English for Speakers of Other Languages Everyday Communication Students’ Guide

NATIONAL QUALIFICATIONS CURRICULUM SUPPORT

English for Speakers of Other Languages

Everyday Communication

Students’ Guide

[ACCESS 3]

The Scottish Qualifications Authority regularly reviews the arrangements for National Qualifications. Users of all NQ support materials, whether published by

Learning and Teaching Scotland or others, are reminded that it is their responsibility to check that the support materials correspond to the requirements of the current arrangements.

Acknowledgement

Learning and Teaching Scotland gratefully acknowledges this contribution to the National

Qualifications support programme for ESOL.

© Learning and Teaching Scotland 2008

This resource may be reproduced in whole or in part for educational purposes by educational establishments in Scotland provided that no profit accrues at any stage.

2 EVERYDAY COMMUNICATION (ACCESS 3, ESOL)


Contents

Lesson 1: Punctuation and capitalisation

Lesson 2: ‘Can’ and ‘could’

Lesson 3: Employment

Lesson 4: Diaries

Lesson 5: Making appointments

Lesson 6: Holidays and activities

Lesson 7: Discussing your holiday

Lesson 8: Travel and transport

Lesson 9:Hobbies and interests

15

17

19

21

4

10

12

23

29


EVERYDAY COMMUNICATION (ACCESS 3, ESOL) 3

LESSON 1: PUNCTUATION AND CAPITALISATION

Lesson 1: Punctuation and capitalisation

In English we use a capital letter in the following situations:

At the beginning of a sentence: What time is it?

At the beginning of days of the week: Monday, Tuesday

At the beginning of months of the year: March, April, May

At the beginning of people’s names: James, Ana, Luisa

At the beginning of names of places: Berlin, Perth, London

At the beginning of people’s titles: Dr Johnson, Lady Jane

At the beginning of names of countries: China, Poland

At the beginning of a nationality: Chinese, Scottish

In English we use apostrophe s (‘s) to show possession.

For example:

This is Joe’s book.

Ann’s car is in the drive.

In English we use commas to separate items in a list.

For example:

I will buy cheese, eggs, butter, milk and sugar.

We visited Edinburgh, Newcastle, Manchester and London.




Activity 1

Correct the mistakes in the sentences below.

1. john is studying French.

2. Is glasgow near Edinburgh.

3. Is that Sams jacket?

4. What is your name

5. he lives quite near here

6.

Anas’ mother speaks Spanish

7. I want to visit the cathedral the musuem the tower and the university.

8. can you help me

9. We are happy in Scotland

10. I met Daniels brother when I was in stirling.




Activity 2

You have decided to apply for a student discount card. Fill in the form below with your personal details. Answer all questions.

1. Title: Mr Mrs Ms Miss (please circle)

2. First name:

(1)

(1)

3. Surname:

4. Date of birth:

5. Address:

House number/name

(1)

(1)

(1)

Street:

Town/ City:

Postcode:

6. Name of college/university:

7. College/University matriculation number:

Activity 3

(1)

(1)

(1)

(1)

(1)

Total (10)

Exchange your application form with your partner. Check for and discuss any mistakes.




Activity 4

You want to receive free copies of the new ‘Glasgow Activities’ magazine. Complete the following form.

Email address:

First name:

Surname:

Postal address:

(1)

(1)

(1)

(1)

Post code:

Where did you get your first copy of the magazine? Please tick:







 library newsagents friend other (please state)

Would you like to:



 receive a copy by post? or receive a copy by email?

(1)

(1)

(1)

Total (7)




Activity 5

Get a copy of a local magazine/newspaper. Discuss with your partner what information the magazine might contain.

You could talk about: cinemas, bars, restaurants, museums and university life.

Use the following phrases to help you:







 I think it will tell us about…

I want to know if…

Where do you think we’ll find information about…?

Does it give any information about…?

Activity 6

Discuss with a partner what a ‘charity’ is. Try to find out the names of any charities and what they do.




Activity 7

You want to donate money to a children’s charity. You need to complete the form below.

