Course: ESOL
Level: Higher
Support Materials (Schools)
March 2014
This advice and guidance has been produced for teachers and other staff who
provide learning, teaching and support as learners work towards qualifications.
These materials have been designed to assist teachers and others with the
delivery of programmes of learning within the new qualifications framework.
These support materials, which are neither prescriptive nor exhaustive,
provide suggestions on approaches to teaching and learning which will
promote development of the necessary knowledge, understanding and skills.
Staff are encouraged to draw on these materials, and existing materials, to
develop their own programmes of learning which are appropriate to the needs
of learners within their own context.
Staff should also refer to the course and unit specifications and support notes
which have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk
Acknowledgement
© Crown copyright 2014 You may re-use this information (excluding logos) free of
charge in any format or medium, under the terms of the Open Government Licence.
To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-governmentlicence/ or e-mail: psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information you will need to obtain
permission from the copyright holders concerned.
Any enquiries regarding this document/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
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Contents
Introduction
Guidance for staff
Progression in learning and skills
4
5
6
Approaches to learning, teaching and assessment
Suggested learning and teaching approaches
The use of ICT, including links to websites and Glow
Interdisciplinary learning
Gathering evidence
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8
9
10
11
Subject content
Higher ESOL learning programmes
Course structure
ESOL for Everyday Life
ESOL in Context: Work and study
Using existing support materials
Qualifications
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12
16
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INTRODUCTION
Introduction
This resource provides advice and guidance for staff delivering Higher ESOL.
The focus of this document is on ESOL learners in schools, but staff in other
settings may also find some of the information useful to support the programme
of learning for Higher with adult ESOL learners.
Higher ESOL has been designed to support and promote the values, principles
and aims of Curriculum for Excellence. Staff who deliver Higher ESOL will be
encouraged to think of delivery that is learner-centred, builds on the existing
skills, knowledge and experience of learners, and encourages learners to take
responsibility for their learning and achieve the highest level of learning they
can at this level.
There is a strong focus and attention on the quality of the learning experience
of learners. ESOL learners are often highly motivated. They undertake great
life changes by coming to live in a country where the language, culture and way
of life are different to what they know. The reasons that bring people to
Scotland are diverse but often they are motivated by the desire and need to
learn English. This motivation should be at the base of all ESOL delivery.
The learning and teaching approaches in Curriculum for Excellence will ensure
that delivery considers learners’ learning goals and aspirations, and a
combination of English language teaching approaches and methodology can
be employed to provide relevant and high-quality learning experiences for
ESOL learners.
The aim of these materials is to give support, guidance and suggestions on
teaching topics and ideas, and to show how they align with the principles and
values of Curriculum for Excellence and the outcomes for Higher ESOL.
There are three units of study:
 ESOL for Everyday Life
 ESOL in Work-Related Contexts or ESOL in Study-Related Contexts
 course assessment.
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INTRODUCTION
Guidance for staff
Staff delivering Higher ESOL should either have previously delivered SQA
ESOL units or be experienced in a range of ESOL delivery. Experience in
teaching a range of different levels would also be beneficial. For further
information about continuing professional development visit
http://www.esolscotland.com/professionaldevelopmentforpractitioners.cfm.
For ESOL learners, the four skills of reading, writing, listening and speaking
will all be developed at this level in the contexts of everyday life, work and
study. Higher sits at SCQF level 6 and other language level framework
equivalents can be found here:
http://www.esolscotland.com/initialassessmentguide_appendix1b.cfm
Key skills, knowledge and understanding
A broad overview of the subject skills, knowledge and understanding that will
be assessed in Higher ESOL is given below.
 Reading, writing, listening and speaking skills in English in the familiar, and
less familiar, contexts of everyday life, work or study.
 Knowledge and understanding required to understand and use detailed and
complex English language, as appropriate to purpose, audience and
context.
Links to prior learning
Entry to the course is at the discretion of the centre. However, learners would
normally be expected to have attained the skills, knowledge and
understanding required by one of the following:
 SQA ESOL National 5 course or relevant component units
 ESOL (Intermediate 2) course or relevant component units
 English at Independent User level of the Common European Framework of
Reference (CEFR).
Higher learning programmes are designed to draw on and build on curriculum
experiences and outcomes as appropriate.
Some local authorities provide guidance on entry to ESOL courses:
http://www.educationscotland.gov.uk/resources/e/genericresource_tcm468512
7.asp?strReferringChannel=educationscotland&strReferringPageID=tcm:4615801-64
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INTRODUCTION
Placing a learner at Higher level learning
There is a national standard approach in Scotland to initial assessment. Staff
should ensure that they are aware of the principles and practice of this
approach when assessing learners to determine their English language level.
The ESOL Initial Assessment Pack provides guidance and information on this
process and can be accessed at
http://www.esolscotland.com/initialassessmentguide.cfm.
ALTE can do statements
Higher takes account of the CEFR for Languages level C1. For further
information, the following document shows the ALTE can do statements for
the CEFR levels:
http://www.esolscotland.com/documents/alte.pdf
Progression in learning and skills
On successful completion of this course, learners can move on to courses in
English or the course may support progression to higher education, further
education, training or employment.
Learning should be progressive and facilitate development of each learner’s
skills, knowledge and application of language structure and vocabulary for a
wider variety of topics, with an increasing emphasis on effective
communication, accuracy and fluency.
