Course: ESOL
Level: National 4
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
Acknowledgements
The publisher gratefully acknowledges permission to use the following images: p26
Department of Health in association with the Welsh Government, the Scottish
Government and the Food Standards Agency in Northern Ireland
http://www.nhs.uk/Livewell/Goodfood/Documents/Eatwellplate.pdf © Crown copyright
2011; image of girl at computer from
http://www.flickr.com/photos/60734293@N03/7175754408/ © ubuntunewsru; image of
phone from http://www.flickr.com/photos/45460389@N07/6869710273/ and image of
coaches from http://www.flickr.com/photos/45460389@N07/6869710133/ both ©
Millennium Luxury Coaches; image of map from
http://www.flickr.com/photos/19232773@N00/8348527899/ © Martin Sharman; image of
a computer http://www.flickr.com/photos/10559879@N00/8388352346/ © avlxyz; p34,
68, 69 and 73 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
14
Subject content
ESOL National 4 learning programmes
Added Value Unit: ESOL assignment
ESOL for Everyday Life
ESOL in Context
15
15
16
17
49
Qualifications
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INTRODUCTION
Introduction
This resource provides advice and guidance for staff delivering ESOL National
4. 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 4.
ESOL National 4 has been designed to support and promote the values,
purposes and principles of Curriculum for Excellence. Staff who deliver ESOL
National 4 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 4 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 4, and to provide staff with ideas from which to develop
their own approaches to learning, teaching and assessment.
There are three units of study:



ESOL for Everyday Life
ESOL in Context
Added Value Unit: ESOL assignment.
To gain a course award, a learner must pass all three units.
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INTRODUCTION
Staff should read the English for Speakers of Other Languages National 4 –
Professional Focus Paper produced by Education Scotland to ensure that they
have familiarised themselves with the key areas of significant change and
potential approaches to teaching and learning.
http://www.educationscotland.gov.uk/resources/nq/e/nqresource_tcm4744375.
asp?strReferringChannel=nationalqualifications&strReferringPageID=tcm:4740884-64&class=l1+d158233
Guidance for staff
Staff delivering ESOL National 4 should either have previously delivered SQA
ESOL units or be experienced in a range of ESOL delivery. Experience in
teaching a range of different levels would also be beneficial. For further
information about continuing professional development visit:
http://www.esolscotland.com/professionaldevelopmentforpractitioners.cfm
For ESOL learners, the four skills of reading, writing, listening and speaking
will all be developed in each unit at this level in the contexts of everyday life,
work and study. National 4 sits at SCQF level 4 and other language level
framework equivalents can be found here:
http://www.esolscotland.com/initialassessmentguide_appendix1b.cfm
Key skills, knowledge and understanding
A broad overview of the subject skills, knowledge and understanding that will
be assessed in ESOL National 4 is given below.




Reading, writing, listening and speaking skills in English in the familiar
contexts of everyday life, work and study.
Knowledge required to understand and use straightforward English
language, as appropriate to purpose, audience and context.
Planning and researching by applying English language skills.
Applying knowledge of English language.
In ESOL National 4 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 3 course or relevant component units
prior learning and/or accreditation of knowledge of English at Basic User
level A2 of the Common European Framework of Reference (CEFR)
any other relevant qualification, including individual units at a different
level.
National 4 learning programmes have been designed to draw on and build on
the curriculum experiences and outcomes as appropriate.
Placing a learner at National 4 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 4 takes account of the CEFR for Languages level B1. For further
information, the following link takes you to a document showing the ALTE can
do statements for the CEFR levels:
http://www.esolscotland.com/documents/alte.pdf
Progression in learning and skills
ESOL National 4 will provide progression vertically to ESOL National 5. ESOL
National 4 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 language structure and 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 4 ESOL structure
The course is made up of three mandatory units. Each unit includes 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.
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 straightforward 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 straightforward English language.
Added Value Unit: ESOL assignment
The purpose of this Added Value Unit is to provide learners with the
opportunity to apply their English language skills to investigate and report on a
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
chosen topic. This assignment will allow the learner to demonstrate challenge
and application.
The ESOL National 4 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 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 4 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: to be successful learners, confident individuals, responsible
citizens and effective contributors.
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.
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
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 4 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 the ESOL assignment to be integrated into learning and
assessment done in other subjects in school or college, or a particular topic
arising from a learner’s current employment can be selected. Many learners
will be able to suggest excellent topics for the assignment but at this level
others may need support with this decision.
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
Outcome
1
Reading
Outcome
2
Writing
Outcome
3
Listening
Outcome
4
Speaking
ESOL for
Everyday Life
(social, personal
and transactional
contexts)
ESOL in Context
(work or study)
Understand straightforward language
written in English
Added Value Unit:
ESOL assignment
(topic selected by
the learner)
Select relevant
information from
straightforward texts
in English
Produce written English using
straightforward language
Understand straightforward language
spoken in English
Communicate orally in English using
straightforward language
Select relevant
information from
straightforward texts
in English
Present assignment
findings orally in
English and respond
to questions in
English relevant to
the topic
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. All of this knowledge and the skills of the learners
can be used to contextualise and develop particular topics.
This can easily be facilitated by:
 noting the new topic of study on the whiteboard/smart board and giving
learners 2 minutes of discussion time
 noting the new topic of study on the whiteboard/smart board and asking
learners to collect words related to the topic
 projecting a picture/pictures related to the topic and encouraging a 2-minute
discussion/description etc.
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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 board 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://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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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
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 offering a range of exercises
and activities for practising English such as
http://www.bbc.co.uk/worldservice/learningenglish/
http://learnenglish.britishcouncil.org/en/
Learning and using English in the wider world
As part of the learning programme for National 4, 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 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).
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
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.
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.
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SUBJECT CONTENT
Subject content
ESOL National 4 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
units. Where tasks are relevant to the Added Value Unit: ESOL Assignment
this has been indicated in suggested task headings.
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SUBJECT CONTENT
Added Value Unit: ESOL assignment
Learners are required to do an assignment for the Added Value Unit and can
choose a topic to research or be supported by staff in their choice of topic.
The ESOL assignment unit allows staff to build on the skills being developed
in the other two units. From the very beginning of the learning programme for
National 4, learners should be encouraged to carry out research on topics,
select information from texts, plan and prepare short presentations and
present them to small groups of peers and staff. Throughout the learning
programme, good use of checklists to familiarise learners with standards and
the use of video recordings of presentations for feedback, peer and selfassessment will build knowledge, skills and confidence for the assessment of
the ESOL assignment.
National 4 learning programmes should develop the skills required for the
ESOL assignment as described below.
The assessment for the ESOL assignment will require learners to provide
evidence of:




reading straightforward texts in English
selecting relevant information from the texts
presenting their findings orally in English
responding to questions in English relevant to the topic.
