Course: ESOL
Level: National 3
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-government-licence/
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
7
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
ESOL National 3 learning programmes
ESOL in everyday life
ESOL in context – work and study
Qualifications
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13
16
26
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INTRODUCTION
Introduction
This resource provides advice and guidance for staff delivering ESOL National 3.
The focus of this document is on ESOL learners in schools, but ESOL staff in
other settings may also find some of the information useful to support the
programme of learning for National 3 with adult ESOL learners.
ESOL National 3 has been designed to support and promote the values,
principles and aims of Curriculum for Excellence. Staff who deliver ESOL National
3 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 National 3.
There are two units of study:
 ESOL for Everyday Life
 ESOL in Context.
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INTRODUCTION
Staff should also read the English for Speakers of Other Languages National 3
Professional Focus Paper produced by Education Scotland to ensure that they
have familiarised themselves with the key areas of significant change and
potential approaches to learning and teaching.
http://www.educationscotland.gov.uk/resources/nq/e/nqresource_tcm4825516.as
p?strReferringChannel=nationalqualifications&strReferringPageID=tcm:4719131-64&class=l4+d150512
Guidance for staff
Staff delivering ESOL National 3 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.
National 3 sits at SCQF level 3 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 ESOL National 3 is given below.
 Reading, writing, listening and speaking skills in English, as appropriate to
purpose and audience, in the routine contexts of everyday life, work and
study.
 Knowledge required to understand and use simple English, as appropriate to
purpose, audience and context.
Contexts may be everyday situations involving social uses of simple language or
work- and study-related situations involving more specialised terminology.
The learning programme contributes towards the development of literacy skills
by providing learners with opportunities to read, write, listen and speak in
English.
http://www.sqa.org.uk/files_ccc/CfE_CourseUnitSupportNotes_N3_Languages_
ESOL.pdf
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INTRODUCTION
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:
 participation in third-level experiences and outcomes for Literacy and English
 prior learning and/or accreditation of knowledge of English at Basic User level
of the Common European Framework of Reference (CEFR) for Languages
 any other relevant qualification, including individual units at a different level.
Learners who undertake this course should have some previous knowledge of
English at a basic level and be familiar with the Roman script.
National 3 learning programmes are designed to draw 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_tcm4685127.
asp?strReferringChannel=educationscotland&strReferringPageID=tcm:4615801-64
Placing a learner at National 3 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
National 3 takes account of the CEFR for Languages level A2. For further
information, the following document shows the ALTE can do statements for the
CEFR levels:
http://www.esolscotland.com/documents/alte.pdf
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INTRODUCTION
Progression in learning and skills
On successful completion of this course, learners can move on to ESOL National
4 or the course can support progression to 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
in schools 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 assess 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.
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
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
meaningful. Further information on active learning is available at
http://www.educationscotland.gov.uk/learningteachingandassessment/approach
es/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 page is an example of an introductory activity that uses a
communicative approach in ESOL learning.
‘Introducing yourself’ activity
This is an activity that could be used at the start of a course to give staff and
learners a chance to practise introducing themselves and give some information
about what they like doing in their free time. A soft ball is needed.
Learners and staff stand in a circle. The staff member holds the ball and models
target language by saying, for example, ‘My name’s Miss Smith and I like
swimming.’
The ball is thrown to a confident learner who should say, for example, ‘My
name’s Asif and I like playing football.’ Help should be given to elicit this if
necessary. The ball is then thrown to another learner to introduce themselves.
The activity is finished when everybody has had a turn. Some sample sentences
could be written on a whiteboard/smartboard, eg:
‘My name’s Beata and I like playing the guitar.’
‘His name’s Michael and he likes going to the cinema.’
‘Her name’s Sara and she likes skateboarding.’
Other start of course activities can be found at http://busyteacher.org/4011-firstlesson-how-to-introduce-yourself.html.
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.