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Approaches to learning, teaching and assessment
Staff in schools will have a rich resource of other subject areas from which to
draw language learning, especially if ESOL is only one part of the learner’s
portfolio of study. ESOL learners should be able to apply what they learn in
the ESOL class to other curriculum subject areas where there is a lot of
English language content. Staff should take advantage of this to enrich the
learning experience and give a rationale for learners to work with. Learners
who learn new vocabulary for a topic in their ESOL class should apply the
same learning approach to learning subject-specific vocabulary for other
curricular areas. Staff should encourage learners to use the same strategies
they use for learning vocabulary in ESOL for learning subject-specific words
for other subject areas.
Other learning and teaching approaches
Staff are encouraged to draw on a range of text types and resources to ensure
that the learning is aligned to learners’ needs and interests. Sourcing material
therefore needs knowledge and experience of the level of challenge in the four
skills of reading, writing, speaking and listening. Staff should be accustomed
to sourcing relevant material and adapting it if necessary to the appropriate
level for the learner. Many of the suggested resources in this guide can be
adapted. It is the responsibility of staff to evaluate the appropriateness and
relevancy of the resources suggested.
Staff should consider a variety of ways to promote language learning in the
ESOL classroom. This could include group discussions, group work, pair work,
research and presentation skills. Staff should also encourage learners to apply
their skills out of school in their daily lives.
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Suggested learning and teaching approaches
Active and co-operative learning techniques
These approaches to learning already exist in ESOL classrooms. Active
learning is when learners apply knowledge and skills in practical ways to allow
further engagement in learning. Learning experiences should be relevant and
meaningful. Further information on active learning is available at
http://www.educationscotland.gov.uk/learningteachingandassessment/approac
hes/activelearning/about/practicalcontext.asp.
The ESOL classroom is also a place where much co-operative learning takes
place, where learners have opportunities to learn from each other. This is
often facilitated in the ESOL classroom through communicative and
collaborative activities.
The following activity is a group-forming icebreaker that uses a communicative
approach in ESOL learning.
Activity
Ensure each learner has an A4 piece of paper. Ask them to follow these
instructions:
1.
2.
3.
4.
5.
6.
In the centre of the page, write the name you prefer to be called.
In the space around your name, write three activities: one you enjoy, one
you would never do and one you are good at.
In the top left-hand corner, write three places: one where you were born,
one which you consider to be the most beautiful and one where you last
went on holiday.
In the top right-hand corner, write three dates: your birthday, when you
arrived in Scotland and a date that is important to you.
In the bottom left-hand corner, write three names: the name of someone
you admire, the name of your favourite author and the name of a teacher
who has made an impression on you.
In the bottom right-hand corner, write three pieces of information: how
many years you have been learning English, your favourite subject at
school and the languages you speak.
When learners have completed this part of the task, they should talk about
their answers in pairs – preferably with someone they are meeting for the first
time but it also works with somebody they already know. As they talk, circulate
and help with any language queries. Make a note of any errors and also of any
examples of excellent English. Write the main ones on the board (making sure
that anonymity is preserved), along with any new vocabulary. When they have
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
finished, go over the items on the board. Finally, invite each learner to tell the
others one piece of information they have discovered about their partner.
This activity could be followed by a writing activity asking learners to write a
short essay about themselves and one about their partner.
A possible lesson plan to use the first day after a holiday is
http://www.onestopenglish.com/community/lesson-share/lesson-sharearchive/speaking/speaking-holiday-activities/552882.article.
Other icebreakers can be found at
http://www.teachingenglish.org.uk/search/apachesolr_search/icebreakers.
The use of ICT, including links to websites and Glow
Curriculum for Excellence principles and values recognise the
importance of incorporating the use of ICT in learning and teaching.
This may include using websites for topics in learning programmes and the
use of technology such as smartboards and smartphones. However, it is
recognised that some local authorities will impose restrictions in relation to
using technology and accessing websites. Sites that are suggested here can
also be recommended to learners for independent study.
Examples of technology in use




Use of a smartboard for learning and teaching.
Setting up a website/blog, for example using http://wordpress.com/.
Sharing information and files in electronic format.
Software and websites that can support language learning, for example
voice-recording websites and use of Skype for speaking.
Glow
Glow can be used to upload information and materials related to learning. It
can also be used to meet virtually using the Glow Meet facility. This may be
particularly helpful for learners in more isolated/rural settings. Learners and
staff can use Glow for giving presentations.
English language learning in the wider context
Learners should be able to apply their learning in the ESOL class to the
situations and contexts outwith the ESOL class. This could be in other subject
areas at school (see the examples in the section on interdisciplinary learning)
or in their lives outside school, including their family life and personal life. This
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
will include friends they have outside school, people at work if they have a
part-time job or if they volunteer for a charity, groups, clubs or associations
they may belong to, and accessing and using public services (eg taking the
bus or train, going to the shops or using the local library). Learners may be
able to contribute to conversations on topics they have covered in class in
other social settings, such as talking to a group of friends or talking to their
parents. All these contexts provide ESOL learners with the opportunity to
apply English language skills. Staff should encourage learners to see these
contexts as ways to further develop their English language skills.
Interdisciplinary learning
Staff should encourage ESOL learners to apply what they learn in the ESOL
class to other curriculum subject areas where there is a lot of English
language content.