In addition to the above skills, learners will develop a range of other
transferable skills, including:






investigation and research skills
planning and organisational skills
IT skills
oral and aural skills
the ability to work independently and in collaboration with others
the ability to select, analyse and evaluate facts and ideas.
http://www.sqa.org.uk/files_ccc/CfE_CourseUnitSupportNotes_N4_Languages
_ESOL.pdf
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SUBJECT CONTENT
ESOL for Everyday Life
Outcome 1
The learner will:
1 Understand straightforward language written in English by:
1.1 Identifying overall purpose, main points and aspects of detail
1.2 Identifying how straightforward vocabulary and text features are used to
convey meaning
1.3 Identifying clearly expressed opinions or attitudes
1.4 Identifying features of layout
Outcome 2
The learner will:
2 Produce written English using straightforward language by:
2.1 Using straightforward 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 straightforward language spoken in English by:
3.1 Identifying overall context, main points and aspects of detail
3.2 Identifying clearly expressed opinions or attitudes
Outcome 4
The learner will:
4 Communicate orally in English using straightforward language by:
4.1 Using straightforward 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
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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 each learner’s knowledge and skills. This could be done in the
following ways.
Context
Topic
Suggested activities
Personal
identity
Personal
characteristics
Oral or written profile of a person
Personal
experience
Impressions of living/working/studying
in another country
Personality
Discussing one’s own strengths and
weaknesses
Roles and
responsibilities
Reading an authentic text about
parental responsibilities
Health and
wellbeing
Reading an authentic leaflet about
relaxation methods
Leisure
Planning a trip
Social
relationships
Comparing and contrasting different
family models
House/home
Discussing the advantages and
disadvantages of living in the city/in a
block of flats etc
Neighbourhood
Giving directions how to get to a place
Climate and
weather
Listening to the weather forecast
Cultural identity
Comparison of festivals, traditions,
values etc
National identity
Writing a report of a (virtual) trip to a
historical place
Current affairs
Giving an opinion on a certain issue
Environmental
awareness
Reading authentic leaflets about
recycling policy in the
country/town/neighbourhood
Shopping
Reading labels
Health service
Following instructions given in a
medicine leaflet
Eating out
Finding and booking a restaurant
Lifestyle
Physical
environment
Citizenship
Goods and
services
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SUBJECT CONTENT
Suggested learning context: LIFESTYLE
As a context for learning, staff could explore the language and issues
surrounding lifestyle to further develop knowledge and skills.
Topics which could be explored include:
 health and wellbeing
 leisure
 social relationships.
Staff might consider the following content for health and wellbeing:
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SUBJECT CONTENT
A suggested way of developing the health and wellbeing topic might be as shown in the table below.
Subtopic
At the
surgery
At the
chemist
Suggested ways of
developing the topic/subtopic
Reading/listening about the
human body
Outcomes
covered
1, 3
Arranging an appointment
Filling in forms
3, 4
1, 2
Describing symptoms
4
Researching a
condition/medication
Reading an authentic leaflet
1–4
Asking for and listening to
advice on non-prescription drugs
3, 4
Reading a prescription
1
1
Health
Extended learning opportunity, ideas for lessons, online resources
Learners watch a National Geographic video about Human Body and note down 10
interesting pieces of information
http://video.nationalgeographic.co.uk/video/science/health-human-body-sci/humanbody/human-body-sci/
http://www.myenglishpages.com/site_php_files/communication-lesson-appointment.php
http://www.nhs.uk/Servicedirectories/Documents/GMS1.pdf
An authentic family doctor services registration form
Learners can prepare a wordle with different symptoms and ask others to guess the
illness
http://www.wordle.net/
After researching an illness/condition/medication learners might be asked to prepare a
short dos/don’ts list related to the topic they investigated
Learners could bring an authentic leaflet to class and present a summary of it
http://www.youtube.com/watch?v=7utC_dJ2Stg
Video clip with useful phrases
http://www.eslpod.com/website/show_podcast.php?issue_id=11852258
Podcast: conversation with a pharmacist plus a transcript
Learners could be asked to do a reading comprehension activity based on reading a
prescription
http://www2.waketech.edu/blogs/esl_adhs/2010/10/04/all-levels-reading-a-prescriptionreceipt-and-label/
ESOL (NATIONAL 4)
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SUBJECT CONTENT
At the
hospital
Accidents
and
emergencies
Health and
social care
22
Reading leaflets and medication
labels
Asking for and listening to the
details of treatment
1
Signing consent forms
1
Reporting an emergency
3, 4
Reading an authentic
leaflet/listening to an authentic
text with instructions on how to
deal with an asthma attack
1, 3
Reporting illness to the workplace
2, 4
Dealing with health and social
care professionals
1–4
Reading healthcare information
leaflets
1
ESOL (NATIONAL 4)
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3, 4
Understanding the language of prescriptions
http://www.project-read.com/wp-content/uploads/2010/06/MedicineChapter.pdf
Learners prepare short presentations on various treatments, for example dealing with
neck pain
http://www.arthritisresearchuk.org/health-professionals-and-students/reports/handson/hands-on-spring-2011-exercise-sheet.aspx
A generic consent form
http://www.cuh.org.uk/resources/pdf/consent_forms/WZO327_generic_consent%20_for
m.pdf
A worksheet shared by EnglishClub.com
http://www.tefl.net/esl-lesson-plans/worksheets-topic/Accidents-Emergencies.pdf
Learners might be encouraged to prepare a short information card with advice on how
to deal with an asthma attack (or any other illness attack)
http://www.easyhealth.org.uk/sites/default/files/Asthma%20Attack%20card.pdf
British Red Cross shares a series of videos on everyday first aid with advice on how to
cope in cases of choking, stress, heart attack etc
http://www.redcross.org.uk/What-we-do/First-aid/Everyday-First-Aid
Learners might be asked to prepare a list of home remedies, popular in the countries
they come from, for different illnesses and conditions such as colds, stomach ache or
hiccups
'How to…' series from BBC Learning English shares a podcast on how to get clarification
from a doctor
http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1655_how_to_ask/pag
e9.shtml
Learners might be encouraged to check online for a good insurance plan and prepare a
short summary of its advantages
SUBJECT CONTENT
Subtopic
Healthy diet
Suggested ways of
developing the topic/subtopic
Researching and writing an
article/giving a presentation
about food/fast food etc
Researching and giving a
presentation about healthy
food/eating disorders etc
Preparing a shopping list
Physical, social and mental wellbeing
Outcomes
Extended learning opportunity, ideas for lessons, online resources
covered
1–4
A short video clip presenting the history of a hamburger
https://www.youtube.com/watch?v=GL3YbPUoEEM
1–4
Chestnut ESL features numerous resources, including video clips on eating disorders
http://eslchestnut.com/?s=eating+disorders
2, 4
Learners could use an online conversion site to learn about continental and imperial
measurements
http://www.metric-conversions.org/
Learners might be asked to analyse any product label at home and report to the
class/group
Learn English shares a reading comprehension text on a glass cleaner label
http://www.speakmethod.com/eslintermediatelabels.html
Staff will find numerous video clips with recipes at http://www.videojug.com/film/how-tocook-a-chicken-curry-in-ten-minutes
BBC Learn English shares an article and podcast on obesity
http://www.bbc.co.uk/worldservice/learningenglish/newsenglish/witn/2008/02/080220_ob
esity.shtml
My Fitness Pal application can be accessed on http://www.myfitnesspal.com/ or via
GooglePlay shop for Android phones (free)
