Course: ESOL
Level: National 5
Support Materials
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
The publisher gratefully acknowledges permission to use the following images: image
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from http://www.flickr.com/photos/45460389@N07/6869710133/ both © Millennium
Luxury Coaches; image of map from
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p38, 43, 71, 72 and 76 from the private collection of David Hugh Fraser MacKenzie;
images from Microsoft clipart used with permission from Microsoft © Microsoft
Corporation 2013
© Crown copyright 2013 You may re-use this information (excluding logos) free of
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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
Interdisciplinary learning
Gathering evidence
7
10
11
14
15
Subject content
National 5 Learning Programmes
ESOL for Everyday Life Unit
ESOL in Context Unit
16
17
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Qualifications
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INTRODUCTION
Introduction
This resource provides advice and guidance for staff delivering ESOL National
5. ESOL in Scotland is delivered in a wide variety of contexts to both adults
and young learners. The main focus of this document is ESOL for adults, but
ESOL staff in schools may also find that it supports the programme of learning
for National 5.
ESOL National 5 has been designed to support and promote the values,
purposes and principles of Curriculum for Excellence. Staff who deliver ESOL
National 5 will be expected to take a learner-centred approach, building on the
existing skills, knowledge and experience of learners, developing independent
language learning strategies and supporting learners in achieving their
potential at this level. The principles of inclusion, diversity, quality,
achievement and progression in the Adult ESOL Strategy for Scotland (March
2007) are well established within ESOL provision across Scotland.
ESOL National 5 provides excellent opportunities to engage learners in a
communicative approach to developing the four skills of reading, writing,
listening and speaking in English in practical and relevant contexts that relate
to their personal, social, work and study aspirations. In addition to English
language skills, team working, critical thinking, cultural awareness, creativity
and practical knowledge of life in Scotland can all be developed in an ESOL
learning environment. ESOL learners are frequently highly motivated and
methodology should capture this motivation to enhance language learning,
making it enjoyable and above all a real communicative experience.
These materials have been produced to show staff how learning and teaching
aligns with the principles and values of Curriculum for Excellence and the
outcomes for National 5, and to provide staff with ideas from which to develop
their own approaches to learning, teaching and assessment.
There are two units of study and a course assessment:
 ESOL for Everyday Life
 ESOL in Context
 course assessment.
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INTRODUCTION
To gain a course award, a learner must pass both units and the course
assessment.
Staff should read the English for Speakers of Other Languages National 5 –
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_tcm4744376.
asp?strReferringChannel=nationalqualifications&strReferringPageID=tcm:4740884-64&class=l1+d158233
Guidance for staff
Staff delivering ESOL National 5 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 in each unit at this level in the contexts of everyday life,
work and study. National 5 sits at SCQF level 5 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 National 5 ESOL 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 detailed English language, as
appropriate to purpose, audience and context.
 Applying language skills to understand and use detailed written and spoken
English.
In ESOL National 5 the learning programme contributes towards the
development of literacy skills by providing learners with opportunities to read,
write, listen and speak in English.
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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 4 course or relevant component units
 prior learning and/or accreditation of knowledge of English at Independent
User level B1 of the Common European Framework of Reference (CEFR)
 any other relevant qualification, including individual units at a different level.
National 5 learning programmes have been designed to draw on and build on
the curriculum experiences and outcomes as appropriate.
Placing a learner at National 5 level learning
There is a standardised national approach in Scotland to initial assessment of
ESOL learners. Staff should ensure that they are aware of the principles and
practice of this approach when assessing learners to determine their English
language level and place them on a course. 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 5 takes account of the CEFR at Independent User Level, B2. 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
Progression in learning and skills
ESOL National 5 will provide progression vertically to ESOL Higher. ESOL
National 5 can also lead to further study, employment and/or training.
Learning should be progressive and facilitate development of each learner’s
skills, knowledge and application of detailed language structure and detailed
vocabulary for a wide 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 will know how best to plan learning and teaching to meet the needs of
their learners. By planning opportunities for skills development in context, staff
will find that the learner’s culture, employment past or present, interests,
strengths and prior learning support language development. Language
development may be planned and carried out in different ways from the
suggestions given in this advice and guidance. Ideas for learning and teaching
can therefore be adapted to allow development and application of skills for
learning, life and work, or to incorporate ICT and take account of individual
learners’ needs.
National 5 ESOL structure
The course is made up of two mandatory units and the course assessment.
Both units include the four language skills of reading, writing, listening and
speaking. Each unit can also be delivered to learners as a freestanding unit.
The course provides the opportunity to combine both learning and assessment
of language skills and topics across the units and incorporate preparation for
the course assessment.
ESOL for Everyday Life
The purpose of this unit is to develop the language skills needed for everyday
life in 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 English language.
ESOL in Context
The purpose of this unit is to develop the language skills needed in familiar
work- and study-related contexts. This unit provides learners with the
opportunity to develop the skills of reading, writing, listening and speaking
using detailed English language. In this unit, the contexts of either work or
study will be personalised to meet the needs of learners.
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Course assessment
The course assessment covers the added value of the course and will provide
the basis for grading attainment in the course award. It will focus on challenge
and application. Learners will provide evidence of their listening and speaking,
reading and writing skills, and their ability to understand and use English in the
contexts of everyday life, work and study. The course assessment will take the
form of a performance through which learners will demonstrate their speaking
and listening skills, and two question papers through which learners will
demonstrate their listening, reading and writing skills in English.
The National 5 units are statements of standards for assessment and not
programmes of learning and teaching. This allows staff to develop a
programme most suited to individuals and groups of learners. Their aims in
learning English can be taken into account and appropriate contexts chosen
for detailed language development and assessment in each unit.
The range of contexts covered offers learners and staff a wide range of
possible topics in different language areas within each unit and across the
National 5 programme of learning.
ESOL approaches to learning, teaching and assessment will develop the
knowledge, skills and attributes to allow learners to demonstrate four key
capacities at SCQF Level 5: to be successful learners, confident individuals,
responsible citizens and effective contributors.
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Opportunities for interdisciplinary learning are at the centre of ESOL learning
and teaching, and ESOL staff will continue to teach language that supports
learners in all aspects of their lives.
The ESOL learning environment strives to foster a positive ethos and climate
of respect and trust through sharing of language, culture and values, and is
well-placed to continue to develop this though citizenship and other language
areas.
Planning and creating learning opportunities that give individuals a sense of
their personal language achievements both in a learning environment and in
the wider world builds motivation, resilience and confidence. Frequent
exchanges in the learning environment on successful use of English in the
wider world provide a sense of satisfaction.
While the approaches to learning, teaching and assessment will provide the
experiences and outcomes of Curriculum for Excellence, much of the content
of language teaching at National 5 remains the same and can be personalised
to groups or individuals.