Expressive arts
Drama could be used to practise pronunciation and reading skills through
performing and acting scripts, and understanding and following instructions
and directions.
Health and wellbeing
Physical education could be used to apply skills in understanding and
following instructions to do with physical exercise, following a sequence of
actions or instructions through learning games, and applying appropriate
language structures when describing or explaining the rules of a game.
Health, food and technology
Learners will apply language skills by being able to follow recipe instructions
and use appropriate language to give and follow advice on healthy living and
eating.
Languages
Modern languages could be used to help reinforce understanding of language
learning, structures, grammar and vocabulary.
Social studies
History and modern studies could be used to apply skills in note-taking of
factual information and apply skills in speaking by giving verbal accounts of
events. Subjects such as history and modern studies can also help facilitate
learning on cultural differences.
These are just a few examples of how learners could apply their English
language skills to other subject areas.
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Gathering evidence
Assessment should be an ongoing process that permeates effective learning
and teaching. As such, staff are encouraged throughout the Curriculum for
Excellence documentation to adopt imaginative and creative approaches to
assessment that take account of learners’ experience in terms of challenge,
breadth and application. Staff should refer to the principles of assessment as
laid out in Building the Curriculum 5:
http://www.educationscotland.gov.uk/thecurriculum/howdoyoubuildyourcurricul
um/curriculumplanning/whatisbuildingyourcurriculum/btc/btc5.asp
For unit assessment purposes staff should gather a rich range of evidence.
Presentations, recorded video, written work, podcasts or poster displays are
all valid examples of ways in which assessment evidence could be generated
to meet the necessary outcomes and assessment standards.
Staff should use their professional judgement, subject knowledge and
experience, and understanding of their learners to determine the most
appropriate ways to generate evidence.
Approaches to gathering evidence should aim to help learners to progress
through the learning programme at their own pace. Staff should explore
opportunities in the day-to-day delivery of the programme to observe learners
providing evidence which satisfies, completely or partially, outcome or unit
requirements. This is naturally occurring evidence.
Staff should share learning and assessment criteria with learners, build in time
to provide effective feedback and reflection on learning, formative assessment
and summative assessment, and encourage peer- and self-assessment.
Course assessment
The course assessment consists of three components: a question paper titled
‘reading and writing’, a question paper titled ‘listening’ and a performance titled
‘speaking and listening’. Further detailed information about the course
assessment can be found in the course assessment specification by following
the link below. Further information will be available in the specimen papers for
the Higher ESOL course assessment.
http://www.sqa.org.uk/files_ccc/CfE_CourseAssessSpec_Higher_Languages_
ESOL.pdf
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SUBJECT CONTENT
Subject content
Higher ESOL learning programmes
The ESOL for Everyday Life and ESOL in Context units allow staff to be
flexible and develop programmes of learning focusing on a variety of language
areas which address the particular needs of learners.
The learning content of each unit can be developed separately or staff can
integrate delivery into one programme that combines the contexts of everyday
life and work or study. The approach taken will depend on the group of
learners and the many factors in an organisation that determine programme
design.
Throughout the programme, the link between learning, teaching and
assessment should be clear to learners and they should be encouraged to
take responsibility for their own learning and understand how they are
progressing to meet assessment standards.
Course structure
This course is made up of one mandatory unit, ESOL for Everyday Life and a
choice of two optional units, ESOL in Work-Related Contexts or ESOL in
Study-Related Contexts. The units include the four language skills of reading,
writing, listening and speaking. The course provides the opportunity to
integrate these language skills across the units. Units are statements of
standards for assessment and not programmes of learning and teaching. They
can be delivered in a number of ways.
ESOL for Everyday Life
The purpose of this unit is to develop the language skills needed for everyday
life in familiar and less familiar personal, social and transactional contexts.
This unit provides learners with the opportunity to develop the skills of reading,
writing, listening and speaking, using detailed and complex English language.
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SUBJECT CONTENT
ESOL in Work-Related Contexts
The purpose of this unit is to develop the language skills needed in familiar
and less familiar work-related contexts. This unit provides learners with the
opportunity to develop the skills of reading, writing, listening and speaking,
using detailed and complex English language. In this unit, the contexts of work
will be personalised to meet the needs of learners.
ESOL in Study-Related Contexts
The purpose of this unit is to develop the language skills needed in familiar
and less familiar study-related contexts. This unit provides learners with the
opportunity to develop the skills of reading, writing, listening and speaking,
using detailed and complex English language. In this unit, the contexts of
study will be personalised to meet the needs of learners.
http://www.sqa.org.uk/files_ccc/CfE_CourseSpecification_Higher_Languages_
ESOL.pdf
Course assessment
Course assessment will focus on challenge and the application of skills and
knowledge, drawing from personal, social, transactional, work- or studyrelated contexts where learners will be expected to apply language skills to
understand and use detailed and complex written and spoken English.
There are three components to the course assessment:
 reading and writing question paper
 listening question paper
 speaking and listening performance.
More information can be found in the SQA Higher ESOL course assessment
specification:
http://www.sqa.org.uk/files_ccc/CfE_CourseAssessSpec_Higher_Languages_
ESOL.pdf
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SUBJECT CONTENT
The outcomes for the ESOL for Everyday Life, ESOL in Work-Related
Contexts and ESOL in Study-Related Contexts units are shown below.
