NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
ESOL
Everyday Communication
Skills Development
Student’s Notes
[INTERMEDIATE 1]
The Scottish Qualifications Authority regularly reviews
the arrangements for National Qualifications. Users of
all NQ support materials, whether published by
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.
The publisher acknowledges permission to use the following sources: text from
www.abbasite.com/the-story/history/the-beginning.aspx © www.abbasite.com; ‘Fan memories
of the Concert in London’, November 7, 1979 © Graham Piper, 14 September 2001; images
from http://trueendeavorsblog.com/2009/06/16/live-music-photo-Tuesdays-mr-lif-grieves-andmore/ © http://trueendeavorsblog.com/2009/06/16/live-music-photo-Tuesdays-mr-lif-grievesand-more/
Every effort has been made to trace all the copyright holders but if any have been inadvertently
overlooked, the publishers will be pleased to make the necessary arrangement at the first
opportunity.
© Learning and Teaching Scotland 2009
This resource may be reproduced in whole or in part for educational purposes by educational
establishments in Scotland provided that no profit accrues at any stage.
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Contents
Introduction
Lesson summaries
4
5
Lesson 1
Task 1: Speaking
Task 2: Reading
Task 3: Presentation
Additional activity
6
6
7
7
Lesson 2
Task 1: Vocabulary
Task 2: Grammar focus
Additional activity
9
9
13
Lesson 3
Task 1: Listening
Task 2: Review
Additional activity
14
14
15
Additional materials
Lesson 1
Lesson 2
Lesson 3
16
20
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INTRODUCTION
Introduction
Most young people like listening to music and therefore the main focus
of this resource is the world of music.
In this resource you will:







read a text about the beginning of a famous pop group
watch a video clip from an unusual rock concert
listen to a person who describes a concert
read a review of a film
have an opportunity to talk and write about music
develop your vocabulary connected with music
practise the different ways of expressing the past.
Tips
At this level you should be trying to build up a notebook of all the
useful words and expressions that are used in the lessons.
Find out from your teacher and your peers how to express what you
want to say correctly and note it down.
Always have a dictionary (monolingual or bilingual) to check new
words.
Learn new words in your own language as well as in English.
Use your own experience wherever possible.
Have fun watching, listening, reading and talking about the fascinating
world of music.
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INTRODUCTION
Lesson summaries
Lesson 1 – The beginning of ABBA
As you work through the activities in this lesson, you will:
 develop your music vocabulary
 read a text and rearrange it into the correct order
 present a biography of the band in your chosen media.
Lesson 2 – Talking about the past
In this lesson, you will:
 watch a video clip in order to learn more music vocabulary
 learn or revise how to use past simple tense and past continuous
tense
 do grammar exercises (expressing the past)
 form statements, negative sentences and questions
 describe past events.
Lesson 3 – Writing a review
And finally, in this lesson you will:




listen to a report from a concert and then answer questions
discuss the features of a good review
get information by asking questions
write a review of a film or a concert.
EVERYDAY COMMUNICATION: STUDENT’S NOTES (INT 1, ESOL)
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LESSON 1
Lesson 1
Task 1: Speaking
1.
Paired activity. Talk to your partner about music in your lives.
You can take notes. When you finish, tell the rest of the group
about your partner’s experience. You might want to consider the
following:
 When did you start listening to music?
 What kind of music did you listen to? What kind of music do
you listen to today?
 When do you listen to music?
 Do you go to concerts? If yes, when did you last go? What
happened there?
 What else can you say about music in your life?
2.
Individual activity. Make a spidergram of words connected with
music. When you finish, display your spidergram so that
everybody can see it. If necessary complete your notes.
3.
Whole class activity. Talk in the whole group about what you
know about ABBA.
Task 2: Reading
1.
Individual or paired activity. The teacher will provide you with
a passage and you are going to read about the beginning of ABBA.
The paragraphs are in the wrong order. Put the parts in the correct
order.
2.
Group activity. What helped you to decide the order?
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LESSON 1
Task 3: Presentation
1.
Individual activity. Present the band’s story, concentrating on the
most important moments. For a more dramatic effect use the
present simple tense.