There are many different learning contexts for delivery of ESOL. Specific
contexts present a range of assessment opportunities, including the
opportunity for learning and assessment to be integrated into other subjects in
school or college or a particular topic arising from a learner’s current
employment.
Currently in ESOL programmes of learning, learners undertake a wide range
of assignments usually described as projects. Learners carry out research on
topics of interest and report either in writing or by giving a short presentation.
These projects are done in groups or by individuals so it is a minor change for
tasks to be adapted to be done at the assessment stage on an individual basis
and reported on by presenting findings orally.
The following table shows there is potential for combining learning, teaching
and assessment, and could be considered at the outset when planning
coverage of the assignment. This could reduce the amount of assessment
across the course as a whole.
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Skills
ESOL for
Everyday Life
(social,
personal and
transactional
contexts)
ESOL in
Context (work
or study)
Course assessment
Outcome 1
Reading
Understand detailed language
written in English
Question paper
Outcome 2
Writing
Produce written English using
detailed language
Question paper
Outcome 3
Listening
Understand detailed language
spoken in English
Question paper
Performance
(conversation/discussion
or presentation)
Outcome 4
Speaking
Communicate orally in English
using detailed language
Performance
(conversation/discussion
or presentation)
Suggested learning and teaching approaches
Introducing topics
Staff could begin any new language area by establishing what prior knowledge
of the topic vocabulary and grammar learners already have. ESOL learners
bring knowledge of another language, country and culture to the learning
environment and adult ESOL learners frequently bring experiences of
education and employment. At National 5 learners are able to make valuable
and extended contributions in English to help to contextualise, enrich and
further develop particular topics.
This can easily be facilitated by:
 noting the new topic of study on the whiteboard/smart board and giving
learners time to discuss briefly and feedback to another group or the class
 noting the new topic of study on the whiteboard/smart board and asking
learners, working in groups, to collect words related to the topic, or asking
groups to compare their word collections and write them up on the board
 projecting a picture/pictures related to the topic and eliciting related
language etc
 watching a video clip prompting vocabulary or a short chat about the topic.
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Staff might consider using websites providing suggested questions for
discussion:
http://iteslj.org/questions/
http://www.eslgold.com/speaking/topics_conversation.html
http://www.eslpartyland.com/teachers/nov/conv.htm
http://www.englishforeveryone.org/Topics/Asking-Questions.htm
Active and co-operative learning techniques
Many adult ESOL learners have highly developed skills in working with others
gained through previous education and employment, and are able to put these
into practice in the ESOL learning environment. Other learners need to
develop these skills and an ESOL learning environment can be ideal for this.
The further development of the skill of working with others is frequently
embedded in the methodology used in pair, group and class work. Effective
pair and group work which incorporates the points below will further develop
the skill of working together.
 Expectations of others and respect for their contribution have been
previously established.
 Learners understand the purpose of the tasks.
 Learners are actively engaged in tasks that promote language development
or practice.
 Pairs and groups rely on each other’s skills and knowledge of language to
complete the task.
 Reflection and feedback are built into the task.
The use of ICT, including links to websites
Staff should appreciate the role that ICT plays as a powerful means not only to
extend learners’ knowledge of the subject but to develop functional skills in
both linguistic and ICT areas, resulting in increased linguistic and ICT
confidence.
Staff should create lessons that are stimulating and reflect the world of
technology in which learners are living.
The use of ICT and mobile technology might be implemented in a wide variety
of different of ways, for example:
 in class by staff –showing video clips or PowerPoint/slideshare
presentations, using interactive smart boards and portals such as Flickr
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
 in class by learners independently or in pairs/groups –showing video clips
or PowerPoint/slideshare presentations, using interactive smart boards and
portals such as Flickr, playing online games, doing online quizzes (CALL)
or doing collaborative online projects
 at home or in libraries by learners independently or in collaboration –
researching topics online, using educational apps, creating digital
assignments, for example films, presentations or their own podcasts
 by exploring with learners how they can use the technology that they have
access to for learning and communication in English, eg mobile phones for
recording and playing back speaking, setting up group facebook pages etc
ESOL staff will be the best judges of what is relevant and appropriate for their
learners. They will have an understanding of what they want to achieve with
different groups of learners and can match activities and materials to those
aims. ESOL staff could consider exploring the following websites and ICT
tools for a variety of different purposes:
Making video clips
http://animoto.com/, windows moviemaker
Showing video clips
http://ed.ted.com/, http://www.commoncraft.com/,
http://www.englishcentral.com/, http://www.eslvideo.com/index.php
Making audio recordings
http://audacity.sourceforge.net/ , http://vocaroo.com/
Researching topics
https://www.khanacademy.org/, http://www.sweetsearch.com/,
http://search.creativecommons.org/
Writing reviews, blogs, diaries
http://www.edmodo.com/, http://penzu.com/, http://www.historypin.com/,
http://oneword.com/, http://shelfari.com (a virtual bookshelf that you create to
show off books that you have read and recommend)
Making visual presentations, including audio and video files
http://ahead.com, http://prezi.com/, http://edu.glogster.com/,
http://wallwisher.com/, http://storybird.com/ (for creating and telling digital
photo stories), http://fotobabble.com (to create and share talking photos),
http://ed.voicethread.com/ (a cloud application for uploading a wide range of
media)
Online collaboration
http://www.showdocument.com/
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Grammar and spelling
http://elt.oup.com/student/englishfile/, http://www.paperrater.com/
Vocabulary
http://dictionary.reference.com/, http://www.learnersdictionary.com/,
http://www.usingenglish.com/reference/idioms/h.html
Reading and listening
http://breakingnewsenglish.com/
Staff might find it useful to refer to other websites facilitating learning English,
for example:
http://www.bbc.co.uk/worldservice/learningenglish/
http://learnenglish.britishcouncil.org/en/
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Learning and using English in the wider world
As part of the learning programme for National 5, learners should be
encouraged to develop and use English as much as possible outside the
learning environment. Tasks and targets can be negotiated with learners and
included on their learning programme so that they are built in and not
regarded as optional extras.
 Tasks given should relate to learners' interests and aims, and contribute to
achievement of individual learning plans.
 Tasks for all four skills should be given to learners, eg interviewing a
person, obtaining information, making appointments, selecting a television
programme/extract (or watching online) to view regularly with specific tasks,
making notes on activities, obtaining written information about events or
places of interest and relaying it to a group, communicating in writing with
other members of their group/class and organisations.
 Information about local volunteer opportunities should be provided and
learners encouraged and supported to take up opportunities.
 Learners in employment can provide information and recount their
experiences of the workplace and using English at work.
Learners should also be encouraged to interact with authentic environments,
for example by talking to their neighbours, friends, colleagues or employers, in
their own home/work setting. Staff should encourage learners to use new
knowledge and skills in their everyday life as much as possible.
To encourage independent learning and to support the application of new
knowledge and skills, staff should use authentic sources (videos, podcasts,
news, magazine or newspaper articles, leaflets etc).