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Examples of technology in use
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

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 voicerecording websites and use of Skype for speaking tasks.
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 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 may 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 practice pronunciation and reading skills through
performing and acting scripts, and understanding and following instructions and
directions.
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
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 following recipe instructions and using
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.
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/howdoyoubuildyourcurriculu
m/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.
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
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.
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SUBJECT CONTENT
Subject content
ESOL National 3 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.
http://www.sqa.org.uk/files_ccc/CfE_CourseUnitSupportNotes_N3_Languages_
ESOL.pdf
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SUBJECT CONTENT
The outcomes for both the ESOL for Everyday Life and the ESOL in Context
units are shown below.
Outcome 1: Reading – Understand simple language written
in English
Identify overall purpose, main points and aspects of detail
Identify clearly expressed opinions or attitudes
Identify basic features of layout
Outcome 2: Writing – Produce written English using simple
language
Use simple structures and vocabulary, as appropriate
Use basic grammar, spelling and punctuation sufficiently
accurately to convey meaning
Use basic conventions of style and layout, as appropriate
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SUBJECT CONTENT
Outcome 3: Listening –- Understand simple language spoken
in English
Identify basic overall context, main points and aspects of
detail
Identify clearly expressed opinions
Outcome 4: Speaking – Communicate orally in English using
simple language
Use simple structures and vocabulary, as appropriate
Communicate sufficiently accurately to convey meaning
Maintain interaction, as appropriate
http://www.sqa.org.uk/files_ccc/CfE_Unit_N3_ESOL_ESOLforEverydayLife.pdf
http://www.sqa.org.uk/files_ccc/CfE_Unit_N3_ESOL_ESOLinContext.pdf
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SUBJECT CONTENT
ESOL in Everyday Life
Suggested topics given in the SQA course support notes
Everyday life
(personal, social,
transactional, cultural)
Personal identity
Personal experience,
impressions of
living/working/studying in
another country
Roles and responsibilities
Lifestyle
Physical, mental and
social wellbeing, eg sport
and relaxation methods
Physical environment
Local facilities, where I
live, things to do etc
Obtaining/providing
goods and services
Shopping online and in
person
Food shopping/eating well
Entertainment/going
out/leisure
Television, cinema, music,
computers and computer
games, television viewing
habits
Use and impact of
technology
Planning, eg a trip
Choice of where to go,
types of activities,
transport options etc
Current affairs/the news
News, topical issues, what
is happening in the world
The weather
Radio, TV, newspapers,
internet etc
Cultural awareness
Comparison of traditions,
values etc
http://www.sqa.org.uk/files_ccc/CfE_CourseUnitSupportNotes_N3_Languages_
ESOL.pdf
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SUBJECT CONTENT
Diagram of suggested topics
EVERYDAY LIFE
LIFESTYLE
PERSONAL IDENTITY
GOODS AND SERVICES
CITIZENSHIP
PHYSICAL ENVIRONMENT
Health and wellbeing
Personal characteristics
Shopping
Cultural identity
House/home
Leisure
Personal experience
Health service
National identity
Neighbourhood
Social relationships
Personality
Eating out and going out
Current affairs
Climate and weather
Roles and responsibilities
Environmental
awareness
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SUBJECT CONTENT
Topic and topic
development
Personal identity
Personal
experience
Personal
characteristics
Roles and
responsibilities
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Suggestions for teaching ideas and links to possible teaching resources
http://www.onestopenglish.com/teenagers/spot-on-news-lessons-for-teens/spot-on-news-lessons-for-teensshanghai-star/157457.article
Elementary level. Lesson about an American teenage actor who moved to China when he was 13 years old
– leads to discussion about learner’s own country and experience in moving to Scotland.
http://www.bbc.co.uk/learningzone/clips/seeking-refuge-ali-s-journey-from-afghanistan/13767.html
Clip in which a young refugee talks about his experiences.