Forename

Surname

Address

Postcode

(1)

(1)

Telephone number

Email address

(1)

(1)

I enclose a cheque for £ (1)

Please debit £ from my MasterCard / Visa / American Express (1)

Card number:

Valid from

Expiry date

Issue number

(1)

(1)

(1)

(1)

(1)

(1)

Total (12)



LESSON 2: ‘CAN’ AND ‘COULD’

Lesson 2: ‘Can’ and ‘could’

Can

The main uses of ‘can’ are:

 to talk about general ability: ‘I can play the piano’



 to ask permission: ‘Can I take that book?’ to offer to do something: ‘Can I help you with the shopping?’

 to request something: ‘Can you come tomorrow morning?’

 to tell someone to do something: ‘Can you tidy the bedrooms?’

Can is a modal auxiliary verb. Can has no infinitives.

The third person singular form has no ‘s’.

Forms: present tense

Affirmative form (stating a fact): ‘She can run 10 km in one hour.’

Interrogative form (asking a question): ‘Can you speak English?’

Note: When asking a question using ‘can’, do not use ‘do’

Negative form (disagreeing/denying): ‘I can’t speak French’, or ‘I cannot speak French’ – not ‘can not’

Note: When forming a negation sentence using ‘can’, do not use ‘do’

Negative/Interrogative: ‘Can’t you run faster?’

Note: When forming the negative/interrogative, do not use ‘do’

Note: We write ‘cannot’ or the contraction ‘can’t’, but not ‘can not’

Some more examples:





She can speak English very well.



Can I borrow your hairdryer?

 Can I help you with the children?

 Can I have an appointment for next week?

Can you clean the kitchen?



LESSON 2: ‘CAN’ AND ‘COULD’

Activity 1

Correct the mistakes, if any, in the following sentences.

1. We cant hear the radio. Turn it up please!

2. She cans speak Italian.

3. I can swim 200 metres.

4. Can you to help me?

5. They cannot come today.

Could







The main uses of ‘could’ are:

 as the past tense of can: ‘I could swim when I was four years old’ (to describe general ability) contracted form: ‘We couldn’t speak much English then’ to make requests: ‘Could you pass me the water please?’ (more polite than ‘can’) ‘Could I have your details please?’ to talk about past permission: ‘When I was on holiday I could get up at any time I wanted’.

More examples:’

1. He could play chess when I was 7 years old.

2. They could speak French from the age of five.

3. Could I reserve a room for two?

4. Could you check the oil please?

5. I could have breakfast whenever I wanted on holiday.

6. I could make decisions on my own from the age of 16.

Take turns at asking each other some questions using ‘could’ and write them below.



LESSON 3: EMPLOYMENT

Lesson 3: Employment

Activity 1

You are applying for a job in your local supermarket. You need to complete the questionnaire below.

Please circle your answer.

Yes No Do you have experience in this job?

Which type of work do you want?

Can you work at the weekend?

Do you live near the supermarket?

Do you have a driving licence?

Part-time Full-time

Yes

Yes

Yes

No

No

No




Activity 2

Listen to the interview between a student and a personnel manager.

The student is hoping to get a job in the supermarket. You will hear the conversation twice and then answer the questions that follow.

1. Does the student have any experience in supermarket work? (1)

2. When did the student last work in the supermarket?

3. Which section did the student work in?

4. In which city did the student work?

5. How long did the student work there?

(1)

(1)

(1)

(1)

6. Why did she leave?

7. How does the student normally travel?

(2)

(1)

8. When does the student want to work? (2)

9. How many hours can the personnel manager offer the student? (1)

10. Is the student happy with the offer?

11. Which day will the student start work?

12. What time will the student start work?

(1)

(1)

(1)

Total (14)




Activity 3

Now you are going to be interviewed by a partner for a job in your local supermarket. Work with your partner and take turns at being the interviewer and the interviewee. Use the following phrases to help you.

Greetings:







 Hi.

Hello.

Pleased to meet you.

Good morning/afternoon/evening



















Information:

Sorry, could you say that again?

Sorry, I didn’t catch your question.

Do you have any previous experience?

How long did you work there?

Are you a student?

When are you available to work?

Can you work weekends/evenings?

Do you have your own transport?

Do you live nearby?











Conclusion:

Much appreciated.

Look forward to seeing you.

See you then.

Bye.

Thank you.



LESSON 4: DIARIES

Lesson 4: Diaries

When writing a personal diary of things to do, we make very short entries. We often omit the ‘to’ part of the verb, definite and indefinite articles and prepositions. Look at the entries below.