Outcome 1: Reading – Understand detailed and complex
language written in English
Explain overall purpose, main points and aspects of detail
Explain how detailed and complex vocabulary and text
features are used to convey meaning
Explain clearly expressed opinions or attitudes
Explain features of layout
Outcome 2: Writing – Produce written English using detailed
and complex language
Use detailed and complex structures and vocabulary, as
appropriate
Use grammar, spelling and punctuation sufficiently
accurately to convey meaning
Use conventions of style and layout, as appropriate
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SUBJECT CONTENT
Outcome 3: Listening – Understand detailed and complex
language spoken in English
Explain overall context, main points and aspects of detail
Explain clearly expressed opinions or attitudes
Outcome 4: Speaking – Communicate orally in English using
detailed and complex language
Use detailed and complex structures and vocabulary, as
appropriate
Communicate sufficiently accurately and coherently to
convey meaning
Maintain interaction, as appropriate
http://www.sqa.org.uk/files_ccc/CfE_Unit_H_ESOL_ESOLforEverydayLife.pdf
http://www.sqa.org.uk/files_ccc/CfE_Unit_H_ESOL_ESOLinWorkrelatedConte
xts.pdf
http://www.sqa.org.uk/files_ccc/CfE_Unit_H_ESOL_ESOLinStudyrelatedCont
exts.pdf
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SUBJECT CONTENT
ESOL for Everyday Life
Diagram of suggested topics
EVERYDAY LIFE
LIFESTYLE
PERSONAL IDENTITY
PHYSICAL
ENVIRONMENT
CITIZENSHIP
GOODS AND SERVICES
Health and wellbeing
Personal characteristics
House/home
Cultural identity
Shopping
Leisure
Personal experience
Neighbourhood
National identity
Health service
Social relationships
Personality
Climate and weather
Current affairs
Entertainment, going out
and leisure
Roles and responsibilities
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Environmental
awareness
SUBJECT CONTENT
Suggested topics and topic development
Topic and topic
development
Personal identity
Personal experience,
impressions of
living/working/studying
in another country
Roles and
responsibilities
Suggestions for teaching ideas and links to possible resources
http://www.facebook.com/notes/face-book-notes/a-to-z-questions-about-me/110868923157
Questions most frequently asked on Facebook which learners can use as a platform to talk about themselves and
to find out about other learners.
http://www.bbc.co.uk/worldservice/learningenglish/business/wab/u3_3_1.shtml
Advice to prepare for living in another culture.
http://www.esolcourses.com/content/lifeintheuk/birmingham/city-university-video-quiz.html
Video listening quiz about Birmingham City University.
http://www.educationscotland.gov.uk/studyingscotland/index.asp
Information, resources and activities on Scotland.
http://www.redcross.org.uk/About-us/News/2009/July/Young-refugees-and-asylum-seekers-learn-life-skills-inGlasgow
News article documenting experiences of young refugees and asylum seekers living and studying in Glasgow.
http://www.teachingenglish.org.uk/lesson-plans/opencities-%E2%80%93-lesson-4-settling-down-a-new-country
Lesson plan looking at adjusting to the cultural and environmental differences of another country.
http://www.tes.co.uk/article.aspx?storyCode=6344328
Various resources on the topic of bullying.
http://www.bbc.co.uk/learningzone/clips/consider-the-lilies-themes-of-religion-and-responsibility/6899.html
A learning zone clip exploring the idea of personal responsibilities.
http://mind-the-blog.eklablog.com/youth-homelessness-a3696546
Information about the plight of young homeless people. Can lead to discussion about what can be done to help.
https://www.youtube.com/watch?v=89BeiCQso1s
YouTube clip about Jenny, a young girl with Asberger’s who volunteers to help older people keep fit.
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SUBJECT CONTENT
Lifestyle
Health and wellbeing
Physical environment
Local facilities, where I
live
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http://www.bbc.co.uk/learningzone/clips/regain-control-look-after-your-health/7332.html
A BBC learning clip that looks at the link between the recession and health.
http://www.bbc.co.uk/learningzone/clips/the-promotion-health-and-fitness-in-young-men/6078.html
A BBC learning clip about a scheme called Health Kicks.
http://www.bbc.co.uk/learningzone/clips/binge-drinking/8067.html
A BBC learning clip that talks about the dangers of binge-drinking.
http://www.teachingenglish.org.uk/great/sport-great
A lesson plan about the benefits of sport.
http://www.bbc.co.uk/learningzone/clips/types-of-food/101.html
A learning zone clip about what makes a healthy diet.
http://www.bbc.co.uk/learningzone/clips/experiencing-and-beating-cyber-bullying/7148.html
Advice for dealing with bullying at school.
http://www.teachingenglish.org.uk/lesson-plans/cooking-britain-today
Lesson plan on food and cooking.
http://www.bbc.co.uk/learningzone/clips/5534.html
BBC learning clip on body and self image.
http://www.youthhealthtalk.org/young_people_health_and_weight/People/Interview/Category/439
Collection of interviews with young people on various health issues such as weight loss and depression – includes
text, audio and video.
http://www.bbc.co.uk/health/treatments/healthy_living/fitness/motivation_young.shtml
BBC printable web page on young people and health.
http://www.bbc.co.uk/learningzone/clips/council-housing-in-edinburgh/3850.html
BBC learning clip that talks about council housing in Edinburgh.
http://www.bbc.co.uk/learningzone/clips/affordable-housing/3852.html
BBC learning clip that talks about the issue of affordable housing.