Reading authentic labels
1
Writing/reading a recipe
1–4
Using My Fitness Pal application
1, 2
ESOL (NATIONAL 4)
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SUBJECT CONTENT
Being
physically fit
Keeping
mind healthy
and alert
24
Listening/talking about dieting
experience
Talking/writing/reading about
sport (favourite/traditional)
Describing sports rules
3, 4
Reading/listening about different
ways of exercising
1, 3
Reading an authentic leaflet
about sports equipment
Looking for a club/health centre
1
Writing a film/book/CD review
2
Learning a language
1–4
Filling in a membership form
1, 2
Reading about membership
rules
1
ESOL (NATIONAL 4)
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1–4
1–4
1, 4
VoiceOfAmerica shares an audio file on strange diets
http://learningenglish.voanews.com/audio/audio/154086.html
Learners might write an article on traditional sports popular in the countries of their origin
Learners could be asked to work independently on extreme sports activities prepared by
the British Council
http://learnenglish.britishcouncil.org/en/stories/coming-back
A leaflet prepared by the NHS might be used as a text for reading about the benefits of
exercising
http://www.nhs.uk/Livewell/fitness/Documents/adults-19-64-years.pdf
Information about a gymstick and how to use it
http://www.gymstick.net/index.php?content=31
Learners could be asked to access http://www.meetup.com/, choose a club they would
like to join and explain why
Film reviews as well as trailers and video clips with interviews
http://www.myvue.com/latest-movies/info/film/life-of-pi-3d
Learners might be asked to read an article on bilingualism and write a summary of it
http://news.bbc.co.uk/1/hi/wales/north_west/8452843.stm;
http://www.bbc.co.uk/news/health-17892521;
http://news.bbc.co.uk/1/hi/health/3794479.stm
An authentic membership application form for UNISON (Trade Union) Scotland
http://www.unison.org.uk/acrobat/B1016.pdf
The rules of membership for Portobello Leisure Centre
http://www.edinburghleisure.co.uk/memberships/monthly-memberships
SUBJECT CONTENT
Reading authentic articles from
and writing letters to magazines
1, 2
Joining and being a member of
an online support group
1–4
Learners could be asked to read a real story from, for example, British Heart Foundation
magazine or publish their own
http://www.bhf.org.uk/community/your-stories/roberts-brighter-future.aspx
After reading about various meetup.com groups, learners might be willing to join and be
a part of a group socialising and communicating in English
Approaches to learning and teaching activities
The following materials can be used with or adapted for learners, and suggested activities developed for other health 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.
ESOL (NATIONAL 4)
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SUBJECT CONTENT
Topic: Health and wellbeing/health/healthy diet
Suggested introductory activity 1
Staff can divide learners into small groups (of three or four, for example) and
ask them to describe the picture first, naming the food items. After that, staff
should encourage learners to reflect on their own diet. The discussion should
last for approximately 5 minutes.
http://www.nhs.uk/Livewell/Goodfood/Documents/Eatwellplate.pdf
© Crown copyright 2011
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ESOL (NATIONAL 4)
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SUBJECT CONTENT
Suggested introductory activity 2
Staff can divide learners into small groups (of three or four, for example) and
ask them to discuss the following questions:
Staff could consider using the questions for discussion provided on the
following pages:
http://iteslj.org/questions/healthylifestyle.html
http://www.eslpartyland.com/teachers/conversation/cqfood.htm
http://esldiscussions.com/h/health.html
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SUBJECT CONTENT
Topic: Health and wellbeing/researching/finding out about a
condition
Suggested pre-listening activity 1
Before watching the video or listening to the podcast, learners should
refresh/revise the vocabulary related to the topic. This can be done in a variety
of ways, for example collecting the vocabulary or discussing the vocabulary
displayed by staff. For the activity suggested below, staff might ask learners to
work in pairs. Their task will be to match the words with their definitions. This
could be done by filling in the table shown overleaf. The wordle with
vocabulary related to diabetes might be projected on the smart board or
printed out.
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ESOL (NATIONAL 4)
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SUBJECT CONTENT
a protein hormone
that that regulates
blood sugar levels
aspect
influenced
avoidable
danger
digestion process
long-lasting
state of being
severely
overweight
plague
body mass index
ESLgo.com features a reading comprehension activity with an online
vocabulary test that might be used as an interactive version of a pre-listening
activity.
http://www.eslgo.com/classes/advanced/diabetes-vocabulary.html
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SUBJECT CONTENT
Suggested listening activity 2
After analysing the vocabulary, learners will watch the video clip/listen to the
podcast. It is up to staff to decide how they are going to approach listening
comprehension tasks. They might ask learners to do listening comprehension
activities simultaneously to listening or after listening, depending on the profile
of the group.
The video can be found at http://video.stv.tv/bc/news-20120820-stdiabetes/?redirect=no.
Learners will choose a true/false option and discuss the answers when
finished.
Apart from listening comprehension, in this particular activity staff might also
discuss different ways of expressing the same meaning (eg 'almost a quarter'
for 'nearly 25%'), ways of writing big numbers (1000), the meaning of some
phrases such as 'almost every day' or 'not entirely', or comparative structures
(as high as).
1.
Nearly 25% Scots suffer from diabetes.
True
False
2.
The number of people with diabetes is rising by 1000
a year.
True
False
3.
Almost every day one person has their hand
amputated as a result of diabetes.
True
False
4.
Morag has to do blood tests more than 10 times a
day.
True
False
5.
There has been a huge rise in cases of diabetes
type 2.
True
False
6.
Diabetes type 2 is linked to an unhealthy lifestyle.
True
False
7.
Treating people with diabetes takes more than 10%
of the overall NHS budget.
True
False
8.
Dr Jennifer Low is not entirely pessimistic about the
situation.
True
False
9.
Dr Jennifer Low is not entirely pessimistic about the
situation in Britain.
True
False
10.
The level of obesity in the UK is as high as that in
the USA.
True
False
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ESOL (NATIONAL 4)
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SUBJECT CONTENT
Suggested listening activity 3
Another example of a listening comprehension activity is to finish sentences
by either writing the missing part or choosing from the options given.
Depending on the profile of the group, staff might choose one option or use
both, tailoring them to the needs of their learners.
Option 1: Finishing the sentences while listening
1.
Almost 5% of the population have diabetes ………………………………...
2.
The biggest risk factors are …………………………………………………..
3.
Diabetes type 2 is closely …………………………………………………….
4.
The average BMI in Scotland for men and women is ……………………..
5.
We are a decade ………………………………………………………………
6.
It is a chronic condition which means ……………………………………….
7.
People should be aware ………………………………………………………
8.
They should monitor …………………………………………………………..
9.
It's going to get worse unless ………………………………………………...
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SUBJECT CONTENT
Option 2: Choosing the appropriate ending while or after listening
1.
Almost 5% of the population
have diabetes
linked to the food we eat.
2.
The biggest risk factors are
30 and 31 respectively.
3.
Diabetes type 2 is closely
of sugar control.
4.
The average BMI in Scotland
for men and women is
the level of cholesterol.
5.
We are a decade
which is almost a quarter of a million.
6.
It is a chronic condition which
means
age and genetics.
7.
People should be aware
behind the obesity epidemic.
8.
They should monitor
it can't be cured.
9.
It's going to get worse unless
something serious is done.