http://www.teachingenglish.org.uk/sites/teacheng/files/all-about-me-lesson-plan.pdf
Lesson plan to talk about self and find out about other learners.
http://lifestyle.quiz.visualdna.com/quizzes/343d5f61-bade-5e9c-aa94-10f1c6cca903/apiaccounts/dd3c911c-c838-50b2-9fd7647efd3ddedf?utm_source=google&utm_medium=banner&utm_content=text3&utm_campaign=adw_conte
xt
Personality quiz.
http://esol.britishcouncil.org/grammar-lessons/grammar-lesson-family-life
Lesson about sharing household tasks – includes daily routine and forming questions.
http://www.bbc.co.uk/learningzone/clips/fundraising-for-charity/6888.html
Clip showing people taking part in a mud race for charity. Learners can look and speculate on what is
happening and why. Introduces the topic of fundraising for charity.
http://www.esolscotland.com/esol/files/Fire%20Safety%20Elaine%20and%20Rita.doc
Lesson about fire safety.
http://www.teachingenglish.org.uk/lesson-plans/litter-poem
This lesson introduces learners to some of the main issues related to litter, through poetry, and raises
awareness of what can be done to reduce it.
SUBJECT CONTENT
Lifestyle
Health and
wellbeing
Social
relationships
Leisure
http://www.bbc.co.uk/learningzone/clips/change4life-campaign-advert/7319.html
Change4life campaign advert promoting healthy living.
http://www.esolscotland.com/esol/files/Common%20Health%20Problems.doc
A lesson about common health problems.
http://www.esolscotland.com/esol/files/Registering%20at%20the%20doctors.doc
A lesson about registering with a doctor.
http://www.adultliteraciesonline.com/alo/viewresource.htm?id=101
Follow link to: Living in the Highlands Health – a lesson on the topic of health.
http://www.teachingenglish.org.uk/sites/teacheng/files/Gossip_lesson_plan.pdf
A lesson on the topic of celebrity gossip.
http://www.teachingenglish.org.uk/lesson-plans/facebook-social-networking
A lesson on the topic of Facebook and social networking.
http://www.onestopenglish.com/teenagers/spot-on-news-lessons-for-teens/a-boy-wizard-grows-up/
Elementary level. Lesson about the Harry Potter actor – leads to discussion about books and films, includes
writing about self and finding information about another actor.
http://www.lyricstraining.com/
A website which plays music videos and prompts you to fill in the gaps.
http://www.esolcourses.com/content/topics/songs/adele/skyfall.html
A grammar gap-fill activity using the song ‘Skyfall’ by Adele.
http://www.esolscotland.com/esol/files/Celtic%20and%20Rangers.doc
A lesson about sport – includes the topic of religion and prejudice.
http://www.esolcourses.com/vocabulary/word-of-the-day/cinema/award.html
An integrated skills lesson on the subject of the BAFTA awards.
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SUBJECT CONTENT
Physical
environment
Neighbourhood
Climate and
weather
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https://www.youtube.com/watch?v=-7iaSuTbEg8
A Glasgow marketing clip in which Billy Connolly talks about his favourite parts of Glasgow.
http://www.esolscotland.com/esol/files/arbroath1.pdf
http://www.esolscotland.com/esol/files/arbroath2.pdf
Reading comprehension activities with photos and text of a class trip to Arbroath.
http://www.esolscotland.com/esol/files/Renting%20a%20Flat.doc
A lesson about renting a flat.
http://www.talent.ac.uk/dsearch_details.asp?DocumentID=3040
Weather reports.
http://www.talent.ac.uk/dsearch_details.asp?DocumentID=2920
Weather vocabulary – bingo cards, matching exercises etc.