Interdisciplinary learning
Learners in schools and on many college courses will be studying other
subjects and this should be a clear focus for their ESOL learning programme.
The development of academic and vocational English in the ESOL learning
environment will support learners in their other subjects and allow them to
apply their learning across the curriculum.
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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, a variety of methods of assessment should be
used to gather a rich range of evidence, combining assessment of skills where
this is practical and allowing learners to meet national 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.
The course assessment consists of three components: a question paper
entitled ‘Reading and writing’, a question paper entitled ‘Listening’ and a
performance entitled ‘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 ESOL National 5 course assessment.
http://www.sqa.org.uk/files_ccc/CfE_CourseAssessSpec_N5_Languages_ES
OL.pdf
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Subject content
ESOL National 5 learning programmes
The ESOL for Everyday Life and ESOL in Context units allow staff to be
flexible and develop programmes of work 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.
In this document there are many links to websites and online applications that
ESOL staff should find useful. The links may not always be available but they
are given as suggested activities and if they do disappear, it should be
relatively easy to find alternatives. It may also be the case that many
classrooms do not have easy access to ICT but in this document, unlike
previous materials produced to support learning and teaching of SQA ESOL
units, it seemed appropriate to make use of resources for ESOL staff and
learners that are available from many sources. In some classrooms with
limited resources ESOL staff are now making use of laptops with speakers
and dongles, and arranging with local libraries for learners to join and have
some introductory sessions using the computers so that it is possible for
learners who have no access to ICT in the classroom or at home to make use
of the library.
The suggested learning and teaching materials that follow have been divided
into those useful for the ESOL for Everyday Life unit and those useful for the
ESOL in Context unit, but the approaches and skills are transferable between
contexts.
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
ESOL for Everyday Life
Outcome 1
The learner will:
1 Understand detailed language written in English by:
1.1 Explaining overall purpose, main points and aspects of detail
1.2 Explaining how detailed vocabulary and text features are used to convey
meaning
1.3 Explaining clearly expressed opinions or attitudes
1.4 Explaining features of layout
Outcome 2
The learner will:
2 Produce written English using detailed language by:
2.1 Using detailed structures and vocabulary, as appropriate
2.2 Using grammar, spelling and punctuation sufficiently accurately to convey
meaning
2.3 Using conventions of style and layout, as appropriate
Outcome 3
The learner will:
3 Understand detailed language spoken in English by:
3.1 Explaining overall context, main points and aspects of detail
3.2 Explaining clearly expressed opinions or attitudes
Outcome 4
The learner will:
4 Communicate orally in English using detailed language by:
4.1 Using detailed structures and vocabulary, as appropriate
4.2 Communicating sufficiently accurately and coherently to convey meaning
4.3 Maintaining interaction, as appropriate
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
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SUBJECT CONTENT
As a context for learning, ESOL staff are encouraged to explore the language
and issues surrounding everyday life (personal, social and transactional) to
further develop learners' knowledge and skills. This could be done in the
following ways:
Context
Personal
identity
Lifestyle
Physical
environment
Citizenship
Goods and
services
Topic
Personal
experience
Personality
Suggested activities
Impressions of living/working/studying
in another country
Discussing one’s own strengths and
weaknesses
Roles and
Reading an authentic text about
responsibilities
tenants’ rights and responsibilities
Personal
Oral or written profile of a person
characteristics
when joining a social group
Health and
Researching eating disorders and
wellbeing
preparing a presentation
Leisure
Writing/talking about extreme sports
Social relationships Comparing and contrasting different
family models
Technology
Writing/talking about pros and cons of
facebook, twitter etc.
Neighbourhood
Writing an article about the
neighbourhood
House/home
Discussing advantages and
disadvantages of living in the city, in a
block of flats etc
Environment
Listening to a programme about
endangered animals
Cultural identity
Comparison of festivals, traditions,
values etc
Rights and
Human rights – reading about human
responsibilities
rights cases
Current affairs
Taking part in a debate on a certain
issue
Global issues
Reading/writing/talking about human
trafficking
Travelling
Writing a hotel review
Shopping
Complaining about a product
Health and legal
Neighbours’ dispute –
services
agreeing/disagreeing
Education
Writing/talking about different
educational systems
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SUBJECT CONTENT
Suggested learning context: Lifestyle
As a context for learning, staff are encouraged to explore the issues
surrounding lifestyle to further deepen learners' knowledge and skills.
Topics which could be explored include:




health and wellbeing
leisure
social relationships
technology.
The staff might consider the following content for technology.
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SUBJECT CONTENT
A suggested way of developing the technology topic might be as shown in the table.
Technology (Inventions)
Subtopic
Suggested ways of
developing the
topic/subtopic
Outcomes
covered
Extended learning opportunity, ideas for lessons, online
resources
Researching an invention
1–4
ESLChestnut shares a video clip about inventions that changed
the world accompanied by worksheets
http://eslchestnut.com/2011/07/10/inventions-that-changed-ourworld/
Describing an object
1–4
This video teaches useful phrases for describing objects
http://www.youtube.com/watch?v=H1mAtWACONM
Writing a biography of a
famous inventor
1, 2
Staff could consider using one of these texts for listening
http://www.manythings.org/voa/people/ for listening (making
notes)
http://famouspeoplelessons.com/ (crediting sources)
Preparing a presentation
1–4
Preparing and delivering a presentation
Describing a process
1–4
A step-by-step description of how to use Kindle
http://www.youtube.com/watch?v=Pro-2FXvCAA
Inventions
Inventors
Innovations
Advertising an innovation
Useful phrasal verbs for technology
http://fds.oup.com/www.oup.com/pdf/elt/catalogue/0-19-438645-7b.pdf
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SUBJECT CONTENT
Technology (the Internet)
Subtopic
The internet
Suggested ways of
developing the
topic/subtopic
Outcomes
covered
Extended learning opportunity, ideas for lessons, online
resources
Infographics – analysis of
visual data
1–4
Learners can analyse a range of infographics, for example
http://stakeholders.ofcom.org.uk/market-data-research/marketdata/communications-market-reports/cmr11/scotland/4.2, which
shows the use of the internet in Scotland and the UK
Discussing advantages and
disadvantages of the internet
1–4
Reading an article about technology bringing families together
http://news.bbc.co.uk/1/hi/technology/7679734.stm
Impact of technology on
individual lives
3, 4
Discussion on the impact of technology on learners' lives
1–4
Listening/reading about cybercrime
http://www.bbc.co.uk/worldservice/learningenglish/general/sixmin
ute/2011/06/110623_6min_english_botnets_page.shtml
http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1
615_6min_extra/page11.shtml
Netiquette – social media
etiquette
1–4
Two video clips relating to the internet code of conduct
http://www.youtube.com/watch?v=4w4_Hrwh2XI
http://mmebonfils.free.fr/cours/terminales/facebook/facebook.html
Discussing the impact of social
media on today's society
1–4
Learners could take part in a group debate on social media
Cybercrime
Social
media
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SUBJECT CONTENT
Technology (Media)
Subtopic
Television
and radio
Mobile
phones
Magazines
and books
Suggested ways of
developing the
topic/subtopic
Outcom
es
covered
Extended learning opportunity, ideas for lessons, online resources
Writing a film review
1, 2
Learners might write their own film reviews and publish them on the
Rotten Tomatoes website
http://www.rottentomatoes.com/
My favourite television/radio
programme
3, 4
Preparing a short talk or a presentation about learners' favourite
television/radio programmes
Mobile phone – luxury or
essential
1–4
Staff could consider using a listening/reading lesson shared by the
British Council, which is accompanied by online activities
http://learnenglish.britishcouncil.org/en/magazine/mobile-phones
Androids and iPhones –
compare and contrast essay
1, 2
Learners can research a range of sources on the two types of phones,
take notes and write a compare/contrast essay
E-books and kindles
1–4
Reading an article about e-books and kindles
Staff could adapt an article and use a video clip with a short discussion
on libraries vs online books
http://www.bbc.co.uk/news/magazine-12340505
My favourite magazine – giving
a talk
1–4
Learners choose one online magazine and prepare a short talk about it
http://www.thepaperboy.com/magazines/
Reporting news
1, 3, 4
Staff could make a routine of starting each class with reporting some
news
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SUBJECT CONTENT
Approaches to learning and teaching activities
The following materials can be used with or adapted for learners, and suggested activities developed for other contexts or topics
or other language areas.
