March 2013

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 2013 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
.
2 ESOL (NATIONAL 4)
© Crown copyright 2013

Introduction
Guidance for staff
Progression in learning and skills
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
Subject content
ESOL National 4 learning programmes
ESOL in Everyday Life
ESOL in Context – work and study
Added Value Unit
Qualifications
13
13
17
30
37
38
7
7
10
11
12
4
5
6
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ESOL (NATIONAL 4) 3

INTRODUCTION
This resource provides advice and guidance for staff delivering ESOL National 4.
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 4 with adult ESOL learners.
ESOL National 4 has been designed to support and promote the values, principles and aims of Curriculum for Excellence. Staff who deliver ESOL National
4 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 to 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 4.
There are three units of study:

ESOL for Everyday Life

ESOL in Context

Added Value Unit: ESOL assignment.
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INTRODUCTION
Staff should also read the English for Speakers of Other Languages National 4
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 teaching and learning. http://www.educationscotland.gov.uk/resources/nq/e/nqresource_tcm4744375.as
p?strReferringChannel=nationalqualifications&strReferringPageID=tcm:4-
740884-64&class=l1+d158233
Staff delivering ESOL National 4 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 4 sits at SCQF level 4 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 4 is given below.

Reading, writing, listening and speaking skills in English in the familiar contexts of everyday life, work and study.

Knowledge required to understand and use straightforward English language, as appropriate to purpose, audience and context.

Planning and researching by applying English language skills.

Applying knowledge of English language.
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_N4_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:

ESOL National 3 course or relevant component units

prior learning and/or accreditation of knowledge of English at Basic User level of the Common European Framework of Reference (CFER) for Languages

any other relevant qualification, including individual units at a different level.
National 4 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:4-
615801-64
Placing a learner at National 4 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 4 takes account of the CEFR for Languages level B1. For further information, the following link takes you to a document showing the ALTE can do statements for the CEFR levels: http://www.esolscotland.com/documents/alte.pdf
On successful completion of this course, learners can move on to ESOL National
5 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
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.
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.
‘Getting to know you’ activity
An activity you would use at the start of a course to give learners a chance to practise some English and get to know other people in their class. Learners are asked to find out from other people in the class some information based on the topic they have on their card. Help could be given to forming questions and providing phrases for each of the topics.
Your favourite day of the week
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A day you are looking forward to

APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Your favourite sport
Something you are proud of
A festival or event you cannot forget
(Adapted and extracted from http://busyteacher.org/13586-ice-breaking-andhand-shaking.html
.)
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
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 voicerecording websites and use of Skype for speaking tasks: http://vocaroo.com/ http://beta.skype.com/en/
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.
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
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.

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.
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Assessment should be an ongoing process that permeates effective learning and teaching. As such, staff have been 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.
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
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.
Added Value Unit: ESOL assignment
Learners are required to do an assignment for the Added Value Unit and can choose a topic to research or be supported by staff in their choice of topic.
The ESOL assignment unit allows staff to build on the skills being developed in the other two units. From the very beginning of the learning programme for
National 4, learners should be encouraged to carry out research on topics, select information from texts, plan and prepare short presentations and present them to small groups of peers and staff. Throughout the learning programme, good use of checklists to familiarise learners with standards and the use of video recordings of presentations for feedback, peer- and self-assessment will build knowledge, skills and confidence for the assessment of the ESOL assignment.
National 4 learning programmes should develop the skills required for the ESOL assignment as described below.
The assessment for the ESOL assignment will require learners to provide evidence of:
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SUBJECT CONTENT

reading straightforward texts in English.
In addition to the above skills, learners will develop a range of other transferable skills, including:

investigation and research skills

planning and organisational skills

IT skills

oral and aural skills

the ability to work independently and in collaboration with others

the ability to select, analyse and evaluate facts and ideas. http://www.sqa.org.uk/files_ccc/CfE_CourseUnitSupportNotes_N4_Languages_
ESOL.pdf
14 ESOL (NATIONAL 4)
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SUBJECT CONTENT
The outcomes for both the ESOL for Everyday Life and the ESOL in Context units are:
Outcome 1: Reading – Understand straightforward language written in English
Identify overall purpose, main points and aspects of detail
Identify how straightforward vocabulary and text features are used to convey meaning
Identify clearly expressed opinions or attitudes
Identify features of layout
Outcome 2: Writing – Produce written English using straightforward language
Use straightforward 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 straightforward language spoken in English
Identify overall context, main points and aspects of detail
Identify clearly expressed opinions or attitudes
Outcome 4: Speaking – Communicate orally in English using straightforward language
Use straightforward 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_N4_ESOL_ESOLforEverydayLife.pdf
http://www.sqa.org.uk/files_ccc/CfE_Unit_N4_ESOL_ESOLinContext.pdf
16 ESOL (NATIONAL 4)
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SUBJECT CONTENT
Suggested topics given in the SQA Course Support Notes
Everyday life
(personal, social, transactional)
Personal identity Personal experience, impressions of living/working/studying in another country
Lifestyle
Roles and responsibilities
Health and wellbeing
Physical environment Local facilities
Obtaining/providing goods and services
Shopping online and in person
Entertainment/going out/leisure
Food shopping/eating well
Television, cinema, music, computers and computer games, television viewing habits
Planning, eg a trip
Use and impact of technology
Cinema/theatre/concert/sporting event
Current affairs/the news News, topical issues
News items from radio, television, newspapers, internet etc
The weather
Citizenship/cultural awareness
Traditions/values http://www.sqa.org.uk/files_ccc/CfE_CourseUnitSupportNotes_N4_Languages_
ESOL.pdf
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SUBJECT CONTENT
Diagram of suggested topics
LIFESTYLE
PERSONAL IDENTITY GOODS AND SERVICES CITIZENSHIP PHYSICAL ENVIRONMENT
Health and Wellbeing Personal characteristics
Leisure
Social relationships
Shopping Cultural identity
Personal experience
Personality
Health service
Eating out and going out
National identity
Current affairs
Roles and responsibilities Environmental awareness
House/home
Neighbourhood
Climate and weater
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SUBJECT CONTENT
Topic and
Topic development
Personal
Identity
Personal experience
Suggestions for teaching ideas and links to possible teaching resources
Personal characteristics
Roles and responsibilities http://www.teachingenglish.org.uk/lesson-plans/what-do-you-know-about-scotland
Lesson plan shared by the British Council on Scotland http://www.bbc.co.uk/learningzone/clips/school-pupils-on-feeling-british/6890.html
BBC Class Clip where school pupils talk about their identity http://www.bbc.co.uk/learningzone/clips/seeking-refuge-navid-s-journey-from-iran/13805.html
BBC Class Clip about a young refugee living in the UK http://www.scottishbooktrust.com/files/Dundee_Hong_Kong_Web.pdf
Reading resource on experiences of coming to Scotland. http://www.teachingenglish.org.uk/lesson-plans/all-about-me
Lesson plan shared by the British Council http://erycandtrayc.com/index.php/site/subpage2/the_eryc_and_trayc_short_storyhttp://www.youtube.com/wat ch?v=sPTjEeETVTc
Video to raise awareness of young carers – see example teaching suggestions in this pack http://www.disabledaccessfriendly.com/pdf_daf/B1.%20Turner,%20Penny.%20%20What%20is%20that%20(updated%202.pdf
A lesson plan about relationships – father and son
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SUBJECT CONTENT
Lifestyle
Health and well being
Social relationships
Leisure http://www.bbc.co.uk/learningzone/clips/brainsmart-animation-look-after-your-brain/10036.html
BBC Class Clip about the brain http://www.bbc.co.uk/learningzone/clips/a-healthy-lifestyle/2274.html
BBC Class Clip about healthy lifestyles http://www.bbc.co.uk/schools/studentlife/revisionandskills/stressandhealth/relax_your_mind.shtml
BBC web resource study and stress http://www.guardian.co.uk/education/interactive/2011/jul/05/tefl1
News article about a man who eats a Big Mac hamburger everyday http://esol.britishcouncil.org/internet-safety/cyberbullying
Lesson plan shared by the British Council on cyberbullying http://www.teachingenglish.org.uk/lesson-plans/facebook-social-networking
Lesson plan shared by the British Council plan on Facebook http://musicenglish.co.uk/biographies/
Website of biographies of musicians and bands http://www.lyricstraining.com/
A website which plays music videos and prompts you to fill in the gaps http://www.usingenglish.com/files/pdf/free-time-sentence-completion-personalised-guessing-game.pdf
Free-time activity teaching resource http://www.teachingenglish.org.uk/lesson-plans/mobile-phones
Lesson plan shared by the British Council on mobile phones
20 ESOL (NATIONAL 4)
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SUBJECT CONTENT http://www.teachingenglish.org.uk/lesson-plans/texting
Lesson plan shared by the British Council on texting http://www.youtube.com/watch?v=r7ecENpzOwk
Short You Tube video of an English teacher talking about his free time activities
Physical
Environment
Neighbourhood http://www.bbc.co.uk/learningzone/clips/rural-students-describe-their-environment/1451.html
BBC Class Clip on young people in the country describing their environment http://www.bbc.co.uk/learningzone/clips/urban-students-talk-about-their-environment/1449.html