SUBJECT CONTENT
http://www.teachingenglish.org.uk/lesson-plans/destination-scotland
A lesson plan about Scotland.
http://www.teachingenglish.org.uk/lesson-plans/living-uk
A lesson plan about living in the UK.
Goods and services
Shopping online and in
person
Food shopping and
eating well
http://www.esolcourses.com/content/lifeintheuk/consumer-rights/shopping-online/internet-shopping-listening.html
Listening activity with information about consumer rights when shopping online.
http://www.bbc.co.uk/programmes/b006mg74/features/consumer-law-sale-of-goods
Article about consumer law.
http://www.teachingenglish.org.uk/lesson-plans/cooking-britain-today
A lesson plan on the topic of food in Britain (including restaurants).
http://www.esolcourses.com/content/topics/food/video/fishandchips.html
A video listening activity about fish and chips.
http://www.focusonfood.org/skills_snippets
Possible resource to learn vocabulary around cooking techniques, including pictures and explanations (also
available in PDF on the same page).
http://focusonfoodcookschool.co.uk/recipe.php
Same site but different page with various recipes.
http://www.foodafactoflife.org.uk/
Free resources on cooking, healthy eating, food and farming for young people.
http://www.bbc.co.uk/news/uk-scotland-18672938
News report on the UK’s first healthy pizza – created in Scotland.
http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/2012/07/120705_healthy_pizza.shtml
6-minute English lesson plan on the same subject – audio and text included.
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SUBJECT CONTENT
Entertainment/going
out/leisure
Television, cinema,
music
Computers and
computer games
Use and impact of
technology – social
media
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http://www.rottentomatoes.com/
Website with film reviews. Learners can read the reviews and then write their own review of a film they have seen.
https://www.youtube.com/watch?v=bLF6sAAMb4s
The Bechdel test explained – leads to discussion of how women are portrayed in films.
http://learnenglishteens.britishcouncil.org/magazine/entertainment
Articles for young adult English language learners related to entertainment.
http://www.onestopenglish.com/community/lesson-share/extras/pictures/pictures-musicalinvolvement/145324.article
A short activity which uses music to promote discussion.
http://www.esolcourses.com/content/lifeintheuk/museums/museums-and-galleries-quiz.html
A video listening quiz which includes information about Glasgow museums.
http://www.esolcourses.com/content/topics/tv/britainsgottalent/videoquiz.html
A video listening activity about the reality show Britain’s Got Talent.
http://www.aloscotland.com/alo/viewresource.htm?id=790
A literacy resource with role plays focusing on young people’s digital lives and the nature and quality of their digital
experiences. They were developed in 2011 as part of a European project aiming to have young people speak up on
citizenship issues of concern to them and influence matters that affect their lives.
http://esol.britishcouncil.org/internet-safety/internet-safety-strong-passwords
British Council lesson on the topic of internet safety and information about what makes a strong password.
http://esol.britishcouncil.org/internet-safety/cyberbullying
British Council lesson on the topic of internet safety and cyber bullying.
http://www.rockstargames.com/newswire
Scottish computer game company newspaper, includes reviews. Learners can read the reviews and then write their
own review of a computer game.
SUBJECT CONTENT
http://www.bbc.co.uk/learningzone/clips/the-influence-of-social-media-in-politics/10817.html
A learning zone clip about the influence social media has on politics.
Current affairs/news
News
What is happening in
the world
The weather
Climate
Environment
http://www.bbc.co.uk/newsround/
News and fun facts for young people – includes stories, pictures, videos and quizzes.
http://www.teachingenglish.org.uk/lesson-plans/conversation-lesson-%E2%80%93-news
Conversation lesson about news.
http://www.educationscotland.gov.uk/politicalliteracy/index.asp
Information and activities related to politics, including the Scottish Parliament, local government, UK government
and the European parliament.
http://learnenglishteens.britishcouncil.org/magazine/life-around-world
Articles for young adult English language learners on life around the world.
http://esol.britishcouncil.org/politics/what-are-elections
British Council lesson about general elections in Britain.
http://www.bbc.co.uk/worldservice/learningenglish/quizzes/quiznet/2012/05/120511_flash_quiz_2_weather.shtml
Weather vocabulary for revision and learning, in quiz form.
http://www.teachingenglish.org.uk/lesson-plans/climate-change
Lesson plan about climate change.
http://www.urbancroft.co.uk/scottish-environment-link-film/
A film that raises awareness about the cleanliness of Scotland’s seas.
https://www.youtube.com/watch?v=fddYApFEWfY
TED talk about plastic pollution.
https://www.youtube.com/watch?v=9GorqroigqM
‘The Story of Stuff’ is a 20-minute illustrated talk about the connections between environmental and social issues.
http://www.greenpeace.org.uk/what-we-do
Information about the Greenpeace organisation.
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SUBJECT CONTENT
http://www.bbc.co.uk/learningzone/clips/the-st-fergus-coastal-environment-committee/4028.html
A learning zone clip about a committee, in Aberdeenshire, that advises on the conservation of the environment in
relation to development in the area.