Example: 1966 – Björn Ulvaeus meets Benny Andersson for the
first time.
You can use any media you want. It can be:
1.
2.
3.
2.
a written summary in your own words – word-processed text
putting the events on a timeline – poster
PowerPoint presentation (+ captions or bullet points).
Paired activity. When you have finished the activity, swap your
presentation with somebody else in the class and assess each
other’s work using the peer assessment checklist at the end of this
booklet. Then discuss your presentation with your partner and ask
him/her to complete the Two stars and a wish record sheet (both
the checklist and the record sheet are provided at the end of the
resource – p. 18).
Additional activity
1.
Individual activity. From the text you used for Task 2, try to find
at least 10 new words connected with music. If you do not
understand them, look up their meanings in a dictionary. You can
also translate the words and expressions into your language. Note
them down in your jotter. Here are some to start you off:
song
recording studio
hits
2.
Individual activity. Write a short biography of somebody you
know. It could be a musician, an actor or somebody from your
family. Use any form you want to present your biography. It could
be presented in the form of:
(a)
word-processed text
EVERYDAY COMMUNICATION: STUDENT’S NOTES (INT 1, ESOL)
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LESSON 1
(b)
(c)
PowerPoint presentation
recording.
Consider things like:






childhood and early life
family
education
skills/talents/abilities
his or her career
why you chose this person.
3.
Paired activity. When you have finished the activity, swap your
presentation with somebody else in the class and assess each
other’s work using the peer assessment checklist at the end of this
booklet. Then discuss your presentation with your partner and ask
him/her to complete the Two stars and a wish record sheet (both
the checklist and the record sheet are provided at the end of the
resource – p. 18).
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LESSON 2
Lesson 2
Task 1: Vocabulary
1.
Individual activity. Watch (and enjoy!) the video clip from this
unusual concert. Your teacher will provide you with the
appropriate website address. Alternatively, your teacher may
prefer you to look at the images from different concerts at the
back of this booklet. Name as many objects and activities as you
can and write these words down. You can use a monolingual or
bilingual dictionary or internet dictionaries if there are any words
or expressions that you cannot name in English. When you finish,
present your findings to the whole group.
2.
Individual activity. Now imagine you are at home after the
concert and you tell your parents/brother/sister/friend what was
happening at the concert. Try to write down at least five sentences
about the concert (if you do not remember, ask the teacher to play
the video clip again).
Example:
The audience were clapping their hands.
The members of the band were jumping about.
Task 2: Grammar focus
1.
Individual and group activity. Read the sentences below and
decide which tenses are used in them. Look at the notes to this
task at the end of this resource (p. 21) and see how the tenses are
used.
(a)
(b)
My friend Mike and I went to the concert last Saturday.
My friend Mike and I were going to the concert last
Saturday.
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LESSON 2
What is the difference between the sentences? If you translate
them into your language, are the sentences the same or not?
Discuss in a group.
2.
Individual activity. Put the verbs in brackets into the correct
form. Be careful, not only past tenses are used!
Example: I (to buy) bought these trousers in France.
(a)
(b)
(c)
(d)
(e)
(f)
(g)
3.
When I came home, my sister (to sleep) ...................... .
She (to send) ...................... me these pictures three days
ago.
Mike (to work) ...................... very hard just now.
This time last week, we (to sunbathe) ...................... on the
beach in Hawaii.
They (to go) ...................... to Metallica concert last
Saturday.
People in Britain (to prefer) ...................... to buy Japanese
cars more than any others.
Jane (to be) ...................... late for an assembly today again.
Individual activity. Change the sentences from question 2 into
negatives. Remember that you may have to make additional
changes to the wording of the sentences.
Example: I didn’t buy these trousers in France.
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(a)
.............................................................................................
(b)
.............................................................................................
(c)
.............................................................................................
(d)
............................................................................................
(e)
.............................................................................................
(f)
.............................................................................................
(g)
.............................................................................................
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LESSON 2
4.
Individual activity. Change the sentences from question 2 into
questions beginning as follows:
Example: Where did you buy these trousers?
5.