Within groups of learners there will be differing levels in the four skills, in study skills and in motivation. Some activities will be
more challenging for some learners in the group and those learners will need more support, while others will be able to tackle
tasks and activities independently. ESOL staff should make a judgement about the levels of support required and be prepared to
adjust materials appropriately.
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SUBJECT CONTENT
Topic: Technology/ inventions/Researching an invention
Suggested introductory activity
Staff might choose a short video clip presenting important inventions, for
example the Chestnut ESL video 'Inventions that changed our world':
http://eslchestnut.com/2011/07/10/inventions-that-changed-our-world/
Learners fill in the table with the information given in the video and their own
thoughts, and discuss which invention in their opinion was the most important
one.
Car
Television
Plane
Antibiotics
To encourage learners to talk more, staff might prepare a set of questions. For
example:




How did the invention of television change people's lives?
What do you think is mankind's worst invention?
Can you name some inventions you are looking forward to?
What would you invent if you were a scientist?
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SUBJECT CONTENT
Topic: Technology/the internet/Impact of technology on individual
lives
Suggested introductory activity
Staff could divide learners into small groups (of three or four, for example) and
ask them to describe the picture/pictures or make associations or compare
and contrast the objects or talk about the importance of the objects shown in
the pictures etc. After that, staff should encourage learners to chat about the
impact these objects have had on their own lives.
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SUBJECT CONTENT
Staff could consider using the questions for discussion provided on the
following pages:
http://iteslj.org/questions/inventions.html
http://esldiscussions.com/i/inventions.html
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SUBJECT CONTENT
Topic: Technology
Suggested contextualised grammar activities
'Used to'
While talking about inventions, staff might consider introducing/revising the
'used to' structure. In this activity learners will have to match up the sentences
about inventions.
People used to travel by cart
but now they watch DVDs.
People used to tell the time
but now they write with a pen.
with the sun
People used to write with a quill
but now they download music.
People used to take photographs with
film
but now they travel by car.
People used to watch videos
but now they use watches.
People used to buy records
but now they use digital cameras.
Passive voice
In this activity learners might be asked to make a sentence about each object:
1.
A toothbrush is made of ………………………………………………………
It is used for ……………………………………………………………………
2.
An umbrella is ………………………………………………………………....
It is ………………………………………………………………………………
3.
A pencil …………………………………………………………………………
It …….……………………………………………………………………………
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SUBJECT CONTENT
The pictures might be used in a variety of ways. Staff might encourage
learners to make sentences about crazy uses of the objects. Learners might
use words such as 'can', 'might' or 'may', for example 'A frying pan can be
used as an ashtray.'
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SUBJECT CONTENT
Modals of obligation and prohibition
In this activity learners will watch a short video clip giving advice how to
behave and how not to behave while online.
http://mmebonfils.free.fr/cours/terminales/facebook/facebook.html
Staff might divide the class into small groups or ask learners to work in pairs
and complete these sentences:
1. You shouldn’t ………………………………………………………………………
2. You must .…………………………………………………………………………..
3. You can’t …………………………………………………………………………...
4. You mustn’t ………………………………………………………………………...
5. You should …………………………………………………………………………
6. You ought to ………………………………………………………………….……
7. You have to ………………………………………………………………………..
Learners might be asked to watch the video 'Dos and Don'ts when using
social networks', and write about safety rules while on facebook using
appropriate modals.
http://www.youtube.com/watch?v=hqezbib5qpQ
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SUBJECT CONTENT
Staff might find charts demonstrating the use of different modal verbs
useful.
http://materialesesl.files.wordpress.com/2012/05/modal-verbs-forobligation-prohibition-and-advice.pdf
http://shoreline.edu/callab/Workshops/Modal%20Chart.htm
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SUBJECT CONTENT
Topic: Technology/media/Researching an invention
Suggested writing activities
One of the skills essential for academic writing is paraphrasing, ie conveying
information and ideas expressed by someone else in a new form. Learners
might practise paraphrasing by replacing words with synonyms or nearsynonyms, changing active into passive voice or substituting verbs with
equivalent nouns.
For the activity suggested below staff might divide learners into small groups
or ask them to work in pairs. Learners will describe the technological devices
shown in the pictures and analyse their definitions. They will do a series of
activities, including replacing words with their equivalents, changing verbs into
nouns and linking simple sentences into a complex one. As a result, learners
should be able to paraphrase one of the definitions.
However, learners should be aware that paraphrasing is a legitimate way of
'borrowing' from a range of sources only when they are acknowledged in
learners’ research, essay or presentation. Staff should consider teaching
learners about plagiarism and how to credit sources in both written and oral
assignments.
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SUBJECT CONTENT
Go to each of the following websites, read definitions of various types of
technology and match them with the pictures.
Virtual reality
http://www.vrs.org.uk/virtual-reality/what-is-virtual-reality.html
An electronic telecommunications device.
http://www.webopedia.com/TERM/M/mobile_phone.html
Global Positioning System
http://dictionary.reference.com/browse/gps
A tablet PC
http://searchmobilecomputing.techtarget.com/definition/tablet-PC
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SUBJECT CONTENT
Read the definition of virtual reality again. Find the words on the web page
that can be replaced by the words below. Match them to the words below by
putting them in the 2nd column.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
extra
can
show
pictures
setting
use
whole
investigated
complete
word
Analyse the definition of virtual reality again. Find the verbs relating to
following nouns:
 interaction …………………………….…
 description ………………………………
 contribution ……………………………..