Staff may consider using authentic audio materials from the Diabetes UK
website covering such areas as symptoms of diabetes, complications or
advice on healthy lifestyle.
http://www.diabetes.org.uk/Guide-to-diabetes/Introduction-todiabetes/Understanding-Diabetes-audio-information/
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SUBJECT CONTENT
Learners could be asked to research other illnesses and prepare an
individual or collaborative project report. This could be presented in writing
or through a short presentation.
This kind of activity is good preparation for the ESOL assignment.
ESOL (NATIONAL 4)
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SUBJECT CONTENT
Topic: Health and wellbeing/human body
As an introductory activity and revision of vocabulary known to learners, they
can be asked to label parts of the body.
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ESOL (NATIONAL 4)
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SUBJECT CONTENT
Suggested reading comprehension activity 1
Learners can be asked to match the parts of the sentences to make a text of
human body facts. They can then check their answers with the text.
Human body facts
Match the parts of the sentences. Work in pairs and use a dictionary if
necessary to check the meaning of any words. When you have finished check
your answers by reading the text.
1.
The brain uses over
2.
Your heart beats around 100,000 times
3.
Red blood cells created inside the bone marrow
4.
The colour of a human’s skin is determined by the level
5.
Adult lungs have a surface area
6.
The smallest bone found in the human body is located
7.
Your nose and ears continue
8.
Infants blink only once or twice a minute
9.
The left side of your body is controlled by the right
10.
It takes the body around 12 hours
11.
Your sense of smell is around 10,000 times
A.
B.
C.
D.
E.
F.
G.
H.
I.
J
K
a day, 36,500,000 times a year.
of the pigment melanin that the body produces.
to completely digest eaten food.
a quarter of the oxygen used by the human body.
of your bones, carry oxygen around the body.
side of your brain.
of around 70 square metres.
while adults average around 10.
growing throughout your entire life.
is only 2.8 millimetres long.
more sensitive than your sense of taste.
Adapted from http://www.sciencekids.co.nz/sciencefacts/humanbody.html
ESOL (NATIONAL 4)
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SUBJECT CONTENT
After checking the activity, staff could work on the text in a number of ways,
producing a range of activities such as true/false, short answers and fill in the
blanks. Staff might also consider using the free test maker tool accessible
from http://www.easytestmaker.com/default.aspx.
Suggested reading comprehension activity 2
Human body facts
Fill in the blanks.
The _______________ uses over a quarter of the oxygen used by the human
body. Your _______________ beats around 100,000 times a day, 36,500,000
times a year. Red blood _______________, created inside the
_______________ marrow of your bones, carry _______________ around the
body. The colour of a human’s skin is determined by the level of the
_______________ melanin that the body produces. Those with small amounts
of melanin have light _______________ while those with large amounts have
dark skin. Adult _______________ have a surface area of around 70 square
metres. The smallest bone found in the human body is located in the middle
_______________. It is only 2.8 millimetres long. Your _______________ and
ears continue growing throughout your entire life. Infants _______________
only once or twice a minute while adults average around 10. As well as having
unique _______________, humans also have unique _______________
prints. The left _______________ of your body is controlled by the right side
of your brain. It takes the body around 12 hours to completely
_______________ eaten food. Your sense of smell is around 10,000 times
more sensitive than your sense of _______________.
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ESOL (NATIONAL 4)
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SUBJECT CONTENT
Suggested reading comprehension activity 3
Human body facts
The brain uses over a quarter of the oxygen used by the human body. Your
heart beats around 100,000 times a day, 36,500,000 times a year. Red blood
cells, created inside the bone marrow of your bones, carry oxygen around the
body.
The colour of a human’s skin is determined by the level of the pigment
melanin that the body produces. Those with small amounts of melanin have
light skin while those with large amounts have dark skin. Adult lungs have a
surface area of around 70 square metres. The smallest bone found in the
human body is located in the middle ear. It is only 2.8 millimetres long.
Your nose and ears continue growing throughout your entire life. Infants blink
only once or twice a minute while adults average around 10. As well as having
unique fingerprints, humans also have unique tongue prints.
The left side of your body is controlled by the right side of your brain. It takes
the body around 12 hours to completely digest eaten food. Your sense of
smell is around 10,000 times more sensitive than your sense of taste.
Choose true (T) or false (F)
1.
The sense of taste is less sensitive than the sense of
smell.
T
F
2.
The body starts digesting food after 12 hours.
T
F
3.
Humans have unique finger and toe prints.
T
F
4.
The smallest bone in the human body is located in the
middle ear and is only 2.8 millimetres long.
T
F
5.
People with fair complexions have less melanin than
those with dark ones.
T
F
6.
Oxygen is distributed around the body by red cells.
T
F
7.
The brain uses almost 25% of the oxygen used by the
human body.
T
F
ESOL (NATIONAL 4)
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SUBJECT CONTENT
Onestopenglish has shared a free lesson on the human body that staff
might consider using/adapting.
http://www.onestopenglish.com/clil/secondary/english-across-thecurriculum/science-and-nature/pdf-content/the-human-body/146836.article
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ESOL (NATIONAL 4)
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SUBJECT CONTENT
Topic: Health and wellbeing/reading/listening about the human
body
Vocabulary
Building vocabulary is one of the most basic forms of learning a language.
There is a wide range of methods and techniques that can be used by staff.
Suggested ways to teach/learn/revise vocabulary
1.
Mind maps and diagrams prepared by learners.
2.
Websites:
 The British Council has produced a range of activities helping to
practice vocabulary, pronunciation and spelling. The activities include
find the pair, hangman and memory game.
http://learnenglishteens.britishcouncil.org/grammarvocabulary/vocabulary-exercises/body-parts
 The British Council has shared an activity on the parts of the body.
The activity includes an audio file with a transcript and an online task.
The staff might choose to use/adapt it to suit their classes.
http://learnenglish.britishcouncil.org/en/magazine-articles/parts-body
 Learning Chocolate Vocabulary platform features vocabulary
activities covering a wide range of topics.
http://www.learningchocolate.com/category/body
3.
Games: The BBC Science website contains a lot of advanced games
teaching about various parts of the body.
http://www.bbc.co.uk/science/humanbody/
4.
Apps give learners the opportunity to practice interactive activities,
tracking learner’s own progress, listen to pronunciation and, above all,
learn words anytime, everywhere.
 For iPhones: WordPower Learn British English Vocabulary Free by
InnovativeLanguage.com or Free Exam Vocabulary Builder by
AccelaStudy.
 For androids: WordSteps Mobile.
ESOL (NATIONAL 4)
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SUBJECT CONTENT
Topic: Health and wellbeing/physical, mental and social
wellbeing/being physically fit/sport
Suggested vocabulary activity
Staff may project the names of sports venues edited in wordle
(http://www.wordle.net/) and ask learners to associate appropriate sports
disciplines with them. Alternatively a printed version of the wordle can be
distributed amongst learners, who can be asked to write appropriate sports
disciplines, creating a sort of mind map.
Suggested vocabulary activity 1
Work in a small group or with a partner. Use a dictionary if you need to check
the meaning of any words.
Fill in the table with the appropriate sports.
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ESOL (NATIONAL 4)
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SUBJECT CONTENT
Suggested vocabulary activity 2
Work in a small group or with a partner. Use a dictionary if you need to check
the meaning of any words.