BBC Class Clip on young people in a city describing their environment http://www.youtube.com/watch?v=_snpN237wcE
Creature Comforts – Countryside Code – campaign to raise awareness of the Countryside Code
Climate and weather http://www.bbc.co.uk/weather/
BBC website for weather including monthly outlooks which could be used as a teaching resource http://www.aloscotland.com/alo/viewresource.htm?id=432
Adult literacies resource with information about climate and weather http://www.stv.tv/weather/
STV website for weather including latest video of forecast
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SUBJECT CONTENT
Goods and
Services
Shopping
Going out
Citizenship
Current Affairs
Citizenship/cultural awareness http://www.guardian.co.uk/education/interactive/2012/dec/11/december-lowerintermediate-classroommaterials
A news article with activities related to supermarket pricing http://www.nationalrail.co.uk/
National website for train information http://www.firstgroup.com/ukbus/
National website for bus information http://www.visitscotland.com/
Scotland’s national tourist website http://www.guardian.co.uk/education/series/classroom-materials
News articles that can be used for teaching http://www.breakingnewsenglish.com/
Similar website with articles for the ESOL classroom http://www.bbc.co.uk/learningzone/clips/why-citizenship-matters/6132.html
BBC learning clip showing key themes in being a responsible citizen http://www.bbc.co.uk/learningzone/clips/becoming-a-british-citizen/10117.html
BBC learning clip showing various people going to take the citizenship test
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SUBJECT CONTENT
Citizenship/cultural awareness http://www.bbc.co.uk/learningzone/clips/why-citizenship-matters/6132.html
BBC learning clip showing key themes in being a responsible citizen http://www.bbc.co.uk/learningzone/clips/becoming-a-british-citizen/10117.html
BBC learning clip showing various people going to take the citizenship test
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SUBJECT CONTENT
Roles and responsibilities/free-time topic development
The following example shows how the topic of roles and responsibilities and free time can be developed using one of the resources listed:
Suggested resource http://erycandtrayc.com/index.php/site/subpage2/the_eryc
_and_trayc_short_storyhttp://www.youtube.com/watch?v= sPTjEeETVTc
This link takes you to a video that has been uploaded to
YouTube. The video can also be accessed on the ESOL
Glow Group on Glow.
Context
Topic
Everyday life
Roles and responsibilities/free time
Aims To talk about free-time activities, duties and responsibilities
Introducing the topic Learners discuss in small groups the following questions:
Do you have any brothers or sisters?
How old are they?
What kind of things do you do with your brother(s) and/or sister(s)?
What do you have in common?
Images of young carers could be used to prompt discussion – images could be sourced from websites such as Google.
Learners feedback in groups to the class. Staff can note any key words on a whiteboard/smartboard
Other resources for this topic area
Other notes
Tips on covering free time and hobbies with ESOL learners: http://www.usingenglish.com/articles/hobbies-leisure-freetime-with-young-learners.html
The topic of young carer could cross subject area to mental, emotional, social and physical wellbeing depending on whether or not there are young carers in the class. It could prompt a discussion about taking care of family members and if this happens in the immediate family or extended family.
The topic can raise awareness and support young people to become responsible citizens.
The topic challenges the assumption of free-time activities of young people and could prompt discussions on the cultural assumptions related to free-time activities, which might be different in other countries.
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SUBJECT CONTENT
Staff notes
Vocabulary (check understanding/pre teach before watching the video)
Carer
To look after someone
To pick on someone
To make friends/to become friends
To be late
Illness
Trouble
Kid/mum/brother/dad
Nursery
Comprehension questions for Eryc and Trayc video
1. Who does Trayc look after in her family? (Her mum and her brother)
2. When did her mum become ill? (After the birth of Trayc’s little brother)
3. Why is Trayc sometimes late for school? (Because she helps her brother to get ready and takes him to nursery)
4. Who does Eryc look after in his family? (His brother)
5. Does Eryc’s mum work?
(Yes)
6. Why does Eryc sometimes get into trouble at school? (Because other children pick on his brother)
7. What kind of things does Eryc do around the house? (Housework – ironing, hoovering)
Questions for discussion
1. What is your understanding of a young carer after watching the video?
2. Do you think that Eryc and Trayc have a lot of free time?
3. What advice does the video give to young people if they know people who are young carers?
4. Do you know anyone who is a young carer?
Other teaching suggestions for this lesson/resource
Reading, research skills and writing skills
Find out more about: youngcarer.net
1. What is youngcarer.net?
2. Who is it for?
3. What kind of information does it give?
Feedback could be given in writing or verbal form.
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SUBJECT CONTENT
Writing skills – example questions based on the topic
Are there ways in which you help your parents or other members of your family?
How?
Is it common in your culture to look after other members of your family if needed? If so, can you give examples? If not, what other support do they get?
Example questions around the topic of free time
Free time
 Do you have enough free time?
 Do you have free time on Sundays?