Monday 4 August

Free – all day

Tuesday 5 August

Drycleaner’s – collect suit

Wednesday 6 August

Mum – hospital appointment

Thursday 7 August

Bank – pay credit card bill

Friday 8 August

Laptop to college – buy ink

Don’t forget!

Saturday

Car to garage – brakes repair

Sunday 10 August

Neighbours – pick up keys



LESSON 4: DIARIES











Activity 1

Discuss your plans for the week ahead with your partner with a view to writing them into your diary. You may use the following to help you in your discussion:

I hope to …

I’m going to …

I need to …

I’m looking forward to … visiting/seeing/going back to

Activity 2





Now write your entries in diary form. The first one shows us how we could change an entry to diary form. Remember diary entries often omit the ‘to’ part of the verb, definite and indefinite articles and prepositions.

Monday

‘Go to the dentist’s at 10.15 am’ becomes ‘Dentist – 10.15 am’

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday



LESSON 5: MAKING APPOINTMENTS

Lesson 5: Making appointments

Activity 1

Listen to the conversation between a dental receptionist and a p atient.

You will hear the dialogue twice. Answer the questions that follow.

1. When does the patient want the appointment? (1)

(2) 2. What is the first appointment the receptionist can offer?

3. Does the patient accept the appointment?

4. Why not?

5. What type of appointment does the receptionist offer?

(1)

(1)

(1)

6. When is it?

7. Where can the patient buy painkillers for her toothache?

(2)

(2)

Total (10)



LESSON 5: MAKING APPOINTMENTS

Activity 2

You have toothache and need to make an appointment with the dentist.













You will ask the receptionist (your partner) for an appointment this afternoon. Take turns at playing both roles.

You may use the following to help you:

Hello/good morning/afternoon

Explain the problem

Ask for appointment

Tell the receptionist that time isn’t suitable

Accept the next appointment offered

Confirm day/date/time

Activity 3

Your mother is feeling unwell and you need to make an appointment for her with her doctor.

You will ask the receptionist (your partner) for an appointment tomorrow morning. Take turns at playing both roles.













You may use the following to help you:

Hello/good morning/afternoon

Explain the problem

Ask for appointment

Tell the receptionist that time isn’t suitable

Accept the next appointment offered

Confirm day/date/time



LESSON 6: HOLIDAYS AND ACTIVITIES

Lesson 6: Holidays and activities

Activity 1

City Centre Art Museum

Recently re-opened!

New restaurant! (Children’s menu available)

The City Centre Art Museum is now open to the public. Come and enjoy the new exhibitions.

Open seven days

Mon–Sat: 9 am–5.30 pm

Sun: 10 am–4 pm

Admission prices:

Adults: £5.00

Under 16s: £2.75

Family Ticket: £15.00 (2 adults and 2 children)

Children under 5: FREE

Car Parking. Discounts for group bookings (groups of 10 or more), students and senior citizens.

Decide whether the statements below are true (T) or false (F).

1. Museum is open every Sunday. T

2. Children aged 4 enter free.

3. A family ticket includes three children.

T

T

4. The car park is free for students.

5. The restaurant is not suitable for children.

T

T

F

F

F

F

F



LESSON 6: HOLIDAYS AND ACTIVITIES

Activity 2

Read the passage and then answer the questions that follow:

Last November I moved with my family from Poland to Scotland. In the city of Krakow in Poland, there are a lot of art museums and I loved to visit them at the weekends.

When I moved to Glasgow I was delighted to discover that there was a new art museum in the city centre and it was open seven days a week.

This was great news because my husband works most weekends and his free time is normally on a Monday and a Tuesday. This means we can visit the museum on weekdays. This is good for us as our children are not at school yet.

Last week we went to the museum with our friends who were visiting from Poland. We had a lovely afternoon and had lunch in the new restaurant. The food was delicious and there was a great children’s menu.

1. When did she move to Scotland with her family?

2. What did she love to visit in Krakow?

3. What as she delighted to discover in Glasgow?

4. Which days does the museum close?

5. When does her husband have free time?

6. Who did they take to the museum last week?

7. What was her opinion of the food?

8. What did she think of the children’s menu?

(1)

(1)

(1)

(1)

(1)

(1)

(1)

(1)

Total (8)



LESSON 7: DISCUSSING YOUR HOLIDAY

Lesson 7: Discussing your holiday

When writing a postcard you can omit words (similar to writing a diary, see Lesson 4), such as personal pronouns, the definite and indefinite articles and prepositions. Often the corresponding parts of the verb ‘to be’ are also omitted.

