the past but does not happen any more; it means that something was true in the past but it is not true anymore:



I used to live in France but now I live in Scotland.



I used to like tea but now I prefer coffee.

You might use this expression in your writing.

4. In the passage, Jane says the following:



I enjoy living in Glasgow.



I love my bedroom.



I love Sauchiehall Street.

There are several ways of expressing these feelings:

 I like…

 I love…

 I enjoy…

 I prefer…

 My favourite…

I like…

You can say ‘I like/love/enjoy’ + a noun

You can say ‘I like/love/enjoy’ + a verb + -ing

I like Glasgow. or or I like living in Glasgow.

(remember to drop the ‘e’ – live/living)

I love football. or I love playing football.

I enjoy the cinema. or I enjoy going to the cinema.

You can say ‘I prefer something to something else.’ or

You can say ‘I prefer doing something to doing something else.’

I prefer Edinburgh to London. or I prefer living in Edinburgh to living in London.

‘My favourite…’ means the one I like best.

Try to use some of these words and expressions in your writing.

Now write about where you live – your home and your town. Try to write about 150 words. Most of your verbs will be present simple.




Task 3: Speaking

Talk to your partner about your area; either where you live now or where you used to live:

 size of area

 town or countryside

 shopping

 sports facilities

 transport

 famous buildings

 schools/university.

Task 4: Listening

Listen to two friends having a conversation. They are making plans for the weekend. It’s important to keep track of who is speaking , so:

 look over the questions

 listen to the conversation once

 answer as many questions as you can.

Choose the best answer for each question:

1. Who studies geography?

(a) Daniel

(b) Jakub

2. Who studies modern studies?

(a) Daniel

(b) Jakub

3. Whose sister has seen the sports centre?

(a) Daniel

(b) Jakub




4. Who hates the bus?

(a) Daniel

(b) Jakub

5. Whose dad has a car?

(a) Daniel

(b) Jakub

6. Whose uncle is coming to visit?

(a) Daniel

(b) Jakub

Now listen to the conversation again and complete these sentences by writing no more than three words :

7. The new sports centre _________________________ on Saturday morning.

8. The new centre has a football pitch, a swimming pool and

_________________________.

9. The sports centre shouldn’t _________________________ because there will be a discount for students.

10. It’s easier to travel to the sports centre by bus because there is a stop _________________________ .




Task 5: Writing

You receive an e-mail from an old friend at home:

Great news!

I’m coming to Scotland next Saturday for ten days. I’m so looking forward to seeing you – it’s been six months.

What can we do together? Can I meet your new friends? Is Scotland very different from home? Which is better? I’m so excited.

I’ll e-mail you on Friday with details of where we’re staying etc.

See you soon.

Now, e-mail your friend and answer her questions – in detail :



What can we do together?



Can I meet your new friends?



Is Scotland very different from home?



Which is better?

Present continuous

Several verbs in the e-mail are present continuous :

 I’m coming to Scotland next Saturday for ten days. I’m so looking forward to seeing you – it’s been six months.

 I’ll e-mail you on Friday with details of where we’re staying , etc.

The present continuous is used here to talk about the future.

You will use this tense for some verbs in your e-mail.




You might also use some modal verbs .

In the e-mail above, your friend says:



What can we do together?



Can I meet your new friends?

‘Can’ is a modal verb.

Modal verbs can may might will shall could would sh ould must

These verbs come before another verb in the infinitive but remember to drop the ‘to’:



I can meet you at the airport. ( not ‘to meet’)



We must go to the new sports centre. ( not ‘to go’)



Would you like to visit Edinburgh? ( no t ‘to like’)




Peer review

You have done two pieces of writing in this section:

 writing about your home and area

 writing to a friend about your new friends and what you do together .

Once again, give your writing to a partner and ask him/her to complete a peer review sheet:




























The layout (letter/newspaper/ essay) is appropriate.

Comments:

Comments:

Comments:




Comments:




SECTION 3: FREE TIME AND LEISURE

Section 3: Free time and leisure

Aims:

 to understand and use vocabulary re sport and leisure

 to understand and use adverbs of frequency

 to understand and use comparative and superlative adjectives .

What do you do in your free time?

Do you play golf? Do you play volleyball? Do you like football?

Look at the following sports and pastimes. Choose a few of them and say:

 I like…

 I love…

 I enjoy…

 I don’t like…

 I hate… football/playing football/watching football going to the cinema playing tennis meeting friends jogging motor racing shopping basketball table tennis watching television swimming walking athletics




Task 1: Listening and speaking

Now, with a partner, ask and answer some questions about sports and pastimes:

Do you like…?

Yes, I do.

No, I don’t.

Do you play…?

Yes, I do.

No, I don’t.

Do you watch…?

Yes, I do.

No, I don’t.

Try to develop your answers a little by using adverbs of frequency . always sometimes nearly always often usually occasionally hardly ever never

Use these words before the main verb (I always watch football)… except with am/is/are (I’m always late).

Do you watch television?



No, I hardly ever watch television. I like listening to music.

Do you play football?



Yes, I sometimes play football.

What do you do in your free time?



I usually go shopping.

Check the rule about word order in the box and look at the following sentences. If the word order is correct, tick the sentence; if not, write the sentence in the correct order:

I am sometimes late for football practice. _____________

I play usually tennis on a Saturday.

He often is too early for the swimming club.

We never go swimming at the weekend.

They always are too busy to come to basketball.

She hardly ever is there.