Which sports can we play in the following places?
ESOL (NATIONAL 4)
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SUBJECT CONTENT
Staff could consider exploring the following websites, which feature a wide
range of activities in both interactive and traditional form:
http://www.englishclub.com/vocabulary/sports.htm
http://www.englishlanguageworld.com/Intermediate_English_Lesson9/Interme
diate_English_Lesson9_Vocabulary.html
The British Council shares many online vocabulary quizzes. Learners can be
encouraged to access them independently as an extension/self-study/followup/homework activity. An example on tennis vocabulary can be found at
http://learnenglish.britishcouncil.org/en/vocabulary-games/tennis.
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ESOL (NATIONAL 4)
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SUBJECT CONTENT
Suggested listening activities
The Videojug website (http://www.videojug.com/interview/origins-ofrugby-2?sourcelink=verticalrecommendation) offers comprehensive
advice on rules of rugby. The video clip might be used in a number
of ways.
Learners can be asked to answer the following questions.
1.
What is Rugby Union?
2.
How is it different from Rugby League?
3.
When was rugby invented?
4.
How has the game changed over the years?
ESOL (NATIONAL 4)
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SUBJECT CONTENT
5.
What are some of the most famous names in rugby?
They might do a true/false task:
1.
There are 15 players in both Rugby Union and Rugby League teams.
True
False
2.
The aim of rugby is to pass, run with or kick the ball to secure
possession and try to score points.
True
False
3.
Rugby was born when William Webb decided to pick up a ball during a
game of football and run with it in 1823 at Rugby School in England.
True
False
4.
Rugby is not as athletic as it was in the past.
True
False
5.
John O'Larma was an All-Black player for many years.
True
False
… or match parts of the sentences.
1.
Rugby Union is a sport played by two teams of 15 players with the aim
of…
2.
Rugby Union has 15 players per side,…
3.
Rugby was invented when William Webb…
4.
At the top of their game rugby players are fully professional,…
5.
Professionalism has allowed the players to get bigger, stronger …..
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ESOL (NATIONAL 4)
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SUBJECT CONTENT
6.
The most famous name who would appeal to you whichever…
(a)
(b)
(c)
(d)
(e)
(f)
…decided to pick up a ball and run with it in 1823 at Rugby School
in England.
…faster, and the game has improved with it.
…and they have been for over 10 years.
…passing, running with and kicking the ball to secure possession
and try to score points.
…whereas Rugby League has 13.
…team and country you support.
As a follow-up/self-study/homework activity learners could be asked to
access http://www.englishclub.com/vocabulary/sports-rugby.htm and,
having read and listened to the text about rugby, complete online
knowledge and vocabulary tests.
Staff could consider assigning a project about other sports for which the
above website might be extremely useful.
This kind of activity is good preparation for the ESOL assignment.
ESOL (NATIONAL 4)
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SUBJECT CONTENT
Staff could consider exploring the ESOL course hobbies and sports website
(http://www.esolcourses.com/topics/hobbies-and-sports.html), which
features a wide range of activities, including listening, reading
comprehension and vocabulary in both interactive and traditional form.
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ESOL (NATIONAL 4)
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SUBJECT CONTENT
Topic: Health and wellbeing/physical, mental and social
wellbeing/being physically fit/sport
This activity is also excellent preparation for the ESOL assignment.
Suggested speaking activities
Being able to present themselves precisely and concisely is a fundamental
skill for learners' academic, professional and personal lives. One of the tasks
that staff might consider is asking learners to complete a talk or short
presentation on a traditional, favourite or extreme sport.
It might be an option to encourage learners to do a series of activities that will
help them to prepare for ESOL speaking and giving short, informal
presentations. Suitable activities are available on the British Council website:
http://esol.britishcouncil.org/build-your-speaking-skills/giving-shortpresentation-sports
Apart from practising vocabulary and useful structures, and listening to other
people talking about sport, learners can be instructed on how to record
themselves via Vocaroo.
There are many skills involved in making a presentation and opportunities
should be created to learn and practise these skills. The following diagram can
be completed by learners and discussed.
ESOL (NATIONAL 4)
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SUBJECT CONTENT
There are other tools for making audio/visual recordings:
http://audacity.sourceforge.net/ – for voice recording
http://ed.voicethread.com/ – a cloud application allowing a wide range of
audio and visual files to be uploaded
http://fotobabble.com – for creating and sharing talking photos
It might be an idea to encourage learners to make slide presentations
using PowerPoint or other tools such as http://ahead.com,
http://prezi.com/ or http://www.slideshare.net/.
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ESOL (NATIONAL 4)
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SUBJECT CONTENT
ESOL in Context Unit (Work or Study)
Outcome 1
The learner will:
1 Understand straightforward language written in English by:
1.1 Identifying overall purpose, main points and aspects of detail
1.2 Identifying how straightforward vocabulary and text features are used to
convey meaning
1.3 Identifying clearly expressed opinions or attitudes
1.4 Identifying features of layout
Outcome 2
The learner will:
2 Produce written English using straightforward language by:
2.1 Using straightforward 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 straightforward language spoken in English by:
3.1 Identifying overall context, main points and aspects of detail
3.2 Identifying clearly expressed opinions or attitudes
Outcome 4
The learner will:
4 Communicate orally in English using straightforward language by:
4.1 Using straightforward structures and vocabulary, as appropriate
4.2 Communicating sufficiently accurately and coherently to convey meaning
4.3 Maintaining interaction, as appropriate
As a context for learning, staff will develop academic and vocational language
skills for work and study contexts, selecting the most appropriate contexts for
their learners.
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SUBJECT CONTENT
As a context for learning, staff are encouraged to explore the language and
issues surrounding work or study contexts to further develop each learner’s
knowledge and skills. This could be explored in the following ways:
Work
Looking for a job
Work
Contexts
50
Topic
Suggested activities
Looking for a job
Analysing job adverts from various
sources
Applications and letters
Writing cover/intention letters and
filling in job applications
At the job centre
Filling in authentic documents
Support for job seekers
Applying for jobseeker support
Job interview
Preparing for the interview
ESOL (NATIONAL 4)
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In employment
Preparing for
work
SUBJECT CONTENT
Skills and personal
attributes
Making a skills assessment
Job contract
Reading an authentic job contract
Starting own business
Producing a leaflet advertising the
business
Employee’s rights and
responsibilities
Writing a letter of complaint
Workplace environment
Reporting an accident at work
Problems at work
Negotiating with a client
Work skills
Following instructions
Relationships at work
Organising a party/event
Study
Future education
Study skills
Ways of
learning
Study
Contexts
Topic
Suggested activities
Places for studying
Describing objects
Learning styles
Doing a quiz on learning styles
Learning a language
Reading an article about bilingualism
Organisation skills
Planning your study
Presentation skills
Preparing a presentation
Research skills
Writing an essay/article based on
research
ICT skills
Writing a pros and cons essay about
an ICT tool
Short- and long-term
goals
Talking about plans for the future
Educational systems
Writing a compare and contrast essay
about educational systems
College courses
Preparing a talk/presentation on a
further education course
University courses
Writing a personal statement
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SUBJECT CONTENT
Suggested learning context: WORK/Preparing for work
As a context for learning, staff are encouraged to explore the language and
issues surrounding preparing for work to further develop each learner’s
knowledge and skills.