Do you have much free time during the day?
Do you have much free time in the evenings?
 Do you have much free time in the mornings?
Do you like to watch movies? (...like to play tennis? ...)
What are you doing this weekend?
What did you do last summer vacation?



What did you do last weekend?
What do you do in your free time?
What hobbies do you have?

When do you have free time? (How do you spend your free time?)


Where do you spend your free time?
Who do you spend your free time with?

How do you like to spend your free time?
­ going shopping? going to the cinema? chatting? playing computer games going to the disco? playing sports? reading? relaxing?

If you had more free time, what would you do with it?

Tell me about some good places to hang out.
­ Why are they good?

Where do young people in this country usually spend their free time?

Would you like to have more free time?
­ What would you like to give up so that you could have more free time?

How do the women in your family usually spend their free time?

How do the men in your family usually spend their free time?

Do men and women spend their free time differently? How?

If it were suddenly announced that tomorrow was a national holiday, what would you do?

What do you do on Saturdays?

Do people's leisure time activities change as they get older? How?

Who do you like to spend your leisure time with?
­ What do you usually do?
(Extract from http://iteslj.org/questions/freetime.html
)
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SUBJECT CONTENT
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.
The following is an extract from ESOL Intermediate 1
– Everyday
Communication – Support Materials which provides supporting material on similar content and topics.
Suggestions are given here as to how the topic can be developed to support the learning and teaching approach in Curriculum for Excellence.
Other interests
Not everyone plays sport; some people like to listen to music, read or go to the cinema.
What’s your favourite music?
How often do you watch television?
Do you enjoy reading?
Do you spend a lot of time on the computer?
Do you ever go to the cinema?
( http://www.educationscotland.gov.uk/resources/nq/e/nqresource_tcm4555852.a
sp?strReferringChannel=nationalqualifications&strReferringPageID=tcm:4-
672951-64 )
What’s your favourite music?
Further ideas for class discussion and activities:

Learners could choose a song they like listening to in English and explain why they like it.

Learners could learn the vocabulary in the song and discuss what the song is about.

Learners could write a profile of the singer/band by researching information and presenting the information using a poster display, an essay or a presentation using PowerPoint or other presentation programmes.

Learners could choose a song they like listening to in their first language and explain why they like it, what the song is about and who it is sung by, along with some background information about the singer or band.
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Possible learning resources for this: http://www.lyricstraining.com/
This website plays music videos and prompts you to fill in the gaps.
How often do you watch television?
Further ideas for class discussion and activities:

Learners could discuss what television programmes they watch in English and why.