Cultural awareness
Comparison of
traditions, values etc
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http://projectbritain.com/teenagediary.htm
Some facts and figures about teenagers in England and a five-day diary of an average teenager, written during
school holidays. Includes colloquial language. Can be used to compare with average teenager in learner’s native
country.
http://www.bbc.co.uk/learningzone/clips/female-workers-suffer-in-a-recession/6858.html
A BBC learning clip that raises the issue of equal rights at work. Can lead to a discussion on women’s rights, both
in the workplace and in general, in different countries.
http://www.esolcourses.com/content/lifeintheuk/history/british-history-video-quiz.html
A video listening quiz with information about the history of Britain.
http://www.miniature-earth.com/
In this video, information is presented in a simplified form by imagining a world population of 100.
SUBJECT CONTENT
Lifestyle: Health and wellbeing – Topic development
The following example shows how the topic of health and wellbeing can be
developed using one of the resources listed.
Suggested resource
http://www.bbc.co.uk/learningzone/clips/the-promotionhealth-and-fitness-in-young-men/6078.html
Context
Lifestyle
Topic
Health and wellbeing
Aims
To be able to talk about aspects of a healthy lifestyle.
To understand detailed and complex language spoken
in English.
To use the subject to gain a broader understanding of
the importance of a healthy lifestyle from an early age.
Introducing the topic
Learners watch the clip, without sound, and compare
what they saw in pairs.
Write the word ‘kick’ on the board and elicit different
possible meanings: to push with the foot, to free oneself
of (an addiction), a blow with the foot, excitement or
thrill
Tell the learners that the clip is about an initiative called
Health Kicks and ask them which meanings of the word
‘kick’ they think are relevant.
Learners match key expressions (to top the list, to last a
lifetime, an initiative, MOT, to have a go, little did I
know, an anchor) from the clip with definitions on cards.
Other resources for
this topic area
http://www.teachingenglish.org.uk/great/sport-great
A lesson plan about the benefits of sport.
http://www.bbc.co.uk/learningzone/clips/types-offood/101.html
A learning zone clip about what makes a healthy diet.
Other notes
http://dictionary.cambridge.org/
For definitions of key words, used to help create the
definition cards.
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SUBJECT CONTENT
Suggested activities for this resource
Definitions on cards to match with key words:
Be the most important
Continue to exist forever
A new plan
A test to prove that vehicles are safe to drive
To try something
I had no idea
A support
Learners watch the video and write down all the numbers they hear. 18, 35, 39,
28, 1/3, 75, 24.1
What do the numbers represent?
18 – minimum age to take part in Health Kicks initiative
35 – maximum age to take part in Health Kicks initiative
39 – percentage of men between 18 and 35 who drink too much
28 – percentage of men between 18 and 35 who smoke
1/3 – of men die before they are 75
24.1 – presenter’s percentage of body fat
What three things do we see the presenter have checked as part of his health
MOT? Lung function, blood pressure, body fat
What is the main message for young men?
They need to take care of their bodies before it’s too late.
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SUBJECT CONTENT
Questions for discussion (as a class or in groups and follow up with writing or
feeding back orally to the rest of the class or staff)
Do you think that young people lead healthy lifestyles generally? What do they
do/not do?
Are there similar initiatives in your home country? Can you describe them?
Other suggested activities
Learners put together an advertising campaign to encourage young people to
eat well and exercise regularly. This might include posters, slogans and
podcasts.
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SUBJECT CONTENT
ESOL in Context: Work and study
Diagram of suggested topics
ESOL in Context: Work
and study
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JOBS
EMPLOYABILITY
STUDY SKILLS
SCHOOL
Job skills and job
descriptions
Job advertisements and
interviews
A good learner
Learning in school
Jobs: advantages and
disadvantages
CV preparation and
application forms
Writing skills
Learning out of school
Pay, national insurance
and tax
Employability services
Presentation skills
Comparing school and
college
Workplace
communication
Other training
opportunities
Listening and reading
skills
Further and higher
education
Team-working
Volunteering
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SUBJECT CONTENT
Suggested topics and topic development
Jobs
Job skills and job descriptions
Working for yourself: advantages
and disadvantages
Pay, national insurance and tax
Workplace communication
Team-working
Employability
Job advertisements and interviews
https://www.youtube.com/watch?v=tn1BI65LSlk
YouTube clip that gives the seven competency skills for the workplace.
http://www.educationscotland.gov.uk/worldofworkonline/about/index.asp
Education Scotland resource giving information on different types of jobs – job roles and job activities.
http://www.usingenglish.com/files/pdf/people-in-society.pdf
Vocabulary guessing game.
http://www.educationscotland.gov.uk/worldofworkonline/workingforyourself/index.asp
Education Scotland resource about working for yourself. It looks at the advantages and disadvantages of being self
employed.
http://www.scottishbooktrust.com/skint
Resource, including audio and reading, which addresses the topic of managing finances.
http://www.onestopenglish.com/business/business-spotlight/emotional-roller-coaster/550434.article
Lesson plan about a dilemma two managers had to face.
https://www.youtube.com/watch?v=Pw_bL5ucmBI
Animated health and safety video that is funny but has a serious point. The humour is quite dark.
http://www.esolscotland.com/documents/esolresources_dec.pdf
Two resources in this pack, including 'Understanding Instructions' and 'Fire!'.
http://www.bbc.co.uk/learningzone/clips/working-together-as-a-team-pt-2-2/722.html
A learning zone clip where six children learn the skills needed to work as a team.
http://eslyouth.wordpress.com/team-building/
Information on a team-building exercise inspired by a TED talk.
http://busyteacher.org/16949-education-career-vocabulary.html
Ideas to introduce and revise vocabulary connected with work and study.