(a)
Was
.......................................................................?
(b)
When
.......................................................................?
(c)
Why
.......................................................................?
(d)
When
.......................................................................?
(e)
Did
.......................................................................?
(f)
What cars
.......................................................................?
(g)
Was
.......................................................................?
Individual activity. Read the text below and put the verbs in
brackets into the correct form.
A few weeks ago, my friend and I (to want) ........................... to
go to the Red Drums concert in Edinburgh by train but my Dad ( to
offer) .......................... to take us there in a car. I (to think)
........................... it was fantastic! We (to leave)
........................... home early in the morning. We (to drive)
........................... smoothly along the motorway when suddenly I
(to feel) ........................... the car skid. We (to stop)
.......................... and (to notice) ........................... that one of the
tyres (to be) ........................... flat. It (to take) ...........................
my father 30 minutes to change the wheel. We (to set off)
........................... again but after a few minutes I (to realise)
........................... that all the cars (to overtake) ...........................
us and we (to move) ........................... slower and slower. I (to
ask) ........................ my dad what the problem (to be)
.......................... and he (to say) ........................... that we (to run
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LESSON 2
out of) .......................... petrol! So, he (to slow down)
.................... to save the fuel and we (to look out for)
........................... the nearest petrol station. When we (to see)
........................... one, we (to stop) ........................... and (to fill
up) ........................... the car and after that we (to drive on)
........................... When we (to be) ........................... halfway
between Edinburgh and Glasgow, it (to start) ......................... to
pour down. We hardly (to move) ........................... and I (to
begin) ........................... to worry if we (can) .................. get to
the concert on time. I (to nag) ........................... my father to go
faster so he (to accelerate) ........................... and, as a result, (to
hit) ........................... a car in front of us. We (to stop)
........................... again, the drivers (to exchange)
.......................... all the information needed in these
circumstances, and we (to resume) ........................... our journey
but now it (to be) .......................... really late. On top of that,
when we (to get) ........................... to the city, we (to be)
........................... stuck in the traffic and (to lose)
........................... next precious minutes. When we finally (to
reach) ........................... the venue, the band (to finish)
.......................... their last song. For us, the concert (to last)
.......................... 3 minutes! Thanks Dad!
6.
Paired activity. Write down what you were doing and what you
did yesterday and two days ago. Then, find out what your partner
was doing/did yesterday and two days ago by asking him/her
appropriate questions. Then, tell the rest of the group about it.
Example: Yesterday, Sunday, I was sleeping the whole morning.
What were you doing yesterday in the morning?
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LESSON 2
Additional activity
1.
Individual activity. Describe a concert you have attended or if
you have not, an imaginary one. (Do not give opinions at this
stage – just describe.)
You might include:






2.
where and when you went
who played
who you went with
what happened at the concert
your feelings during the concert
any other details you can think of.
Paired activity. When you have finished the activity, swap your
text with somebody else in the class and assess each other’s work
using the peer assessment checklist at the end of this booklet.
Then discuss your text with your partner and ask him/her to
complete the Two stars and a wish record sheet (both the checklist
and the record sheet are provided at the end of the resource – p.
18).
EVERYDAY COMMUNICATION: STUDENT’S NOTES (INT 1, ESOL)
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LESSON 3
Lesson 3
Task 1: Listening
Listen to these memories of an ABBA concert in London and decide if
the sentences below are true (T), false (F) or there is no info rmation
(NI).
1.
2.
3.
4.
5.
6.
7.
8.
8.
9.
ABBA gave a concert at the Albert Hall in 1977.
They started to sell tickets at 7 am.
The speaker saw Olympic sprinters at Wembley underground
station.
ABBA began playing at about 8.30.
Benny was the first member of the band on stage that night.
The quality of the sound was very good during the whole concert.
ABBA’s song ‘Money Money Money’ wasn’t played at that
concert.
In the speaker’s opinion the audience had difficulty recognising
the song ‘Summer Night City’.
ABBA gave their last concert that night.
ABBA played for more than two hours then.
Task 2: Review
1.
Group discussion. What makes a good review? Which features of
a good review does the listening material have?
2.