_____________

_____________

_____________

_____________

_____________




Comparison

If you are comparing two things, you use –er or more…

Use –er with short words:

 fast/faster

 hard/harder



You can run faster than me.



Volleyball is harder than basketball.

Use more… with longer words:

 expensive/more expensive

 difficult/more difficult



Tennis is more expensive than swimming.



Rugby is more difficult than football.

If you are comparing more than two things, you use –est or most…

Use –est with short words:

 fastest

Use most… with longer words:

 most expensive



I am fast; you are faster; John is the fastest

. (you normally use ‘the’)



Swimming costs quite a lot; tennis is more expensive; ice skating is the most expensive .

There are some unusual comparisons:

 good > better > best

 bad > worse > worst

Again, practise with your partner; ask and answer questions about your hobbies. Try to use some of these expressions.




Task 2: Writing

Your school magazine is looking for people to contribute to their next issue:

Your school magazine

We are looking for articles about your hobbies .

What do you do in your free time?

Why not tell others – and get them interested.

Have your hobbies changed over the years? Why?

Write about your hobby or interest:

 think of a good headline

 explain in detail what your hobby involves

 where and when do you do this?

 why do you love it so much?

 why should others get involved?

 did you used to enjoy another hobby?

 have your interests changed?

You will probably use both the present simple and the present continuous here to talk about your hobbies now… but what about the past?

Talking about the past

You can say ‘used to’ + infinitive



I used to play football.

You can use the past simple



I played football in Poland.

You can use the past continuous



I played football when I was living in Poland.

Try to use different tenses in your writing.




Other interests

Not everyone plays sport; some people like to listen to music, read or go to the cinema.

 What’s your favourite music?



How often do you watch television?



Do you enjoy reading?



Do you spend a lot of time on the computer?



Do you ever go to the cinema?




Task 3: Reading

This notice has been placed in your library. Read it carefully and complete the tasks below:

Cinema club

Do you love films?

How often do you go to the cinema?

Come and join us and you can go every week!

Do you love films but find it too expensive to go to the cinema?

Come and join us; we get a discount. If there are ten of us, we will pay only £2; if there are twenty, we will pay only £1.

Do you love films but can’t always find someone to go to the cinema with you?

Come and join us; we meet up and go together and we alwa ys make sure everyone gets home safely.

Do you like different kinds of films?

Come and join us; we travel into town once a month to a small independent cinema. This cinema shows old films and films from all over the world.

We meet every Wednesday after school to arrange our next cinema trip

– usually at the weekend. Come and join us – you’ll have fun!

If you want anymore information. Please see Claude or Maria in the common room.

1. Say whether these statements are true or false:

(a) A cinema ticket usually costs £2. True/False

(b) The members of the cinema club meet at the cinema. True/False

(c) The club meets once a month. True/False

(d) They go to the cinema on a Wednesday after school. True/False




2. Find the word in the text that means:

(a) costs too much: _________________________

_________________________ (b) money off:

(c) without being harmed: d) make plans for:

_________________________

_________________________




Homework task: Listening and reading

Do you ever feel annoyed that certain sports are not covered very much on television or in the newspapers?

Here are two pieces of research to carry out at home:

1.

Watch a sports programme on television and complete the information sheet.

2.

Look at the sports section of a newspaper and complete the information sheet.

Television sport

Title of programme:

Date and time of programme:

Channel:

Which sports are covered in this programme?

Is your favourite sport covered? Yes/No

Give reasons why it should be:




Newspaper coverage of sport

Name of newspaper:

Date of newspaper:

How many pages are there altogether?

How many pages deal with sport?

Which sports are covered here?

How many pages/columns deal with each?

Is your favourite sport covered? Yes/No

Give reasons why it should be:

When you have completed your listening and reading research, take some time to discuss your findings with your partner or in your group:



What did you both/all find out?



Did you watch the same programmes or not?



Did you read the same newspapers or not?



Were your favourite sports covered or not?




Peer review

In this section you have done one piece of writing, writing about your hobby.

Again, ask a friend to review your response:




























The layout

(letter/newspaper/essay) is appropriate.




Comments:

Comments:

Comments:

Comments:




ESOL Everyday Communication Support Materials

Everyday Communication

Support Materials

[INTERMEDIATE 1]

Contents

Introduction

Section 1: Personal identity

Task 1: Writing

Task 2: Reading

Task 3: Writing

Task 4: Research

Task 5: Listening and speaking

Task 6: Reading

Task 7: Writing

Peer review

Section 2: Social and physical environment

Task 1: Reading

Task 2: Writing

Task 3: Speaking

Task 4: Listening

Task 5: Writing

Peer review

Section 3: Free time and leisure

Task 1: Listening and speaking

Task 2: Writing

Task 3: Reading

Homework task: Listening and reading

Peer review

Related documents

Products

Support

ESOL Everyday Communication Support Materials

Everyday Communication

Support Materials

[INTERMEDIATE 1]

Contents

Introduction

Section 1: Personal identity

Task 1: Writing

Task 2: Reading

Task 3: Writing

Task 4: Research

Task 5: Listening and speaking

Task 6: Reading

Task 7: Writing

Peer review

Section 2: Social and physical environment

Task 1: Reading

Task 2: Writing

Task 3: Speaking

Task 4: Listening

Task 5: Writing

Peer review

Section 3: Free time and leisure

Task 1: Listening and speaking

Task 2: Writing

Task 3: Reading

Homework task: Listening and reading

Peer review

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