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SUBJECT CONTENT
CV preparation and application
forms
Employability services
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http://www.bbc.co.uk/worldservice/learningenglish/general/englishatwork/2012/02/120215_english_at_work_episode_1
_story.shtml
Listening activity with tips for having a successful interview.
http://www.youtube.com/user/The2InterviewGuys?v=qSylCmes5dw
Clip which gives five top tips for interviews.
http://www.youtube.com/watch?v=I2IDGXX5-YY
Clip which gives the top 10 interview questions.
http://jobs.theguardian.com/
Job advertisements.
http://www.bbc.co.uk/skillswise/job-skills
BBC website about employability.
http://www.bbc.co.uk/northernireland/schools/11_16/gogetit/getthatjob/employer.shtml
BBC web pages on preparing for and applying for jobs aimed at young people.
http://www.bbc.co.uk/northernireland/schools/11_16/gogetit/getthatjob/interviewtips.shtml
BBC web pages on job interviews aimed at young people.
http://www.esolscotland.com/esol/files/job_ad_inv.wav
Answering a job advertisement – audio file. An activity sheet and a script are also available for this audio file.
http://www.bbc.co.uk/news/business-15573447
Article about how to write a successful CV.
http://www.bbc.co.uk/northernireland/schools/11_16/gogetit/getthatjob/cvtips.shtml
BBC web pages on CV preparation.
http://busyteacher.org/1742-cv-builder.html
Lesson plan on CV preparation.
http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CC0QFjAA&url=http%3A%2F%2
Fwww.nationalstemcentre.org.uk%2Felibrary%2Ffile%2F3058%2FEmployability_skills_guide.pdf&ei=BNI2Usq8M4HE7
Abw14DoDQ&usg=AFQjCNGNupwmrq0wiO31pCzJ2SWGYs-1Sw&bvm=bv.52164340,d.ZG4
Employability skills list, examples for young people.
SUBJECT CONTENT
Other training opportunities
Volunteering
Study skills
A good learner
Writing skills
http://www.gov.uk/browse/working
General website for finding a job.
http://esol.britishcouncil.org/magazine/premier-league-helps-youngsters-work
Lesson plan that looks at the Premier League in England and how it is helping young people into work.
http://test.skillsdevelopmentscotland.co.uk/case-studies/kirsty-lavalette.aspx
http://test.skillsdevelopmentscotland.co.uk/case-studies/emma-reid.aspx
Case studies of young people who have applied for a modern apprenticeship.
http://www.streetgames.org/www/sgplus/content/tyrone-small-youtube-profile
YouTube video of a young person who volunteers.
https://www.youtube.com/watch?v=OU_
YouTube clip in which various people talk about why they volunteered to work abroad.
http://www.counselling.cam.ac.uk/selfhelp/leaflets/exams
Advice for learners preparing for exams.
http://esol.britishcouncil.org/lesson-plans/learning-styles
British Council lesson about different learning styles.
http://www.bbc.co.uk/scotland/brainsmart/brain/
BBC site with lots of ideas on how to make the most of your brain.
http://www.adultliteraciesonline.com/alo/viewresource.htm?id=41
A fun activity to show the importance of punctuation.
http://www.englishforeveryone.org/Topics/Writing-Practice.htm
Website with lots of suggestions on topics for writing practice.
http://lessonstream.org/2012/05/29/message-in-a-bottle/
A lesson plan to practise writing skills, based on a song.
http://lessonstream.org/2011/10/26/halloween-horror-story/
A lesson plan which involves reading and writing skills.
http://busyteacher.org/8578-opinion-essay-writing.html
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SUBJECT CONTENT
Presentation skills
Listening and reading skills
School
Learning in school
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A PowerPoint presentation on essay writing and presenting an opinion.
http://www.informationisbeautiful.net/
A website that visualises data.
https://www.youtube.com/watch?v=2-ntLGOyHw4
A clip which discusses the way Steve Jobs gives presentations and, based on this, gives tips on how to give an
effective presentation.
http://www.bbc.co.uk/keyskills/comms/level3/module3/nf1.shtml
Advice on giving an effective presentation.
http://www.bbc.co.uk/worldservice/learningenglish/business/talkingbusiness/unit3presentations/4tips.shtml
Presentation tips.
http://busyteacher.org/12785-subject-matters-for-the-debates-and-oral-exams.html
A resource suggesting various topics that could be used for oral presentation.
http://www.bbc.co.uk/search/?q=reading
A variety of reading material from the BBC.
http://www.theguardian.com/uk
A variety of articles from the Guardian newspaper.
http://www.englishforeveryone.org/Topics/Reading-Comprehension.htm
Reading comprehension exercises.
http://lessonstream.org/2012/01/17/book-puzzle/
A short lesson plan focusing on reading skills.
http://lessonstream.org/2011/04/30/washing-clothes/
A lesson plan which practises listening and writing skills.
http://www.ted.com/
A collection of talks/presentations by different people on various subjects.
http://www.teachingenglish.org.uk/lesson-plans/conversation-lesson-school
Lesson plan conversation about school.