Learners could discuss what types of programmes they like to watch, eg soap/drama, documentary, news, sport, comedy, reality television shows, talent shows, cooking programmes, and give an example of one in particular that they would recommend.

Learners discuss the popular television programmes from their home country and look at similarities and differences between the types of programmes that are popular in their home country compared to the programmes that are popular in Scotland and the UK. Learners might want to share information on how they access television programmes from their own country with others.

Learners discuss whether watching television is a common pastime in their country and if not, what is common or a popular pastime.

Learners could discuss controversial television figures and why they are controversial.
Possible resources for this topic: http://www.bbc.co.uk/schoolradio/subjects/history/britainsince1930s/media/tv_chi ldren_viewing
W ebpage with video and transcript discussing children’s television viewing habits.
From this, learners could conduct a survey of the television viewing habits of the class, including:

The number of televisions learners have at home.

How long they spend watching television.

What types of programmes they like to watch.

If they agree or disagree that watching too much television is bad for your health.
Survey results could be presented orally or as research to support an argument related to television viewing habits. http://www.teachingenglish.org.uk/lesson-plans/young-people-television
Lesson plan on a similar topic.
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Do you enjoy reading?
Further ideas for class discussion and activities:

Learners discuss what they like to read in English, eg magazines, newspapers, books, comics, information on the internet, emails from friends, blogs and other social media activities.

Learners discuss their favourite stories from childhood or the traditional children’s stories from their home country and compare them with stories from other countries.

Learners could discuss books that have been adapted for film and whether the film is better than the book. Learners could develop arguments for and against film adaptation.
Do you spend a lot of time on the computer?
Further ideas for class discussion and activities:

Learners discuss the kinds of technology they use and what they use them for, eg computer/smartphone/tablet for gaming, social networking, study.

Learners could present information on a list of websites they recommend/use frequently and say what they are about, what they are for, who they are aimed at.
Possible resources for technology-related topics: http://www.teachingenglish.org.uk/language-assistant/essential-uk/mobilephones http://www.teachingenglish.org.uk/lesson-plans/texting
Do you ever go to the cinema?
Further ideas for classroom discussion and activities:

Learners discuss what kind of films they like to go and see, who they usually go with, which cinema they go to and how easy it is to get to.