Paired activity. Your teacher will provide you and your partner
with a review of a film. Your texts will be incomplete but the
missing parts will be different for both of you. By asking
questions, try to reconstruct the text and then compare your
versions. If they are different, discuss why you made a mistake.
Example: The cast are terrific, they played their roles ...................
Student 1: How did they play their roles?
Student 2: They played their roles brilliantly.
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LESSON 3
Additional activity
1.
Individual activity. Write a review of a concert you have
attended or a film you have seen at the cinema. Imagine that you
are writing for a well-known internet website where reviews of
films are presented. Word limit about 150 words.
2.
Paired activity. When you have finished the activity, swap your
text with somebody else in the class and assess each other’s work
using the peer assessment checklist at the end of this booklet.
Then discuss your text with your partner and ask him/her to
complete the Two stars and a wish record sheet (both the checklist
and the record sheet are provided at the end of the resource – p.
18).
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ADDITIONAL MATERIALS
Additional materials
Lesson 1, Task 2
The beginning of ABBA
(a)
The pair wrote their first song later that year. Eventually, they
decided to stay together and write more songs. Five years later,
Benny left The Hep Stars, and the Hootenanny Singers continued
their work only in the recording studio. The Hootenanny Singe rs
produced their records for the Polar Music Company. This
company was owned by Stig Anderson, who in 1972 became
ABBA’s manager. Stig also wrote lyrics to many ABBA hits
during the first years of the group’s career.
(b)
At first, the four members worked together on their music but they
also continued to record songs separately. In 1970, the attractive
sound of their four voices together gave them the idea to create
the band Festfolk. This first attempt failed, but in the spring of
1972 they recorded a song called ‘People Need Love’. It became a
moderate hit in Sweden. At this time they called themselves Björn
and Benny, Agnetha and Anni-Frid.
(c)
In the spring of 1969, Björn and Benny met the two women who
later on became not only their fiancées but al so the other half of
ABBA. Agnetha Fältskog (born 1950) was a successful solo
singer. Anni-Frid Lyngstad (born 1945), also known as Frida
worked part time as a cabaret singer. Agnetha and Björn got
married in July 1971 while Benny and Frida married in Octo ber
1978.
(d)
The ABBA story began in June 1966 when Björn Ulvaeus (born
1945) met Benny Andersson (born 1946). Björn was a member of
the Hootenanny Singers, a very popular folk music group. Benny
played keyboards in Sweden’s biggest pop group of the 1960 s,
The Hep Stars. This group was very popular, especially with
teenage girls.
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ADDITIONAL MATERIALS
(e)
Soon after this triumph ‘Waterloo’ was a huge hit all over Europe.
It even reached the US Top Ten. However, the fact that ABBA
were winners of the Eurovision Song Contest made it difficult for
them to follow this first success. This was because they were not
taken seriously by the majority of listeners. They had to wait
another 18 months before they got a major worldwide hit again
with ‘SOS’. Then their great career really st arted.
(f)
Encouraged by this success, they took part in the 1973 Eurovision
Song Contest with the song ‘Ring Ring’. They finished third, but
the single and the album of the same name did very well. ‘Ring
Ring’ became a hit in several European countries.
(g)
The group tried Eurovision again in 1974, this time with
‘Waterloo’. On this occasion they were much better prepared for
the contest. They also had a new improved name – ABBA. The
song won easily and they became very popular in Great Britain.
The Eurovision Song Contest held on 6 April 1974 turned out to
be the most famous moment in ABBA history.
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ADDITIONAL MATERIALS
Lesson 1, Task 3: Presentation, Exercise 2
Lesson 2, Additional activity, Exercise 2
Peer or self-assessment sheet
Answer the following questions by putting a tick in the boxes next to
the questions.
Has the material included:
1.
Correctly punctuated sentences (full stops, commas, apostrophes ,
etc) with capital letters?
2.
Paragraphs?
3.
Correctly used tenses?
4.
Correct spelling?
5.
A coherent structure (progression → timeline → order of
events)?
6.
All of the relevant information, as outlined in the description of
the task?
Name of your partner: ..........................................................................
Class: ...................
Peer reviewer: .....................................................................................