Join these three sentences from the definition of a mobile phone into one
sentence:
An electronic telecommunications device. It is often referred to as a cellular
phone or cell phone. Mobile phones connect to a wireless communications
network through radio wave or satellite transmissions.
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SUBJECT CONTENT
Paraphrase the definition of a tablet PC.
Staff could consider visiting ESLwriting.org, which has shared excellent
articles accompanied with worksheets on paraphrasing skills.
http://www.eslwriting.org/learn-paraphrase-writing/
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SUBJECT CONTENT
Topic: Technology/inventions/Inventors/Writing a biography of a
famous inventor
Suggested writing activity 1
A good idea is to teach how to write a biography of a famous inventor by using
learners’ prior knowledge. Staff might project the inventions/inventors wordle
and ask learners to match the names with the inventions and then share their
knowledge.
Staff might consider using a handout shared by BusyTeachers.
http://busyteacher.org/14208-match-these-famous-people-and-theircontributions.html
Learners are asked to match the pictures with short paragraphs describing
the inventors’ contribution.
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SUBJECT CONTENT
There are various ways of teaching how to write a biography. To familiarise
learners with a biography, staff might consider asking learners to read a text
and make notes, as in the examples below. The text might be adapted from
magazines or websites, for example:
http://www.bbc.co.uk/history/historic_figures/curie_marie.shtml or
http://www.gardenofpraise.com/ibdcurie.htm.
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SUBJECT CONTENT
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SUBJECT CONTENT
Learners might be asked to prepare a short talk about a famous inventor
using an online timeline tool.
http://www.readwritethink.org/files/resources/interactives/timeline/
This interactive timeline could also be used by learners to talk about
themselves and their lives.
Another way of familiarising learners with writing biographies might be
listening to an audio file and making notes.
Staff will find interesting activities accompanied by audio files on
http://famouspeoplelessons.com/.
ManyThings shares more than 66 hours of listening files accompanied by
transcripts on famous people.
http://www.manythings.org/voa/people/
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SUBJECT CONTENT
Topic: Technology/ the Internet/Social media/Discussing the
impact of social media on today's society
Suggested speaking activities
A debate is an activity involving and developing not only listening and
speaking skills but also reading and writing if followed by researching a topic
and making notes. It allows learners to explore and practise a variety of
language functions, such as agreeing, disagreeing, persuading or negotiating.
In addition, it is an excellent speaking activity, especially for learners who are
reluctant to speak in front of the whole class.
Staff should be aware of the diversity of learners’ cultures and restrain from
choosing controversial topics that might cause any kind of affront.
Staff might find the ideas for debates that English Current shares
interesting.
http://www.englishcurrent.com/warm-ups/debates-roleplays-2011-eflesl/
Staff should divide the class into small groups of four to six learners. In the
first activity learners will analyse what Anna, Daisy, Matt and Jim are saying
and decide if they are for or against Facebook and why. Then they will collect
arguments for and against. Two to three learners form a team that is for or
against. They work together and collect at least three points for the debate
supported by suitable evidence.
A debate is an excellent opportunity for revising/practising or introducing new
expressions for:




40
expressing opinion
agreeing/disagreeing
persuading/negotiating
interrupting.
ESOL (NATIONAL 5)
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SUBJECT CONTENT
Before the debate, learners might be asked to put the expressions from the
box below on the scale as appropriate:
Sorry to interrupt, ….
Yes, but don't you think, …
Can I ask a question?
I'd like to point out that…
You're absolutely right.
I must take issue with you on that.
I'm not so sure about that.
I believe that…
I'd suggest that…
Some people say that...
I'm sorry to disagree with you.
Do you mind if I say something?
Exactly.
I am convinced that ….
Can I add something here?
Personally, I think…
What I mean is…
I don't mean to intrude, but ….
I strongly disapprove of ….
I agree with you entirely.
I agree up to a point, but on the other hand…..
That's a good point.
It’s completely out of the question that ….
Actually, ….
I’d like to comment on that.
It is generally accepted that...
I'm afraid I have to disagree
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SUBJECT CONTENT
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SUBJECT CONTENT
Suggested speaking activity 1
Work with your partner. Analyse what Anna, Daisy, Matt and Jim are saying and decide if they are for or against Facebook and
why. Collect arguments for and against in the boxes.
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SUBJECT CONTENT
ARGUMENTS FOR
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ESOL (NATIONAL 5)
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ARGUMENTS AGAINST
SUBJECT CONTENT
Learners might be encouraged to practise the intonation of
agreeing/disagreeing expressions using the activities featured on the
English Pond website.
http://www.englishpond.com/speaking/Communication%20and%20daily
%20English/agreeingaudio/
More advanced activities that are of a similar kind are shared by the
BBC Learning English 'Talking Business' series.
http://www.bbc.co.uk/worldservice/learningenglish/business/talkingbusin
ess/unit2meetings/3agreedisagree.shtml
Learners might be encouraged to access
http://www.bbc.co.uk/worldservice/learningenglish/general/expressenglish
/2011/12/111205_ee_social_networking_page.shtml to listen to and read
what other people think about social media. They might join in the
discussion by writing what they think.
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SUBJECT CONTENT
Topic: Lifestyle/Leisure/writing a film/book/CD review
Suggested writing activity 1
Being able to express your preferences/likes/dislikes is one of the most
important communication skills. Writing reviews of various kinds (of books,
films, music etc) is a regular element of ESOL courses. Learners will be
equipped with appropriate vocabulary and expressions covering a range of
points as suggested in the table below.
Title …………………………………………………………………….…………
Genre
Director/cast
Plot
Characters
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SUBJECT CONTENT
Setting
Time
Place
Why I like it/do not
like it
Elsflow has shared a lesson on how to write film reviews.
http://www.eslflow.com/Vocabulary_for_reviewing_films_and_movies.pdf
This might be used/adapted as an additional activity related to the one
suggested above.
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SUBJECT CONTENT
Suggested writing activity 2
Staff might consider using authentic film reviews published on
http://www.rottentomatoes.com/.
Learners can work independently, but it might be a good idea to pair them up
to discuss the new vocabulary. After checking the activity and making sure
that learners understand new words and expressions, staff may give them a
follow-up activity, for example writing a short review using some of the new
language introduced in the lesson.
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SUBJECT CONTENT
Worksheet 1
Peter Jackson's return to Middleearth is an earnest, visually
resplendent trip, but The Hobbit's
deliberate pace robs the material
of some of its majesty.
A 3D adaptation of a supposedly
'unfilmable' book, Ang Lee's Life of Pi
achieves the near impossible – it's an
astonishing technical achievement that's
also emotionally rewarding.