Relevant topics could be explored in the following ways:
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A suggested way of developing language in the context of preparing for work might be as shown in the table.
Preparing for work
Topic
Suggested ways of
developing the topic
Outcom
es
covered
Extended learning opportunity, ideas for lessons, online resources
Skills and
personal
attributes
Making a skills assessment
1–4
Learners can be encouraged to do job personality quiz
http://career-services.careerone.com.au/personality-test/home.aspx
Identifying a job appropriate for
own skills and personal
attributes.
1–4
Learners could be asked to find three jobs that are appropriate to their own skills
and attributes from three different sources, for example jobcentre website,
goodmoves.org.uk, eures.europa.eu
Job
contracts
Reading a job contract
3, 4
The British Council has shared a series of activities on employment. Episode 9
features a clip on negotiation of a contract
http://learnenglish.britishcouncil.org/en/youre-hired/episode-9
Understanding a code of
conduct
1
Learners could be asked to practise vocabulary related to a code of conduct
http://quizlet.com/13093381/code-of-conduct-vocabulary-flash-cards/
Planning the future of own
business
2
An authentic business plan template
http://cba.winthrop.edu/sbdc/Templates/businessplan.pdf
Producing leaflet advertising
the business
2
Learners can be encouraged to design their own leaflet using any kind of Office
software, for example Microsoft Publisher
Learning about selfassessment, taxes and
insurance
1
Learners can practise tax-related vocabulary
http://www.businessenglishsite.com/esl-tax-related-vocabulary3.html
Starting
own
business
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Suggested learning context: STUDY/Study Skills
As a context for learning, staff are encouraged to explore the language and
issues surrounding study skills to further develop each learner’s knowledge
and skills.
Relevant topics could be explored in the following ways:
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A suggested way of developing the study skills might be as shown in the table below.
Topic
Suggested ways of developing
the topic
Organisation
skills
Setting up a personal study space
Outcome
s
covered
2–4
Budgeting/applying for funding
1
Planning
2
Getting to/from places for study
3, 4
Planning a presentation
3, 4
Taking notes
2, 3
Delivering a presentation
1, 4
Researching the topic
1, 2
Writing an essay/blog based on
research
Equipment
2
The internet and social media
1, 4
Presentation
skills
Research
skills
ICT
3
Study skills
Extended learning opportunity, Ideas for lessons, online resources
Learners can prepare a visual project called 'My study space' or 'My ideal study space'
using voicethread.com
Learners could find out how to apply for funding, eg ILA
http://www.ilascotland.org.uk/ILA+Homepage.htm
Learners could be encouraged to use Google app My study life, an interactive online
planner
https://www.mystudylife.com/
Learners can describe a local library/community centre
Staff could consider using materials shared by the BBC on presentation vocabulary
http://downloads.bbc.co.uk/worldservice/learningenglish/business/talkingbusiness/pdfs/3.
1_opening.pdf
A video clip showing the principles of note-taking
http://www.youtube.com/watch?v=9gCrslHx7xA
Signposting for presentations
http://janinakuh.tripod.com/sitebuildercontent/sitebuilderfiles/pressignposts.pdf
Learners can be asked to prepare a country profile using, for example,
http://news.bbc.co.uk/1/hi/country_profiles/default.stm
Learners could be encouraged to practise writing in an online diary
http://penzu.com/
British Council has shared a listening activity on mobile phones
http://learnenglish.britishcouncil.org/en/magazine/mobile-phones
Staff could consider using materials on social media pros and cons
http://socialnetworking.procon.org/
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Context: WORK/Preparing for work
Topic: Skills and personal attributes
Suggested vocabulary activity
One of the most important techniques while writing or talking about skills and
personal attributes is giving appropriate evidence. In the activity suggested
below, learners will be asked to work in small groups or pairs and place the
words related to skills and personal attributes in the appropriate boxes. They
can use dictionaries if necessary. After checking the activity, learners can
reflect on their own skills and attributes, relating to the ones below.
hands-on, supportive, natural leader, goal-orientated, proactive,
pragmatic, dynamic, methodical, reliable, hard-working, analytical,
innovative, punctual
1.
2.
I am very motivated and I am full of ideas about
how to run a team.
I always set myself objectives or targets that I
have to meet.
3.
I am never late for a meeting or work.
4.
I have the ability to direct, organise and inspire
people.
I encourage people and that brings the best out in
them.
I love to create and improve procedures and
applications.
5.
6.
7.
I always look to use things I learn in real life.
I’d rather do things instead of sitting on the sidelines and hoping that things work out.
9. I am a realist and understand that change is a
business necessity.
10. You can trust me to do any work that I am given
well.
11. I always use a combination of logic and analysis
when I do my work.
12. I am generally the first person to arrive in the
office and one of the last to leave.
13. I work in a very organised and systematic way to
avoid making mistakes.
8.
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Learners might be asked to write examples of behaviour illustrating
personality adjectives.
1.
Attentive
2.
Conscientious
3.
Industrious
4.
Persistent
5.
Dynamic
6.
Enthusiastic
7.
Diligent
8.
Determined
9.
Sociable
10.
Honest
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Learners can be encouraged to do an authentic personality quiz at
http://career-services.careerone.com.au/personality-test/home.aspx.
The vocabulary learning platform 'Learning Chocolate' features a series of
vocabulary activities covering people’s character and personality
http://www.learningchocolate.com/category/people
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Context: WORK/Preparing for work
Topic: Skills and personal attributes
Suggested reading comprehension activity
Staff could use authentic job descriptions/specifications from the internet or
newspapers. Learners can be asked to work in small groups. Their task is to
analyse the four job specifications and answer the questions. After checking
the answers, they should discuss which job suits them most and why.
BOOTS SHOP ASSISTANT
A Sales Assistant usually performs many of the following tasks:
Assisting customers
Conducting stock-taking
Restocking items
Meeting sales goals
Attending training sessions
Learning about product details
Skills
Being responsible and trustworthy
Being confident and articulate
Being able to handle stress
Communication, both written and oral
Using computer applications
Using initiative
Being a team player
Amicable, getting along with everyone
Being professional
Being persuasive
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Driving instructors
Driving instructors provide guidance on how to drive safely. They teach students all
aspects of driving to increase their skills, enabling people to obtain their driving
licences or improve their driving level. Driving instructors introduce the basic controls
and other theory subjects, and then assist students in driving practice.
Driving instructors usually perform the following tasks:
• maintain driving school cars
• organise lessons
• teach about traffic signals
• advise students how to improve their skills
• prepare students for emergency situations.
Skills
• Basic knowledge of car mechanics.
• Ability to clearly explain complex topics to other people.
• Patient and tactful.
• Knowledge about the Highway Code and road rules.
• Ability to concentrate for long periods of time.
• Experienced driver.
• Good interpersonal skills.
• Ability to stay calm under stressful situations.
• Good communication skills.
• Ability to inspire others.