Learners plan a trip to the cinema for a group of friends: research the list of films that are showing, provide information from reviews, decide which film to see, get information on viewing times, plan the journey using public transport and the cost involved.
Possible resources: http://entertainment.stv.tv/film/ http://www.bbc.co.uk/film/
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Diagram of suggested topics
JOBS
ESOL in Context: work and study
EMPLOYABILITY STUDY SKILLS
Job skills and job descriptions
Jobs: advantages and disadvantages
Pay, national insurance and tax
Workplace communication
Team-working
Job advertisements and interviews
CV preparation and application forms
Employability services
Other training opportu nities
Volunteering
A good learner
Writing skills
Presentation skills
Listening and reading skills
SCHOOL
Learning in school
Learning out of school
Comparing school and college
Further and higher education
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ESOL in Context – Work and Study: suggested topics
Suggestions for teaching ideas and links to possible teaching resources Topic and
Topic development
Jobs http://www.bbc.co.uk/learningzone/clips/more-youths-not-in-jobs-or-schools/7514.html
BBC Class Clip that looks at young people not in jobs or education http://esol.britishcouncil.org/english-for-work
British Council ESOL Nexus website, which has resources for the work context http://www.educationscotland.gov.uk/video/p/video_tcm4588636.asp?strReferringChannel=learningteachinganda ssessment&strReferringPageID=tcm:4-628461-64&class=l5+d139771
Learners' views on financial education http://www.eslflow.com/Moneylessonplans.html
Website with various activities and resources related to the topic of money http://busyteacher.org/7289-what-you-can-do-with-money-10-esl-activities.html
Article giving suggestions on activities related to money
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Employability http://www.educationscotland.gov.uk/worldofworkonline/about/index.asp
General information on the Education Scotland website http://www.educationscotland.gov.uk/worldofworkonline/about/learningandteaching/teachingideas.asp
General teaching ideas around work and preparing for work experience that could be adapted for the ESOL
Study Skills
A good learner classroom http://www.bbc.co.uk/schools/studentlife/revisionandskills/revision/a_students_guide_to_revision.shtml
Website providing information and advice on study skills
Writing Skills
Reading Skills http://busyteacher.org/classroom_activities-writing-worksheets/
Website providing free resources on writing activities http://esol.britishcouncil.org/write
British Council ESOL Nexus website with a section on writing skills http://esol.britishcouncil.org/read
British Council ESOL Nexus website with a section on reading texts
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School
Learning in school
Further and higher education http://www.bbc.co.uk/learningzone/clips/an-introduction-to-kerala-pt-3-3/5916.html
Short BBC Class clip on a young person’s life at school http://www.bbc.co.uk/schools/studentlife/careersandchoices/
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Example topic development of ESOL in Context – study
Suggested resource http://www.bbc.co.uk/learningzone/clips/an-introductionto-kerala-pt-3-3/5916.html
Context
Topic
Aims
Study
School life and school subjects
Other resources for this topic area
To be able to talk about your subjects, express an opinion about them, to explain why you like or dislike a subject, to compare school in Scotland to school in your home country or in the video clip, to take notes from a video clip and feedback http://www.teachingenglish.org.uk/lesson-plans/dreamschool http://www.teachingenglish.org.uk/lessonplans/conversation-lesson-school
Other notes The topic could prompt discussion on the school and education in general, and the differences in attitudes to school in different cultures.
Staff notes
Vocabulary from video clip:
Assembly
Jeep taxis
Headlines
Catch the bus
Learners watch the video clip and take notes.
True/false exercise
1. Akshara lives in a small village. ( True )
2. She gets a jeep taxi to school with her sister. ( False )
3. She goes to school in her village. ( False )
4. The school day starts with an assembly. ( True )
5. Akshara’s favourite subject is computers. ( False )
6. She wants to be an English teacher. ( True )
Learners mark true or false against the statements based on the notes they have taken. This could be done as a group or pair activity.
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Questions for discussion
How does Akshara’s school day compare to your school day? How does it compare to your school day in your home country? (Learners could work in pairs on this and feed back about their partner’s school experiences.)
What are your favourite subjects and why?
What are your least favourite subjects and why?
What do you want to do after you finish school?
The questions could be used to form the basis of a discussion and then follow up with a written account.
Other suggested activities
Discussion about school uniforms (advantages and disadvantages of).
Discussion about school meals (healthy or not, comparison with school meals in home country).
Possible resources http://www.esolhighland.com/for/tutors
16 –18 age group materials – school canteen lesson plan
Using existing topic materials.
The Intermediate 1 study-related contexts support materials on the Education
Scotland website: http://www.educationscotland.gov.uk/resources/nq/e/nqresource_tcm4555852.
asp?strReferringChannel=nationalqualifications&strReferringPageID=tcm:4-
672951-64
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SUBJECT CONTENT
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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Learners are required to do an assignment for the Added Value Unit.
Learners choose a topic they wish to research. The topic should be negotiated with a staff member.
With help, learners should plan how they carry out the assignment. This will include setting timescales, clarifying purpose and objectives for choosing a topic, learning and understanding what is involved in carrying out research, learning how to work independently and how to present a topic.
The assessment for the assignment will require learners to provide evidence of:

reading straightforward texts in English

selecting relevant information from the texts

presenting their findings orally, in English

responding to questions in English relevant to the topic.
In addition to the above skills, learners will develop a range of other transferable skills, including:

investigation and research skills

planning and organisational skills

IT skills

oral and aural skills

the ability to work independently and in collaboration with others

the ability to select, analyse and evaluate facts and ideas. http://www.sqa.org.uk/files_ccc/CfE_CourseUnitSupportNotes_N4_Languages
_ESOL.pdf
The final product of the assignment is an oral presentation.
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The requirements for a qualification in ESOL National 4 are laid out in the
SQA documentation, which can be accessed from http://www.sqa.org.uk/files_ccc/CfE_CourseSpec_N4_Languages_ESOL.pdf
.
At National 4:
To gain a course award, a learner must pass all the units, including the Added
Value Unit.
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