Date: ....................
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ADDITIONAL MATERIALS
2.
Two stars and a wish sheet
Two stars and a wish

Well done:

Well done:
Next steps:
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ADDITIONAL MATERIALS
Lesson 2, Task 1
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ADDITIONAL MATERIALS
Lesson 2, Task 2: Grammar focus
The past continuous tense is used when talking about past actions which
happened at a time that is now finished and which were not completed,
so they were either (a) in progress at or around a particular time or (b)
in progress at every moment over a longer period of time.
Examples
(a)
(b)
I couldn't answer your phone because I was taking a shower.
She was cleaning the flat all morning yesterday.
The past simple tense is also used for actions that happened at a time
that is now finished but it stresses completion of an action in the past.
Compare:
(a)
(b)
I was painting the room at weekend. (The listener doesn’t know if
the whole room was painted or not.)
I painted the room at the weekend. (The whole room was
painted.)
Past simple is always used when the verb is a state verb.
Example
I wanted to go out but it was raining so I stayed at home.
Negative sentences are formed by adding NOT to an auxiliary verb to
be (here in the form of was or were).
Example
They were not playing football on Saturday.
If a sentence does not contain any auxiliary verbs, a negative is formed
by inserting did not (didn't) before the verb, which must be in the base
form.
Example
Paul did not (didn't) watch the match yesterday.
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ADDITIONAL MATERIALS
Questions are formed by changing the position of an auxiliary verb to
be (here in the form of was or were) before the subject group.
Example
Why was Jane crying yesterday when we saw her?
If a sentence does not contain any auxiliary verbs, a question is formed
by adding did before the subject group. The verb must be in the base
form.
Example
Did you watch the match yesterday?
Lesson 3, Task 1: Listening
Transcript
Here are my memories of London Wembley Arena, Wednesday 7th
November 1979.
Me, then: 16 years old and terribly shy. My mates laughed at me for my
musical taste as they listened to prog rock (Pink Floyd), metal and
punk, but I didn’t care. Loved the band and the music, tried to buy a
1977 Albert Hall ticket but failed. Then came 1979...
My best mate at the time, Jon, was a fan as well. They started to sell
tickets at (I think) 10 am at Chappells in New Bond Street in London.
We asked Jon’s father to drive us up there at 6 am, and at 7 am there
was already a very long queue. After five long hours, we got tickets ....
four rows from the front, just right of centre.
We took the train up to Wembley on the night but the train was late!
ABBA were to start at 8 pm. On reaching Wembley underground
station, we ran like Olympic sprinters and took our seats at 8.15 ... and
thankfully the show was late as well. ABBA began the show 10/15
minutes later. I might not remember clearly, but here are some
memories.
The opening: Benny’s synth intro was unexpected and stunning. The
girls with their arms outstretched, the lighting change as ‘VV’ started
..... However, the sound mix was a complete mess for the first three
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ADDITIONAL MATERIALS
numbers but then almost magically became a clean, bright, sharp sound
for the rest of the show.
Other memories: the real concert didn’t really seem to start until
‘Money Money Money’ and then Agnetha sang like an angel in a
spotlight on ‘Chiquitita’. ‘SOS’ and ‘Fernando’ sounded rather old and
tired. Frida’s performance of ‘Why Did It Have To Be Me’ was just
brilliant. ‘Summer Night City’ completely moved me – it seemed to me
that it took ages for most of the audience to recognise it. Agnetha
touched the audience when she took her place at the piano and started
playing and singing ‘I’m Still Alive’. Everyone was standing in silence
for ‘The Way Old Friends Do’ as the first encore. When it seemed
unlikely they would do the really old songs, Bjorn said, ‘Do you wanna
hear an oldie?’, it only took a second for the audience to realise what
was coming and soon everybody was jumping up and down.
ABBA never toured again. Memory can play tricks – I’m still
convinced that they performed ‘Mamma Mia’ that night, but I have
never seen or heard any evidence to confirm it. Although i t might be 30
years ago, I can still feel that night, when my musical heroes spent
nearly two hours playing and singing for me just four rows in front of
me. A happy memory that still remains.
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