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CLEANER – JOB SPECIFICATION
Customer focus



Be friendly, smiley, sociable and welcoming to our customers, to create a
great atmosphere
Remain calm, patient and polite if receiving customer feedback
Be helpful and go out of your way to help our customers
Drive





Be confident and self-motivated
Demonstrate a passionate commitment to the business
Welcome and embrace change, with a positive attitude
Be able to work unsupervised in a busy environment
Be able to prioritise duties
Personal integrity





Be honest and reliable
Be trustworthy and respectful
Be immaculately dressed
Maintain excellent time-keeping and attendance
Be professional at all times
Team work





Always be a good team player
Build and maintain good relationships with all team members
Work together with the team to ensure that the pub is the best it can be
Be willing to take on jobs to balance the team workload
Be able to communicate well with people of all levels
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TEACHING ASSISTANT
The Teaching Assistant will be able to:
 help professional staff to achieve their objectives
 assist children on an individual basis, but also work as a member of
a team
 explain tasks simply and clearly
 supervise and control children, and adhere to defined standards
 accept and respond to authority and supervision
 work with guidance, but under limited supervision
 liaise and communicate effectively with others
 demonstrate good organisational skills
 get involved in professional development and attend courses
 display work effectively, and make and maintain basic teaching
resources.
In addition, the Teaching Assistant might also be able to:
 monitor, record and make basic assessments about individuals'
progress
 suggest alternative ways of helping children if they are unable to
understand
 describe, in simple terms, the process of behaviour management
with children
 identify gaps in their own experience that they need help in filling
 demonstrate the ability to learn and adapt from past experience.
SKILLS: calmness, discretion, empathy, enthusiasm, flexibility, initiative
Using the job descriptions above, write the relevant jobs beside each skill in
the table below.
Skill
You have to be able to co-operate with other members
of staff
You might be working with young people
You might have to work on your own in a busy
environment
You will have to be able to give clear explanations
You might be asked to attend training sessions
You have to be friendly and outgoing
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Job
SUBJECT CONTENT
Preparation for ESOL assignment
Learners could be asked to prepare a short talk or presentation on their
job/their dream job to a small group of people. The talk may cover such
areas as duties, workplace, colleagues, training, and the skills and qualities
needed to do the job.
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Context: WORK/Preparing for work
Topic: Starting own business
Suggested listening activity
In the suggested listening activity, learners will listen to Mary Daniels talking
about the steps to be followed in setting up a new business.
http://www.videojug.com/film/how-to-start-a-smallbusiness?sourcelink=verticalrecommendation
Before listening, learners can share their knowledge on setting up a new
business. They might collect some words and expressions relating to this
topic.
During listening, they might note down the stages of setting up a business in
the right order.
Get the business registered
Put together a proper business plan
Put down your business idea
How you are going to set up the business
Do some market research
During a second listening, learners can be asked to put missing expressions
into the gaps below.
It's really important to have 1) _______________________________ and it
needs to be something that you are 2) _____________, that you can get your
energy behind and something you know you are going to stick with for the long
haul. So sit down and put together your business idea. What makes it really
different? What makes it stand out? Once you have your business idea, you
need to do some 3) ______________.
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Go and have a look at 4) _______________, have a look at the people who
are strong in the field. What can you do that's slightly different? How you can
take that service and tweak it or improve it? Do as much 5) ___________ as
possible. Have a look at the competition, talk to other people, 6)
_____________________, friends, family, get as many ideas and do as much
research as possible. Once you have your business idea you need to put
together 7) ____________________________.
A business plan isn't just your idea. It should cover everything, 8)
______________________, any overheads and how you are going to market
your idea. You might need some help putting together your business plan.
There are some fantastic 9) ___________ out there. Go and talk to your bank.
There are lots of 10) _______________________ and courses that you can
get from the bank. Organisations like Business Link, Business Start-up, there
are so many different business places to go to for support to put together your
business plan. Once you have your business plan in place, what you then
need to decide is how you are going to 11) __________________. Are you
going to be 12) ____________________ or do you want to have a 13)
_________. Are you looking to set up a 14) ____________________? You
need to go to the right person for advice. This might be your accountant. Also,
you should have a friendly chat with the 15) ___________________ and look
at what's needed to get the business 16) ______________. So, put together
your business idea, do some market research, get some help in putting
together a sound business plan, talk to 17) ____________ and official
organisations, look at what is involved in registering the business. Once you've
done all this you are on the road to starting your own business.
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Staff could encourage learners to try to fill out an authentic business plan.
http://cba.winthrop.edu/sbdc/Templates/businessplan.pdf
The British Council has produced a series of short video clips entitled
'You’re hired', in which Philip Hart and Marcia Boardman take learners
through the process of recruiting a new team member.
http://learnenglish.britishcouncil.org/en/youre-hired
In Episode 9, learners can find out how to negotiate a job contract.
http://learnenglish.britishcouncil.org/en/youre-hired/episode-9
Staff could use this video clip as a class activity or encourage learners
to do the activity independently in class or at home.
The British Council Nexus is a website featuring numerous materials
'specially designed and identified for learners who are working and
making their home in the UK'. The section 'English for work' presents
activities to help learners develop their English for the workplace.
http://esol.britishcouncil.org/english-for-work
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Context: STUDY/Study skills
Topic: Planning
Suggested speaking activities
To be successful in both professional and personal life, learners should be
able to achieve their goals. Planning skills are essential for establishing a goal,
making optimum use of the time available, and, finally, going through the
process of achieving that goal. Depending on the profile of the group, staff
could consider covering such aspects of this topic as:




talking about plans and resolutions
using structures for talking about future plans and intentions
talking and writing about degrees of certainty
setting up a study plan.
In the activity suggested below, learners will read what Jonas, Marina and
Oscar are saying about their New Year’s resolutions and plans for the future.
Learners will work with their partners and discuss the expressions used for
talking about the future. They will discuss the degree of certainty and write
about their own resolutions and plans. Depending on the profile of the group,
learners may be asked to write/talk about their resolutions and plans regarding
learning English. They could be asked to practise more future expressions at
http://www.bbc.co.uk/apps/ifl/worldservice/quiznet/quizengine?ContentType=t
ext/html;quiz=1158_future_hopes.
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How sure are you that ….
Almost
100%
50–70%
30%
Jonas will get married
Marina will get married
Marina will get engaged
Lizbeth and Oscar will go to New
Zealand
Marina will improve her communication
skills
Lizbeth and Oscar will move house
Jonas will spend less time in front of
the TV
Lizbeth and Oscar will move to a city
Jonas will be nicer to people
Lizbeth and Oscar will retire
Now write about your resolutions and plans for the future.
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I will definitely
……………………………………………………………
……………
I’m going to
……………………………………………………………
………………..
I hope to
……………………………………………………………
…………………….
My dream is to
……………………………………………………………
……………
I’m dreaming about
……………………………………………………………
……
I want to
……………………………………………………………
……………………
I would love to
What are your resolutions and plans regarding studying/learning English?
……………………………………………………………
……………
I have no intention of



……………………………………………………………
…
1.
Write to a penfriend in English
2.
Watch a DVD in English without
subtitles
3.
Record myself speaking English
4.
Do an internet search in English
5.
Use an English–English
dictionary
6.
Read an English book

Now write five sentences using expressions from the previous activities, as
shown in the example:
1.
I will definitely write to a penfriend in English.