SUBJECT CONTENT
Learning out of school
Comparing school and college
Further and higher education
http://www.bbc.co.uk/news/education/
News and features covering education and family issues in the UK.
http://www.bbc.co.uk/news/education-20930195
News item about a school where every learner uses an iPad for learning in the classroom.
http://www.guardian.co.uk/education/interactive/2011/may/10/tefl
Lesson plan about a dying language.
http://busyteacher.org/8525-why-learn-a-foreign-language.html
Activities on the topic of language learning.
http://www.bbc.co.uk/learningzone/clips/drive-to-boost-outdoor-learning/7527.html
A news clip on outdoor learning.
http://www.joininedinburgh.org/
Information about out-of-school learning opportunities in Edinburgh.
http://www.glasgow.gov.uk/index.aspx?articleid=7321
Video about young people learning table tennis and the positive effects of this.
http://www.urbancroft.co.uk/category/need-a-film/
Promotional video for City of Glasgow College – 4 minutes 12 seconds to 6 minutes 20 seconds covers learners
comparing college to school.
http://www.educationuk.org/global/
Information about studying in the UK.
https://www.youtube.com/watch?v=-7-VzejiNyU
Information about the Ian Rankin writing scholarship at Adam Smith College, includes interview with Ian Rankin.
http://www.fife.ac.uk/news/Pages/Latest/20131007PR1.aspx
Article about Ian Rankin receiving a Fellowship Award from Fife College.
http://www.sqa.org.uk/files_ccc/ESOLCaseStudyMir.pdf
SQA ESOL case studies on young people learning English and moving on to further and higher education.
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SUBJECT CONTENT
Employability: job interviews
The following example shows how the topic of job interviews can be
developed using one of the resources listed.
Suggested resource
http://www.youtube.com/watch?v=I2IDGXX5-YY
Clip which gives top 10 interview questions
Context
Employability
Topic
Job interviews
Aims
To be able to prepare thoroughly for a job interview.
To use the subject to practise listening skills and to
enlarge job-related vocabulary.
To practise talking about personal experience.
Introducing the topic
Ask the learners to move to one part of the classroom if
they have ever been for a job interview (Group A) and
to another part if they have never been for a job
interview (Group B). Learners in Group B should speak
to a learner in Group A and find out as much as
possible about their interview. If nobody has
experienced a job interview, then they should ask staff
about their first job interview.
In pairs, learners make a list of questions they think
could be asked in an interview. Learners then join
another pair and compare their ideas before writing the
questions on a flipchart sheet. Staff circulate and help,
correcting as necessary. The flipchart sheets are then
displayed on the classroom walls so that all learners
can walk around the classroom to read them.
Other resources for
this topic area
http://www.youtube.com/user/The2InterviewGuys?v=qS
ylCmes5dw
Clip which gives five top tips for interviews
http://search.yahoo.com/search?p=job+interview+funny
&ei=utf-8&fr=ie8
Monty Python Silly Job Interview
https://www.youtube.com/watch?v=IBGaBS34a1A
Pepsi Max ad
The last two links take a comic look at interviews and
can be shown, for light relief, at the end of the lesson.
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SUBJECT CONTENT
Other notes
Having watched the clip, learners could role play an
interview, using the questions from the clip. They could
use a fictitious job or they could choose an
advertisement for a local job and imagine that they
have been invited to interview for it.
Suggested activities for this resource
Be sure to cover the subtitles on the screen, e.g. using sticky notes.
The first time learners watch the clip, they can compare the interview
questions on their sheets with the ones given in the video.
Before watching a second time, learners should work in small groups and
match the answers with the questions. This can be done by cutting out the
following, using different coloured card for the questions and answers.
Questions
Tell me about yourself
Why should we hire you?
What is your greatest strength?
What is your greatest weakness?
Why do you want to work here?
Why did you leave your last job?
What is your greatest accomplishment?
Describe a difficult work situation and what you did to overcome it.
Where do you see yourself in five years?
Do you have any questions for me?
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SUBJECT CONTENT
Answers
Don’t talk about your personal life, talk about past experiences.
Be specific, highlight something that the company is looking for.
Be specific, choose a work-related strength that is related to what the
company is looking for.
Be honest but don’t choose a skill that is essential to the job you are
interviewing for.
Be specific and mention the things about the company that you admire.
If you were let go, be honest and explain the situation and what you learnt
from the experience.
Be specific and talk about a past accomplishment that shows how valuable
you will be in the position you are interviewing for.
Be specific, bring up a past situation that you handled well.
You should show that you are a person with direction and goals.
You should be saying ‘yes’ every time.
Learners should watch the clip again and check their matches.
You may need to explain that if the learners have no previous work experience
they can give examples from their general experience.
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SUBJECT CONTENT
Other suggested activities
Learners watch the clip
http://www.youtube.com/user/The2InterviewGuys?v=qSylCmes5dw (five top
tips for interviews) then prepare a poster or presentation giving tips on how to
succeed in an interview.
Using existing support materials
Curriculum for Excellence principles and values aim to ensure that learning
and teaching supports learners to become successful learners, confident
individuals, responsible citizens and effective contributors. The learning and
teaching approaches in the ESOL classroom should consider these outcomes
while teaching common English language learning topics.
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SUBJECT CONTENT
Qualifications
The requirements for a qualification in Higher ESOL are laid out in the SQA
documentation, which can be accessed from
http://www.sqa.org.uk/sqa/47905.html.
At Higher level:
To gain a course award, a learner must pass all units as well as the course
assessment.
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