Parental Guidance is sweet but milquetoast, an inoffensive trifle that's blandly
predictable.
Tender, funny, and
touching, The Sessions
provides an acting
showcase for its talented
stars and proves it's
possible for Hollywood to
produce a grown-up movie
about sex.
A fascinating portrait of a forgotten musical
pioneer, Searching for Sugar Man is by turns
informative and mysterious.
While it boasts some impressive action sequences,
Total Recall lacks the intricate plotting, wry humour
and fleshed out characters that made the original a
sci-fi classic.
Excessive in almost every other area
possible: from outlandish explosions
to over-the-top dialogue via
horrendously delivered gags, The
Expendables pushes the limit of what
people will readily accept from an
action movie.
Impeccably mounted but occasionally
bombastic, Les Misérables largely
succeeds thanks to bravura
performances from its distinguished
cast.
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SUBJECT CONTENT
Worksheet 2
Positive? Negative? So-so? Put a tick in the appropriate box.

Title

Life of Pi
The Hobbit
Parental Guidance
The Sessions
Searching for Sugar Man
Total Recall
Les Misérables
The Expendables
Fill in the table with the appropriate expressions from the film reviews.

emotionally rewarding
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ESOL (NATIONAL 5)
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
bombastic

SUBJECT CONTENT
Is there any film that you like/don’t like? Write why. You may consider
choosing expressions from the table.
Application of learners' knowledge and skills is crucial. Learners can be asked
to publish their reviews on the Rotten Tomatoes website
(http://www.rottentomatoes.com/), talk about their favourite/least favourite film
on the talking pictures websites Fotobabble (http://fotobabble.com) or create a
collaborative project on Voicethread (http://ed.voicethread.com/), a cloud
application for uploading a wide range of media.
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SUBJECT CONTENT
Staff might approach a related topic, for example writing book reviews, in a
similar way.
The British Council has shared a range of interactive activities on reviews of
books such as The Hunger Games
(http://learnenglishteens.britishcouncil.org/english-skills-practice/read-yourlevel/hunger-games-book-review-level-2) and Life of Pi
(http://learnenglishteens.britishcouncil.org/english-skills-practice/read-yourlevel/life-pi-book-review-level-3).
Learners who have Amazon accounts may be encouraged to create an
interactive library using http://shelfari.com, a virtual bookshelf that they can
create to show off books that they have read and recommend.
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SUBJECT CONTENT
ESOL in Context
Outcome 1
The learner will:
1 Understand detailed language written in English by:
1.1 Explaining overall purpose, main points and aspects of detail
1.2 Explaining how detailed vocabulary and text features are used to convey
meaning
1.3 Explaining clearly expressed opinions or attitudes
1.4 Explaining features of layout
Outcome 2
The learner will:
2 Produce written English using detailed language by:
2.1 Using detailed structures and vocabulary, as appropriate
2.2 Using grammar, spelling and punctuation sufficiently accurately to convey
meaning
2.3 Using conventions of style and layout as appropriate
Outcome 3
The learner will:
3 Understand detailed language spoken in English by:
3.1 Explaining overall context, main points and aspects of detail
3.2 Explaining clearly expressed opinions or attitudes
Outcome 4
The learner will:
4 Communicate orally in English using detailed language by:
4.1 Using detailed structures and vocabulary, as appropriate
4.2 Communicating sufficiently accurately and coherently to convey meaning
4.3 Maintaining interaction, as appropriate
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SUBJECT CONTENT
As a context for learning, staff are encouraged to explore the language and
issues in the ESOL in Context (work or study) unit to further develop each
learner’s knowledge and skills.
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SUBJECT CONTENT
Work context
In employment
Preparing
for work
Looking for
a job
Context
Topic
Looking for a job
Applications and letters
Money issues
Job interview
Skills and personal
attributes
Professional
development
Starting own business
Employees' rights and
responsibilities
Workplace
Problems at work
Working with others
Suggested activities
Advantages and disadvantages of
different jobs
Writing a personal statement
Writing a business plan
Listening about a perfect interview
Assessing the skills and personal
attributes necessary for a job
A training course I would like to do –
presentation
Reading about entrepreneurs
Reading about mobbing
Health and safety procedures –
reading instructions
Writing a report about the situation at
work
Organising an event
Study context
Future education
and training
Study skills
Learning
environment
Context
Topic
Places for studying
Learning styles
Learning a language
Organisation skills
Presentation skills
Research skills
ICT skills
Short- and long-term
goals
Education systems
College and university
courses
Lifelong learning
Suggested activities
Describing a place
Researching different types of
intelligence
What type of learner are you – listening
Planning a presentation
Delivering a presentation on an
academic topic
Paraphrasing exercises
The impact of technology on societies
– analysing infographics
Writing a blog/diary
Compare and contrast essay about two
educational systems
Personal statement for UCAS/college
Right classes for me – presentation
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SUBJECT CONTENT
Suggested learning context: Work – In employment
As a context for learning, staff are encouraged to explore the language and
issues surrounding being in employment to further develop each learner’s
knowledge and skills.
This could be done in the following ways:
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SUBJECT CONTENT
A suggested way of developing the in employment topic might be as shown in the table below.
In employment
Subtopic
Suggested ways of
developing the
topic/subtopic
Employees’ Jobs
rights and
responsibilit
ies
Being self-employed
Outcom
es
covered
Extended learning opportunity, ideas for lessons, online resources
3, 4
Talk/presentation about a job – a good starting activity might be listening to
people talking about their jobs
http://news.bbc.co.uk/1/hi/programmes/documentary_archive/4500740.stm
1–4
Self-employed or employed – a good starting point might be discussing
entrepreneurship
The British Council LearnEnglish site shares two video clips with online
activities
http://learnenglish.britishcouncil.org/en/britain-greatepisodes/entrepreneurs-are-great
Workplace
Describing a workplace
2
Writing a report on the workplace
Health and safety
1–4
First aid at work – following instructions
Relationships at work
1–4
Excellent audio file accompanied by online activities
http://esol.britishcouncil.org/professional-podcasts/managing-diversity
Working
with others
Collaborative project
1–2
Preparing a collaborative poster
Organising an event
1, 2
Writing a newsletter
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SUBJECT CONTENT
Suggested learning context: Study – Future education
As a context for learning, staff are encouraged to explore the language and
issues surrounding future education to further develop each learner’s
knowledge and skills.
Topics which could be explored include:
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SUBJECT CONTENT
A suggested way of developing the language and issues surrounding future education might be as shown in the table below.