SUBJECT CONTENT
Goods and services
Shopping
Going out
http://busyteacher.org/7816-shops-and-shopping.html
Clothes shopping.
http://www.esolscotland.com/esol/files/Mobile%20Phone.doc
Lesson about buying a mobile phone.
http://www.esolscotland.com/esol/files/Buying%20a%20bus%20ticket_perth.mp3
http://www.esolscotland.com/esol/files/Buying%20a%20bus%20ticket.doc
Listening and reading – buying a bus ticket
Citizenship
Current affairs
Citizenship/cultural
awareness
http://www.onestopenglish.com/teenagers/topic-based-materials/using-the-news/using-the-newsreading-1/146758.article
Ideas for using newspaper articles.
http://www.esolscotland.com/esol/files/Scottish%20Parliament.doc
A lesson about the Scottish Parliament.
http://esol.britishcouncil.org/politics/what-your-mp-can-do-you
British Council lesson about how MPs can help.
http://www.esolscotland.com/esol/files/The%20Burns%20Supper.doc
Reading and listening activity about a Burns Supper.
http://www.esolcourses.com/content/lifeintheuk/scotland.html
Resources covering different aspects of life in Scotland.
http://www.esolcourses.com/content/lifeintheuk/citizenship/multiple-choice/culture-and-people.html
http://www.esolcourses.com/content/lifeintheuk/citizenship/multiple-choice/taking-the-life-in-the-uktest.html
http://www.esolcourses.com/esol-courses/esol-courses-in-the-uk/esol-courses-with-citizenship-faq.html
Resources and information about citizenship in UK.
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SUBJECT CONTENT
Physical environment/local facilities and where I live topic development
The following example shows how the physical environment and local facilities
topics can be developed using one of the resources listed.
Suggested resource
https://www.youtube.com/watch?v=-7iaSuTbEg8
This link takes you to a video that has been uploaded to
YouTube. The clip is from the Glasgow marketing
campaign, featuring Billy Connolly.
Context
Physical environment
Topic
Local facilities/where I live
Aims
To talk about home and local facilities
Introducing the topic
Staff elicit ways of completing the sentence ‘I live in … ‘,
stressing that all statements must be true.
Staff model with some sample sentences if necessary.
In pairs, learners note down as many other alternatives as
they can in 2 minutes. Staff monitor and help as
necessary, noting any key words on a
whiteboard/smartboard.
Learners work with different partner. A has 30 seconds to
tell B as many true sentences beginning ‘I live in …’ as
possible. B listens without interrupting.
B repeats as many of A’s sentences as possible, starting
‘You live in …’
A and B reverse roles.
Other resources for
this topic area
Tips on covering local facilities with ESOL learners:
Other notes
The topic of local facilities could cross subject area to
geography or modern studies as learners can be
encouraged to compare and contrast with local facilities in
their native country. This could prompt discussion about
the facilities in their dream location.
http://www.talent.ac.uk/dsearch_details.asp?DocumentID=
2186
The topic challenges the assumption that local facilities
are a right and could prompt discussions on the cultural
assumptions related to local facilities, which might be
different in other countries.
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SUBJECT CONTENT
Staff notes
Introducing the topic
Examples of possible statements beginning with ‘I live in ….’:
I live in a small town.
I live in a village with a post office.
I live in a big town in Scotland.
I live in a town on the coast.
I live in a village in the north-east of Scotland.
I live in a house with a garden.
I live in a flat on the sixth floor.
Suggested resource
This clip uses authentic, unscripted language which may prove challenging to
learners at this level. Only the first part of the clip should be shown (1 minute 20
seconds). The suggested activities aim to help prepare learners for the spoken
English they will encounter when living in Scotland.
Lead-in
Brainstorm words/expressions connected with Glasgow, pointing to the city on a
map if necessary. Ask learners if they have been there.
Vocabulary (check understanding/pre-teach before watching the clip)
Buchanan Street
bus station
pedestrian
good shops
bus stop
concert hall
statue
Kelvin Way
Kelvingrove Park
art galleries
peaceful wee walk
Glasgow University
tennis courts
feed the ducks
Play the clip once, asking learners to simply tick the words as they hear them.