Look at the postcard below to see some examples of this.

Hi Peter,

Arrived safely. Good flight – no delays. Hotel lovely and food delicious. On beach every day – weather fantastic!

Children having great fun in the sea! Pool quite busy, people very friendly. Town not far from beach. Recommend it.

Home next week!

Love

Luisa

Activity 1

Discuss with a partner which words you think have been omitted.

Activity 2

Try writing a postcard like the one above.



LESSON 7: DISCUSSING YOUR HOLIDAY

Activity 3

With a partner, or your teacher, discuss a recent holiday.

You could talk about the:



 transport

 weather food

 beach



 town or city

 countryside people.

The following are useful question forms for this type of discussion:

 How was the … ?

 What was the … ?

 Did you like the … ?

 Did you enjoy the … ?

Activity 4

You are on holiday for a week. Write an email to a friend telling him/her about your holiday. You could describe the weather, the food, the people you have met and your journey. You should write approximately 80 words.

Useful openings:

 Hi!

 What’s been happening?

 How are you doing?

 How are you getting on?

Useful endings:

 Keep in touch





Let me know your news

 Reply soon

Take care

 Love and kisses



LESSON 8: TRAVEL AND TRANSPORT

Lesson 8: Travel and transport

Activity 1

Listen to the conversation between a student an d a travel agent. You will hear the conversation twice, then answer the questions that follow.

1. Where does the student want to go? (1)

(2) 2. Which days does she want to travel?

3. What type of ticket does she want? (1)

4. What does the travel agent say about prices at the weekend? (1)

5. What does the travel agent say is the cheapest fare? (1)

(1) 6. Does the student have a discount card?

7. What is the discount price? (1)

(1) 8. What time does the train leave on Friday morning?

9. What time does the train return on Sunday evening? (1)

Total (10)




Activity 2

You want to travel from Glasgow to Edinburgh by train. Work with a partner to form a conversation between you and the booking office receptionist.

Use the following to help you find out the information you need, such as times, prices, concessions, etc. Remember to use appropriate































 greetings.







Hi.

Hello.

Good morning.

Could you tell me...?

I’m looking for …

I would like some information …

I would like a return ticket to …

Is that the earliest/latest/cheapest?

That suits me.

That’s not really suitable.

Sorry. Could you repeat that please?

Could you write that down for me?

Are there any concessions/student discount?

How much?

That’s fine.

That’s great.

Much appreciated.

Thank you.

Bye.




Activity 3

You have booked a trip to Edinburgh. Look at the information below, and then answer the questions that follow.









 Trip to Edinburgh (Saturday 5 June)

 Glasgow–Edinburgh (Bus from hotel 9.30 am)

 Castle visit 11.00 am–1.00 pm

 Lunch at a traditional Scottish restaurant 1.30 pm –2.30 pm

Scottish Museum 3.30 pm–5.00 pm

Edinburgh–Glasgow (Bus leaves from Centre Hotel) 5.30 pm

Evening meal at an Italian restaurant 7.00 pm

Theatre visit 8.30 pm–10.00 pm (approx.)

1. What date is the trip to Edinburgh?

2. What time does the bus leave to go to Edinburgh?

(1)

(1)

3. How long is the visit to the Castle?

4. What type of food will they eat?

(1)

(1)

5. Which hotel does the bus leave from to return to Glasgow? (1)

6. What time does the bus leave for Glasgow?

7. How long is the theatre visit?

(1)

(1)

Total (7)




Activity 4

With a partner you are going to make a travel itinerary. Discuss what you are going to include in it.

Think about the following:









 Where do you want to go?

 What time will the trip leave?

What would you like to visit?

Where and when will you have lunch and dinner?

What will your evening entertainment be?

What time will you return?

Now write your itinerary for your trip.




Activity 5

Read the passage and answer the questions that follow.

Last summer I went to London for two days with two of my friends. My parents sent me some money for my birthday so I decided to use it to pay for the trip.

We set off at 6.30 am on a Friday morning, very early, because we had to catch the train in the centre of Glasgow.