Subtopic
Short- and
long-term
goals
Educational
systems
Suggested ways of
developing the
topic/subtopic
Planning a week
Talking about future plans
Reading and listening about
the Scottish education system
Comparing and contrasting
two educational systems
Single-sex or co-ed lessons
College and
university
courses
Which course is good for me
Future education
Outcom Extended learning opportunity, ideas for lessons, online
es
resources
covered
1–4
Learners might be encouraged to use the Google app My study life,
which is an interactive online planner
https://www.mystudylife.com/
3, 4
Expressing future – grammar practice
1, 2, 3
Paraphrasing – staff might consider using materials from
http://www.eslwriting.org/learn-paraphrase-writing/
1–4
Learners research two educational systems, for example
English/Scottish or Scottish and the system of any country they know
well
They prepare a mind map with notes and then a 3–4-minute
talk/presentation
A range of tools for mind mapping is described at
http://mashable.com/2007/11/02/mindmapping/
1–4
Taking part in a debate
Homework – writing an argumentative essay or a speech
A good starting point might be an article from The Guardian
http://www.guardian.co.uk/education/2009/dec/02/co-eds-or-singlesex
1–4
Researching UCAS and college websites, and finding a suitable
course
http://www.ucas.ac.uk/
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SUBJECT CONTENT
Filling in a mind map and preparing a presentation
Lifelong
learning
Writing a personal statement
for UCAS
1, 2
Joining adult classes
1–4
Self-studying
Writing a personal statement for UCAS – useful tips and worksheets
http://www.ucas.ac.uk/students/applying/howtoapply/personalstatem
ent/
Investigating the resources, choosing a course/classes and
preparing a short talk
http://ces.egfl.net/programme/
Preparing a collaborative project – presentation on ways of learning
a language independently
Listening file at http://www.esl-lab.com/learn/learnrd1.htm
The following materials can be used with or adapted for learners, and suggested activities developed for other contexts or topics
or other language areas.
Within groups of learners there will be differing levels in the four skills, in study skills and in motivation. Some activities will be
more challenging for some learners in the group and those learners will need more support, while others will be able to tackle
tasks and activities independently. ESOL staff should make a judgement about the levels of support required and be prepared to
adjust materials appropriately.
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SUBJECT CONTENT
Context: Work/In employment
Topic: Workplace/Health and safety
Suggested introductory activity
Information about health and safety rules and regulations frequently appears
in the news and there are examples of these that people find ridiculous. You
could elicit from learners health and safety 'regulations' which seem
unreasonable and discuss why the learners think that these rules were made.
There are some good examples of unreasonable ‘regulations’ on the link
below. This site also has background information on each of the examples.
http://blogs.channel4.com/factcheck/factcheck-its-health-and-safety-gonemad/7614.
Learners should also be aware that there is a serious side to health and safety
in the workplace, which is why it is important to have a good understanding of
it.
Learners could be asked to work in pairs to quickly read the article in the link
below, and agree and note down five important facts. They could then
compare the facts they have noted with another pair.
http://www.bbc.co.uk/news/uk-scotland-scotland-business-16348196
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SUBJECT CONTENT
Suggested vocabulary activity
In order for learners to become familiar with workplace health and safety
vocabulary, they could be set a task to work independently on health and
safety signs in class if computers are available or as a homework task.
esolcourses has shared interactive games for practising recognising these
signs and learners could be directed to these sites.
http://www.esolcourses.com/content/englishforwork/functional-skills/healthand-safety/grammar.html
http://safety.lovetoknow.com/Slideshow:Lab_Safety_Symbols
To check that learners understand the health and safety signs, staff might
consider projecting pictures of various warning signs and asking learners to
discuss the meaning using modals such as can’t/shouldn’t/mustn’t/should.
Examples of different health and safety signs can be found on
http://courses.e-learningcentre.co.uk/Dynamic/Page/Image/c115507e-68884190-bb04-f6e6272b2d69 and
http://safety.lovetoknow.com/Slideshow:Lab_Safety_Symbols.
Suggested listening activity
Learners will watch a short video clip explaining how to deal with manual
handling.
http://www.youtube.com/watch?v=THigQDIjIms
Learners can fill in the table below of DOs and DON’Ts while watching for the
first time and then check with another learner before watching the video clip
again.
Manual handling
DO
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DON’T
SUBJECT CONTENT
Depending on the group profile, health and safety issues might be
discussed with learners using a variety of infographics from, for example,
http://www.infographicsarchive.com/category/health-and-safety/, or by
discussing the issues within small groups using games, for example
http://cf.ltkcdn.net/safety/files/1202-safetybingocard_final_ex.pdf.
Learners could be asked to prepare a short talk about their own
workplace/place of learning, focusing on health and safety issues. They
might record their talk using audacity or talk collaboratively via
voicethread.com.
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Context Work/In employment
Topic: In employment/workplace/describing a workplace
Suggested writing activities
Writing a report is an extremely important ability, engaging various linguistic
and cognitive skills, such as analysing, comparing, prioritising, drawing
conclusions etc. There are different types of reports learners can write: book
report, news report, scientific report, academic report or business report.
A business report should provide important and usually factual information
conveyed in a precise and concise manner. The writing style used for reports
should present information without strong opinions as straightforwardly and
accurately as possible.
Teaching learners to analyse visual data is crucial for good report writing.
Visual data might include charts, graphs, diagrams, tables or posters.
A good report consists of three parts: introduction, body and summary
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SUBJECT CONTENT
In the activity below, learners will be asked to match the extracts from different
reports with appropriate parts.
Researchers examined data from 15 studies in various countries.
They found that smoking bans reduced heart attacks by
anywhere from 50% to nearly 60%.
The purpose of this
report is to analyse the
working conditions at
B&G Company Ltd.
The figures illustrate the
amount of fast food
consumed by teenagers
in Australia between
1975 and 2000, a period
of 25 years.
Between 1992 and 2002, the visit
rate for people 45 and older
increased by 17%, from 4.1 to 4.8
visits a year.
Overall, the consumption of fish and
chips declined over the period, whereas
the amount of pizza and hamburgers
that were eaten increased.
Taking the above arguments into account, it should be stated clearly that the
employees of B&G Company Ltd. are not satisfied with the situation at their
workplace. Nevertheless, if the suggested solutions are implemented, the
situation is bound to improve.
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SUBJECT CONTENT
Another skill that learners should develop while writing a report is using the
vocabulary of numbers. Learners could be asked to find equivalent
expressions for numbers, for example:
Which is 50%, 20%, 75%,
33.3% and 10%?
Which is 67%, 24%, 88%, 77% and 92%?
One-fifth
Vast majority
A half
Around two-thirds
One-tenth
Almost a quarter
Threequarters
About 90%
One-third
More than three-quarters
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To make sure that learners are aware of the appropriate layout of a report,
staff might use the template below.
Title ……………………………………………………………………………………
Introduction
The purpose of this report is ...
Subheading 1
Paragraph 1
Subheading 2
Paragraph 2
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Subheading 3
Paragraph 3
Conclusions and recommendations
Conclusion
Recommendations
Learners could analyse the visual data on the following page and write a
report describing the situation at the workplace and suggesting certain
solutions.