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SUBJECT CONTENT
Usingenglish.com shares a lesson on Christmas and New Year future tenses
which staff could consider using/adapting.
http://www.usingenglish.com/files/pdf/christmas-future-forms.pdf
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Context: STUDY/Study skills
Topic: Writing a descriptive paragraph
Suggested contextualised grammar activities
Present simple/present continuous
Learners should work with a partner to fill in the table with words and
expressions related to the four senses.
People dancing
People laughing
Cold drinks
Gentle breeze
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SUBJECT CONTENT
Learners should describe the picture below using the words and expressions
they put in the table on the previous page in the appropriate tenses – present
continuous and present simple.
The following link must be copied and pasted into the address box in order for
it to work.
Staff might want to use the ideas for describing pictures collected at
http://www.eriding.net/resources/eal/sec_toolkit/ks3_materials/graded_english
_programme/110110_ldixon_eal_ks3_gep_print_starting_english_book_9.pdf
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Modal verbs and expressions for speculation
In this activity learners will use various modal verbs and other expressions to
make guesses and speculations. In other words, they will be describing a fact
or situation that is definite, probable, possible or impossible from the speaker's
point of view.
Learners have to finish the sentences using modals from the box, eg.
The boys must be friends because …………………………………………
It can’t be evening because ………………………………………………………
may, may not, might, can, can’t, must, could
Work with your partner. Finish the sentences.
No doubt they are …………………………………………………………………….
It's unlikely that they ………………………………………………………………….
I imagine that it is ……………………………………………………………………..
The chances are that the boy in a blue jumper ……………………………………
My guess is that ……………………………………………………………………….
There's just a chance that ……………………………………………………………
I wouldn't be surprised if the bin …………………………………………………..
I'd say the metal frame is .……………………………………………………………
Perhaps he …………………………………………………………………………….
Maybe they want to …………………………………………………………………...
It's difficult to say, but I'd guess that ………………………………………………..
I'm not really sure, but I think they ………………………………………………….
After finishing the sentences, learners could work in pairs or small groups to
create more sentences with guesses and speculations.
Depending on the profile of the group, staff might consider introducing other
expressions for speculating. In this activity, learners will finish sentences about
the picture above.
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SUBJECT CONTENT
As a homework assignment, learners could describe a picture of their choice.
Staff could consider asking learners to present an oral description of a picture
via Fotobabbble, a 'talking pictures' programme available at
http://www.fotobabble.com/.
Learners might be asked to practise modal verbs and expressions used for
speculation independently. A good selection of online activities can be
accessed at http://www.perfect-english-grammar.com/modal-verbs-ofprobability.html or http://www.englishpage.com/modals/modalintro.html.
Tenses revision/sequencing
A good idea for tense revision is creative writing. Staff could consider dividing
the class into groups of three or ask learners to work in pairs. Learners will
watch the short video clip http://www.eslwriting.org/category/writing-class/ and
put the sentences in order.
He turns left and calls his mother.
He spots a gorgeous woman.
He pays the valeter £50.00.
The young man is stuck in the traffic jam.
He sees a beautiful sunset.
He has his car valeted.
He stops the car and takes off his shoes and socks.
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SUBJECT CONTENT
The next step is writing a short story using sequencing expressions such as
next, as soon as, immediately, suddenly, then, after that, unexpectedly, finally,
in the end, eventually etc.
Depending on the profile of the group, staff could encourage learners to write
a paragraph about the past and future of the character from the video clips.
For writing about the past, learners can revise the 'used to' structure. For
writing about the future they might revise 'going to/will'.
Past
He used to work long hours.
He didn’t use to walk barefoot.
Future
They will spend every weekend
together.
They are going to go to the cinema
on Wednesday.
Learners could be encouraged to write their own stories using a variety of
tenses, sequencing expressions and sensory words. They might find it
useful to organise their ideas in a mind map.
http://www.vitaeducation.org/wp-content/uploads/2010/05/Event-MapGraphic-Organizer-Handout.pdf
As prompts, learners might be willing to use their pictures or free pictures
from sites such as Pics4Learning, which is a free image library for education.
http://www.pics4learning.com/ or http://www.flickr.com/creativecommons/
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Context: STUDY/Study skills
Topic: Taking notes
This activity is also excellent preparation for the ESOL assignment.
Suggested writing activities
Effective note-taking skills are essential for study, both taking notes while
listening, for example to a programme, lecture etc., and taking notes while
reading. Note-taking uses a lot of cognitive processes, eg analysing
(recognising main ideas) and prioritising (choosing what is relevant or
important). It combines listening, reading and writing skills.
In the activity below, learners will watch the video about global warming
featured by National Geographic and available on
http://video.nationalgeographic.com/video/environment/global-warmingenvironment/global-warming-101/
Learners should associate the figures given in the table with information from
the video clip.
2.5 minutes
Last
century
1998
30
1.2–1.4
2–10
10
2005
4200
Learners could then take down notes in the form of a mind map, prepared by staff
or by learners themselves. The mind map shown below was prepared using a
basic tool for mind mapping called Mindmaster http://www.mindmeister.com
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To increase the partnership whilst implementing the idea of effective
contributors, learners can be encouraged to co-operate with partners
to produce collaborative online mind maps. This will allow learners to
think more creatively, to engage more actively in a task, to
understand different perspectives and to share ideas and opinions.
The following tools might be considered:
Spidernet allows ideas to be organised by connecting notes, files,
calendar events, etc and sharing them online.
http://www.spiderscribe.net/
Popplet allows users to integrate text, images, videos and Google
maps, and use them as a bulletin board.
http://popplet.com/
MindMeister lets users include icons, notes, links, attachments, and
images in their diagrams.
http://www.mindmeister.com/
Staff might consider using other tools described in detail on websites
such as Educational Technology and Mobile Learning.
http://www.educatorstechnology.com/2012/06/18-free-mindmapping-tools-for-teachers.html or Free Technology for Teachers
http://www.freetech4teachers.com/2012/10/ten-terrific-mindmapping-and.html
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In the activity below, learners will practise taking notes from a written text.
Learners will be working with a partner. Each learner has to read one of the
texts from http://www.sharks-world.com/facts_about_sharks.html or
http://www.dolphins-world.com/Dolphins_Facts_and_Information.html and
prepare notes.
A good starting point might be to use prior knowledge and establish what
learners already know about sharks and dolphins, and what they would like to
find out.
Extracts from the websites:
Text A Sharks
http://www.sharks-world.com/facts_about_sharks.html
Text B
http://www.dolphins-world.com/Dolphins_Facts_and_Information.html
Notes could be prepared in a variety of formats – mind maps, tables or bullet
points – and should be presented to the partner. Learners might want to
present their notes using digital graphic organisers.
http://www.teach-nology.com/web_tools/graphic_org/
British Council Teaching English features an article on visual
representations of information that suggests a number of websites with
graphic organisers.
http://www.teachingenglish.org.uk/articles/graphic-organisers
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Developing and practising speaking skills/any Unit or topic
This activity is also excellent preparation for the ESOL assignment.
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.
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SUBJECT CONTENT
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.
Play a 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 4 are laid out in the
SQA documentation, which can be accessed from
http://www.sqa.org.uk/sqa/47404.html.
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ESOL (NATIONAL 4)
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