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SUBJECT CONTENT
Comprehension questions video
Where would he take a visitor to Glasgow?
What does he say about Buchanan Street?
How does he describe the Kelvin area (Kelvinway, Kelvingrove Park, River
Kelvin)?
Where does the Kelvin area start?
What’s to the left?
What’s to the right?
What does he suggest you do?
Questions for discussion
What facilities are there in your town?
Where would you show a visitor to your town?
Other teaching suggestions for this lesson/resource
Reading, research and presentation skills
In small groups, learners find out more details about one of the local facilities in
the nearest town.
Learners can find information online. Some possible resources are:
http://www.leisureandculturedundee.com/
http://www.edinburgh.gov.uk/info/828/activities_and_support_for_young_people
Learners could also find out information at the local library:
1.
2.
3.
When is it open?
What can you do there?
What’s on this week?
Findings can be given using a PowerPoint and/or a poster presentation.
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Writing skills
Example questions around the topic of local facilities/where I live
 Do you live in a house or a flat?
 Do you have a garden?
 How many rooms are there in your home?
 Where do you live? Where is it located in Scotland?
 Do you like living there? Why/why not?
 What facilities are there where you live?
 What facilities would you like there to be?
 Where would you like to live? Why?
Expanding on existing topic 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
ESOL in Context: Work and study
Diagram of suggested topics
ESOL in Context: Work
and study
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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Suggested topics
Topic and
topic
development
Suggestions for teaching ideas and links to possible teaching resources
Jobs
http://www.teachingenglish.org.uk/lesson-plans/happiness-a-snip-away
Lesson plan about good/bad jobs.
http://www.talent.ac.uk/dsearch_details.asp?DocumentID=3025
Job vocabulary worksheet.
http://www.talent.ac.uk/dsearch_details.asp?DocumentID=2158
Video clip and worksheet about child labour in India. Leads to discussion.
http://projectbritain.com/money.html
Information about the British currency.
http://www.onestopenglish.com/skills/news-lessons/monthly-topical-news-lessons/pdf-content/zero-hourscontracts-cover-more-than-one-million-uk-workers-elementary/553040.article
An article about zero-hour contracts.
http://www.esolcourses.com/content/englishforwork/workinuktest/workinuktest1.html
Resource on the topic of employment rights.
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SUBJECT CONTENT
Employability
http://www.educationscotland.gov.uk/worldofworkonline/about/index.asp
General information on the Education Scotland website.
http://www.eslflow.com/Jobandcareerlessonplans.html
Various lesson plans on the topic of jobs and careers.
Study skills
A good learner
http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6086274
What makes a good learner classroom display.
http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=4&ved=0CEgQFjAD&url=http%3A%
2F%2Fwww.leventhorpe.net%2Fdocuments%2Fcontent%2FHowCanIImproveMyStudySkills.pdf&ei=JOE2UpGpO
8O5hAfp-oGYBw&usg=AFQjCNHQmkjAgfLLo7fkwmnXABnr2KtGdA
Ideas for discussion in the classroom.
Writing skills
http://www.onestopenglish.com/skills/writing/
A variety of resources on the topic of writing. Includes a project to create a magazine called One World.
Reading skills
http://www.onestopenglish.com/skills/reading/reading-matters/reading-matters-reading-strategies/155085.article
An article on different reading strategies and ideas how to develop learners’ reading skills.
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School
Learning in
school
http://esol.britishcouncil.org/grammar-lessons/grammar-lesson-work
Lesson about one teacher’s experience – focus on present perfect continuous and simple. Leads to discussion
about learner’s own experience at school.
http://www.adultliteraciesonline.com/alo/viewresource.htm?id=101
Follow link to Living in the Highlands Education – a lesson on the topic of education.
Further and
higher
education
http://www.bbc.co.uk/skillswise/tutors/learning-environments/tutors-article-colleges
Article with information about further education colleges. Can be abridged and adapted for National 3.