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You and your colleagues have recently
been very disappointed with the
situation at B&G Company Ltd.
Your line manager asks you to write a
report describing the situation in the
workplace and make recommendations
for improvement.
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SUBJECT CONTENT
One of the rules of thumb in report writing is the use of objective language.
This might be achieved by using passive voice, for example. The British
Council shares an activity on passive voice accompanied by explanations.
http://www.livebinders.com/play/play?id=59671
Elsflow English has collected numerous resources on passive voice that
staff might want to use/adapt.
http://www.eslflow.com/Passivetenselessons.html
Staff and learners might want to use the Writefix website, which offers
numerous activities on analysing graphs, charts and diagrams.
http://writefix.com/?page_id=686
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Context: Work/In employment
Topic: Workplace/relationships at work
Suggested reading comprehension activity
The workplace in the UK can have a diverse cultural make-up and employees
of many different ages and orientations. Ageism is discrimination because of a
person’s age and has been illegal in the UK since 2006.
In the activity below, learners will read Mark’s and Martha’s stories and reflect
on the issue of ageism.
To facilitate the discussion, staff might consider using questions related to
ageism from http://www.esljunction.com/conversation_questions/age.html.
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SUBJECT CONTENT
Talking about the two cases presented above might be a good opportunity
to include:
 elements of grammar, for example second conditional 'If I were Mark, I
would …'
 revising expressions for giving advice: 'Mark should …'
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In the reading comprehension activity learners will be asked to read and
analyse a text.
Read the questions below then go to the following web page and read the
article and answer the questions.
http://www.guardian.co.uk/money/2006/sep/25/discriminationatwork.discrimina
tion
The Guardian, Monday 25 September 2006
Tick the true sentences. Correct the wrong ones.





Nearly two-thirds of British people recognised discrimination against age
in the workplace.
The law protecting elderly people at work was introduced in October
2005.
Up until 1 October 2006, people under 65 might have been forced to
retire.
The majority of those surveyed worked for a company where an older
person was being paid more than a younger person who was doing the
same job.
Peter Jones thinks that older employees will start suing their employers
for ageism.
Find the equivalent of the following figures in the text and write down what
they refer to.
44
More than one-third
Half
Almost threequarters
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SUBJECT CONTENT
Which words/expressions from the text mean:
Didn’t realise
Enforce
Questioned
Law
Followed
Significant
The British Council shares an audio file with part of a radio interview on the
consequences of failing to address diversity-related issues at some
workplaces. It is accompanied by online activities.
http://esol.britishcouncil.org/professional-podcasts/managing-diversity
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Context: Study/Education systems
Topic: Comparing and contrasting two educational systems
Suggested speaking/writing activities
The ability to compare and contrast may apply to a range of areas. Learners
can compare and contrast two pictures or they can compare and contrast two
people, buildings, objects or traditions. Staff should make sure that learners
are aware of the techniques and appropriate transition expressions used for
comparison and contrast. In the activity below, learners will be asked to put
words/expressions into correct columns.
like, similar to, also, unlike, similarly, in the same way, by the same
token, likewise, again, compared to, in contrast, in like manner,
contrasted with, on the contrary, however, although, yet, even though,
still, but, nevertheless, conversely, at the same time, in opposition (to),
regardless, despite, while, on the one hand, on the other hand, in the
same way
Comparison
Contrast
To practise transition vocabulary staff might ask learners two compare any two
pictures, objects or people using the expressions from the box.
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In this activity, learners might work in pairs. They will talk about similarities and differences using the expressions from the box.
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A comparing and contrasting activity provides a good opportunity to introduce,
revise or practise grammar. Staff might consider practising different ways of
comaprison, for example comparatives and superlatives or structures such as
'so/as … as'.
At National 5 level staff should emphasise irregularities in comparison for
example:
Positive
Comparative
Superlative
bad
worse
worst
far
farther
farthest
far
further
furthest
good
better
best
little
less
least
many
more
most
much
more
most
Learners might be asked to learn to practise the 'as … as' structure.
http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit/learnitv1
58.shtml
Writing a compare and contrast essay about two systems of education might
be preceded by collecting vocabulary, reading about the systems, analysing
case studies etc. Staff might consider using/modifying citizenship materials
published by NIACE and available for free full adaption on
http://www.niace.org.uk/projects/esolcitizenship/create-Scot.htm.
Learners’ prior knowledge should be used while collecting notes in the
diagram below.
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Learners might be asked to write a compare and contrast essay using an
online tool.
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.
html
Staff might be interested in a range of graphic organisers for compare and
contrast activities.
http://www.educationoasis.com/curriculum/GO/compare_contrast.htm
For organising notes learners might be encouraged to use 'Creately',
available on Google apps.
https://creately.com/app/#
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SUBJECT CONTENT
Developing and practising speaking skills/both Units and any topic
Suggested speaking activity
Staff may like to use this suggested procedure as part of learning and
teaching or formative assessment to develop the oral skills required for taking
part in a conversation/discussion or making a presentation. The procedure can
be applied to any suitable practice task and adapted to suit a presentation
rather than a conversation.
Materials




Copies of a speaking practice task
Video or audio recording of learners doing a practice task
Video or audio recording of staff and learner doing the practice task
A formative assessment checklist
Prior to the lesson
Learners previously recorded in pairs doing a speaking practice task and have
had copies of the formative assessment checklist.
Introduction to the lesson
Explain that the aim of the lesson is to improve learners' speaking skills and
be familiar with unit assessment.
Suggested procedure
Work through the practice task with the whole class, looking at structure and
what is expected of learners.
Give out copies of the task and the formative assessment checklists, clarifying
any language that learners are still unsure about.
Ask learners, in pairs, to think of ideas on the topic in the task and how to
express them and make a note of them, eg useful expressions, vocabulary,
grammar etc, but not to write out the conversation/discussion or presentation
or have the conversation with their partner.
Play a recording of the learners who have recorded the task previously.
Elicit comments on whether these learners met the assessment standards and
fulfilled the requirements of the task. Focus learners on the checklist
throughout the discussion.
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Play recording of staff and learner doing the same task.
Elicit comments as above. Draw attention to any failure to initiate, ask
questions etc and discuss the balance of performance and the importance of
initiating and taking an equal part in the conversation.
Ask learners to refer to their notes and reflect on the recordings. Give them a
few minutes to do this.
Choose some pairs to hold their conversation, or part of it, in front of the class.
Staff and learners comment briefly.
Learners work in pairs to practice the task. Elicit feedback from the learners.
Evaluation
Ask learners to reflect on progress and their understanding of the speaking
tasks and how helpful the process has been.
Qualifications
The requirements for a qualification in ESOL National 5 are laid out in the
SQA documentation, which can be accessed from
http://www.sqa.org.uk/sqa/47411.html
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