We arrived in London about lunchtime and decided to visit the London

Eye immediately. It was wonderful, with spectacular views. My friends study politics and so wanted to visit the Houses of Parliament, which was very interesting.

We checked into our hotel at 4 pm and had a rest for a few hours.

Later that evening, we had dinner in an Italian restaurant near the hotel.

The following day we decided to go shopping in the famous London stores. I bought souvenirs for my family and spent a lot of money.

We had a great time in London!

1. When did they go to London?

2. How did she pay for the trip?

3. How did they travel to London?

4. What did they do immediately?

5. What did they visit second?

6. What type of food did they eat that evening?

7. What did they do the following day?

8. What did she buy for her family?

(1)

(1)

(1)

(1)

(1)

(1)

(1)

(1)

Total (8)



LESSON 9: HOBBIES AND INTERESTS

Lesson 9: Hobbies and interests

Activity 1

Read the leaflet below and answer the questions that follow.

Painting and drawing classes

Come and have fun!

Classes for all levels – total beginners to more advanced artists

All materials free!

Mondays – 2.30 pm–4.30 pm, Castle St.

Tuesdays – 10.30 am–12.30 pm, Hill St.

Wednesdays – 1.30 pm–3.30 pm, Oak Place

Thursdays – 6 pm–8 pm, Water St.

Fridays – 6 pm–8.30 pm, Riverside St.

Saturdays – 10 am–11.30 pm, Cedar Avenue

Sundays – no classes




1. Are the materials free?

2. On which two days are the classes in the morning?

3. How long does the class last in Riverside Street?

4. Where do you go for a one and a half hour class?

(1)

(2)

(1)

(1)

5. On what day is the longest class?

6. Is there a class on a Sunday?

(1)

(1)

Total (7)

Activity 2

You want to join an art club. You have the telephone number and decide to find out more details by telephoning the club.

Work with a partner. Each of you can take the turn of the receptionist.

Your conversation may include the following:













 Hello/Good morning/afternoon/evening

When classes take place (days/times)?

Are there any classes for beginners?

How much do the classes cost?

Do you need to bring your own materials?

How do you get to the art club (directions)?

Is the class near any train/bus stations?




Activity 3

Read the passage below about a student talking about looking to join an art class and then answer the questions that follow.

Last year I decided that I wanted to join an art club. I love painting and drawing but I’m afraid I am not very talented.

One of my friends suggested that I find out if there were any clubs in

Glasgow.

I went to my local library and got a lot of information on all of the clubs in my area.

I was very pleasantly surprised to discover that there was a painting and drawing class for beginners near my flat, and, even better, it was free of charge for students.

I joined the following week and I really enjoyed it. I have met a lot of people there and after the class we go out to the cafés nearby. This is great for me as I can practise my English.

1. Is the student a good artist?

2. Who helped her to find out about the art club?

3. Where did she get the information?

4. Did she find a suitable class?

5. Was the class expensive?

6. Does the student like the class?

7. What do the students do after the class?

8. What other benefits does she get from going to the class?

(1)

(1)

(1)

(1)

(1)

(1)

(1)

(1)



English for Speakers of Other Languages Everyday Communication Students’ Guide

English for Speakers of Other Languages

Everyday Communication

Students’ Guide

[ACCESS 3]

Contents

Lesson 1: Punctuation and capitalisation

Lesson 2: ‘Can’ and ‘could’

Can

Could

Lesson 3: Employment

Lesson 4: Diaries

Lesson 5: Making appointments

Lesson 6: Holidays and activities

City Centre Art Museum

Lesson 7: Discussing your holiday

Lesson 8: Travel and transport

Lesson 9: Hobbies and interests

Painting and drawing classes

Related documents

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English for Speakers of Other Languages Everyday Communication Students’ Guide

English for Speakers of Other Languages

Everyday Communication

Students’ Guide

[ACCESS 3]

Contents

Lesson 1: Punctuation and capitalisation

Lesson 2: ‘Can’ and ‘could’

Can

Could

Lesson 3: Employment

Lesson 4: Diaries

Lesson 5: Making appointments

Lesson 6: Holidays and activities

City Centre Art Museum

Lesson 7: Discussing your holiday

Lesson 8: Travel and transport

Lesson 9: Hobbies and interests

Painting and drawing classes

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