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SUBJECT CONTENT
Example topic development of ESOL in Context: Study
Suggested resource
See materials included in this document
Context
Study Skills
Topic
A good learner
Aims
To be able to talk about ways of becoming of good
language learner.
To write a short essay based on the reading activity and
discussions in class about how to be a good language
learner.
Language functions
Making suggestions – for example:
‘practise with a friend’
‘say it to yourself’
‘listen back’
Other resources for
this topic area
http://learnenglishteens.britishcouncil.org/exams
This website gives tips and advice for preparing for
English language exams.
http://www.bbc.co.uk/learningzone/clips/10035.html
BBC Learning Zone, Class Clip 10035 – How to revise
For more information about the characteristics of the
good language learner:
http://www4.ncsu.edu/~dfstephe/14characteristics.html
Other notes
Essay writing skills
Learners could also do a presentation or poster display
with the most useful tips for being a good language
learner.
Reading exercise can be done by cutting out the
comments and matching them to the characteristics.
Check understanding of vocabulary before the reading
exercise:
motivated
creative
organised
methods
strategies
volunteering
charity shop
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Staff notes
The Good Language Learner
To be a good language learner you have to:
(a)
(b)
(c)
(d)
(e)
(f)
(g)
be motivated
find ways to practise or use language
be interested in learning
use strategies to remember language
be organised
know and use methods that help you to learn
be creative with language
Read the following comments and decide which of the characteristics each
learner has:
1.
‘My folder is organised by lesson. I can look
and see what I learned at the start of the
course. I have a separate book for new
words that I learn in my English class.’
2.
‘I really like learning English. It’s important
for me because it helps me to speak to
people and make new friends. I can try and
understand TV programmes that my English
speaking friends watch and talk about.’
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SUBJECT CONTENT
3.
‘I really like learning English because I like
to learn new things. I am always learning
new things in my English class.’
4.
‘When we learn new words in class, I ask
my teacher if I can record her saying the
words on my phone. I can then listen back
to the words and practise saying them –
then I know that I am saying them correctly
and it also helps me to remember the word.’
5.
‘If I can’t remember the word for something,
I try to describe it to the person I am
speaking to.’
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6.
‘I always try to use the language I have
learned. I practise with my friends, when I go
out and when I speak to my other teachers. I
do some volunteering in my local charity
shop and it’s a great way for me to practise
my English when I speak to customers.’
7.
‘I like listening to music. Songs in English
can help me to remember words and learn
new words.’
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SUBJECT CONTENT
Possible answers:
(a)
(b)
(c)
(d)
(e)
(f)
(g)
– 2.
– 6.
– 3.
– 4.
– 1.
– 7.
– 5.
In small groups, find out how each person learns, remembers and uses English.
Feedback to whole class.
Make a list of key points from the feedback on the board.
Learners use this information to write a short essay choosing what they think are
the four most useful points.
Or:
Learners use this information to give a short presentation on what they think are
the four most useful points.
Possible resources
http://www.vark-learn.com/english/page.asp?p=younger
Learning styles questionnaire, version for 12–18-year–olds.
http://www.literacyworks.org/mi/assessment/findyourstrengths.html
Learning styles questionnaire designed for literacy learners.
ESOL in Context: Work – Suggested topics
Staff notes
Learners could research different jobs and present findings on the advantages
and disadvantages of doing different jobs.
Learners could participate in role-play activities using job descriptions and
interview classmates to find the most suitable candidate for the job.
Learners are given a budget based on a job they would like to do and work out
how to manage their weekly outgoings. Learners could compare lifestyles based
on different jobs they would like to do.
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Qualifications
The requirements for a qualification in ESOL National 3 are laid out in the SQA
documentation, which can be accessed from
http://www.sqa.org.uk/files_ccc/CfE_CourseSpec_N3_Languages_ESOL.pdf.
At National 3:
To gain a course award, a learner must pass both units.
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