NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
ESOL
Everyday Communication
Student’s Guide
[INTERMEDIATE 1]
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 2010
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.
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EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
Contents
Introduction
Lesson summaries
4
5
Lesson 1
Task 1: Speaking (warm-up)
Task 2: Reading
Task 3: Listening and speaking
6
6
9
Lesson 2
Task 1: Vocabulary practice
Task 2: Game
Task 3: Writing
12
12
13
Lesson 3
Task 1: Reading
Task 2: Grammar study 1 – The definite article ‘the’
Task 3: Grammar study 2 – Comparative and superlative forms of
adjectives
Appendix
Images
Peer-assessment checklist
Two stars and a wish record sheet
21
25
28
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EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
14
18
3
INTRODUCTION
Introduction
The main focus of this resource is facts about Scotland.
In this resource you will:







read two passages about Scotland
look at and discuss photographs of two towns in Scotland
listen to a recording of an interview
do a quiz about Scotland
have an opportunity to make up your own quiz
play a word game
talk and write about the place where you live and a place you would
like to visit
 develop your vocabulary within the topic of the geographical
environment
 practice the use of the definite article ‘the’ in some contexts
 practice using comparative and superlative forms of adjectives.
At this level you should be keeping a note of all those useful words and
expressions you will meet.
You should find out how to express what you want to say correctly and
note it down.
Always have a dictionary beside you (monolingual or bilingual). Learn
new words in your own language as well as in English.
Use your own experience wherever possible.
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EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
INTRODUCTION
Lesson summaries
Lesson 1 – Scotland – Two different towns
As you work through the activities in this lesson you will:






read about two very different towns in Scotland
match a written passage to the correct town
look at photographs and discuss which photographs show which town
write an email to a teacher
express likes,dislikes and preferences
listen to a recording of an interview.
Lesson 2 – Vocabulary practice – Geographical environment
In this lesson you will:
 develop and practice the vocabulary of geographical environment
 play a word game
 make a presentation on a town or city of your choice.
Lesson 3 – Scotland and its physical environment
In this lesson you will:






read a text about Scotland – its terrain and waters
answer multiple-choice questions
practise the use of the definite article ‘the’ with geographical names
answer a quiz on the geography of Scotland
practise how to make and use comparative and superlative forms of
adjectives
design your own quiz.
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
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LESSON 1
Lesson 1
Scotland – Two different towns
Task 1: Speaking (warm-up)
Paired activity. Talk to your partner. Describe the place where you live
and, if possible, compare it with a place you have lived in the past. You
should take notes. When you have finished, tell the rest of the group
about where your partner lives and lived. You might want to consider
the following:




Is the place a city, town or village?
In which part or region of Scotland is it located?
Are there any nearby mountains, lochs, rivers, etc?
What local facilities (shops, cinemas, transport, schools, etc) are
there?
 Are there any interesting places to visit (museum, cinema, shops,
lochs, mountains, etc) nearby?
 What is your general opinion of the place? Do you like it or not?
Why? Why not?
Task 2: Reading
1.
Paired activity. You will receive two passages to read; each
passage talks about a particular town in Scotland contains several
sections. Both passages use the same section headings. The names
of the towns are not given and where they would appear in the
texts, a dotted line is used instead. The sections are cut out and
mixed up. Your task is to separate the two passages and match
each section to the appropriate heading. The final order of the
sections is not important. When you have finished and have
discussed your finished work, the teacher will tell you the names
of the towns.
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EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
LESSON 1
2.
Grouped activity. What factors helped you to decide which
sections belong to which town? Discuss your answers with your
group.
3.
Individual activity. Read the passages again and decide which
town or towns mentioned in them are described by these
sentences:
(a)
(b)
(c)
(d)
(e)
4.
It is close to two big cities.
Its good and bad days have always been linked with the sea.
It is situated on a river.
There is an airport within the boundaries of the town.
It seems to offer a great opportunity for shopping.
Paired activity. In the appendix to this booklet there are two
images of Livingston and two images of Wick. Based on the
content of the passages in Task 2 (and your own knowledge),
decide which images show which town. Discuss this with your
partner.
Additional activities
1.
Individual activity. Which town (Livingston or Wick) makes a
better holiday destination? Search the internet to find more
information to support your view. Write the reasons for your
choice in bullet points. You might want to think about:
 the size of the town
 the location
 its interesting places
 the surrounding area
 any activities to do.
2.
Individual activity. Imagine that your school is organising a trip
to either Livingston or Wick. The organiser, the geography
teacher, wants to know the preferences of all the students who are
going on the trip in order to decide which of these places to visit.
Given the choice, which town would you like to visit and why?
Write an email to the teacher and try to convince him/her to
choose ‘your’ town. Some words and expressions you might want
to use are:
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
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LESSON 1
(Personally) I’d rather …
(Personally) I’d prefer …
I (really) like/love/hate/can’t stand …
I don’t mind …
I’m (not) very keen on …
I enjoy … more than anything else
What I find particularly interesting/appealing about … is …
On the one hand …, on the other hand …
You can use this outline:
Greet your teacher. (Dear Mr/Mrs/Ms …)
Paragraph 1: Explain the purpose of your email. (I am writing to
let you know that …)
Paragraph 2: Present the reasons for your choice (use the
information from point 1 and the above expressions).
Conclude the email. (I hope you …)
End the email. (Yours sincerely,)
Write your name.
3.
Paired activity. When you have finished your email swap it with
somebody else in the class and assess each other’s work using the
peer-assessment checklist. Discuss your email with your partner
and ask him/her to complete the two stars and a wish record sheet.
(Both the checklist and the record sheet are provided at the end of
this booklet.)
4.
Individual activity. Now write your email again taking account of
the comments from the peer assessment..
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EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
LESSON 1
Task 3: Listening and speaking
1.
Individual activity. Match the adjectives in the box with the
following listed places to visit. You may use one or more
adjectives in each case.
cathedral
necropolis
castle
church
venue
shopping mall
open-air market
bus service
crowded, noisy, dreadful, monumental, superb, stunning, fantastic,
convenient, good, rare, impressive, famous, popular, striking
2.
Individual activity. Listen to the tape recording. You will hear
somebody answering a series of questions but the questions are
not recorded. Once you have listened, answer the following
questions.
1.
What is the most likely context for the recording?
(a)
(b)
(c)
2.
A job interview
A friendly chat
A radio interview
Are the following statements facts (F) or opinions (O)?
(a)
(b)
(c)
(d)
(e)
(f)
I started to see things around me that I hadn’t noticed
before ...
… there are some bridges over the River Kelvin.
Even some old hospitals like Glasgow Royal Infirmary
present a fantastic sight.
Glasgow is a good place to relax in.
The most popular and impressive venue for concerts is
the Scottish Exhibition and Conference Centre ...
People call it the Armadillo ...
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
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LESSON 1
(g)
Within a 1-hour drive you can reach the sea, the
Highlands, the capital Edinburgh or the hills in the
south.
The prices are a bit higher in them ...
I was standing, completely lost, with a map in my hands
trying to figure out where to go ...
(h)
(i)
3.
Individual activity. Here are the questions being answered in the
recording. Listen again and match them with the answers.
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
Is it only the views that you like about Glasgow?
Some people would say that Glasgow is great for shopping.
Would you agree with this opinion?
What did you think of Glasgow when you first came?
Has your view of the city changed at all since then?
Anything else?
So, what caught your attention first?
And the last thing is us – the Glaswegians. Bear in mind I’m
one of them! What do you think of us?
For many, Glasgow is an industrial city with modern
architecture, nothing special. What do you think of the
architecture here?
Answer
Answer
Answer
Answer
Answer
Answer
Answer
Answer
4.
1:
2:
3:
4:
5:
6:
7:
8:
Paired activity. Speaking
(a)
Student 1: Student 1 makes a list of the advantages and
disadvantages of living in a big city.
Student 2: Student 2 makes a list of the advantages and
disadvantages of living in a village.
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EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
LESSON 1
Example
Big city Advantages: lots of shops
Disadvantages: crowded streets
Village
Advantages: fresh air
Disadvantages: no entertainment
(b)
Now imagine that your parents have decided to move house.
One of you becomes a parent and the other one becomes the
child. Discuss your preferences using the arguments from (a)
above.
Additional activities
1.
Individual activity. Using the information from your discussion
in Task 3, Q4, write about where you would prefer to live: in a big
city, small town or village.
2.
Paired activity. When you have finished the activity, swap your
work with somebody else in the class and using the peerassessment checklist, assess each other’s work. Discuss your
comments with your partner and ask him/her to complete the two
stars and a wish record sheet. (Both the checklist and the record
sheet are provided at the end of this booklet.)
3.
Individual activity. Now write your text again taking account of
the comments from the peer assessment.
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
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LESSON 2
Lesson 2
Vocabulary practice – geographical environment
Task 1: Vocabulary practice
Grouped activity (three or four learners in each group). Follow the
teacher’s instructions.
In groups, think of some natural and man-made elements of the
geographical environment and put these terms under the correct
headings (preferably using a different colour for each list). Get a big
sheet of paper and felt-tip pens to write with. When you have finished,
display the sheets of paper on the wall so that everybody can read them.
If you don’t understand some of the words, ask the others to explain
their meanings to you.
Example
Natural
Coast
Bay
Man-made
Town
Quay
Task 2: Game
1.
Whole-group activity. Follow the teacher’s instructions. First, get
into groups of three to five members and select five of the most
difficult words and write each one on a strip of paper – one word
to each strip. It is important that your group understands and is
able to explain each word’s meaning. Each group at a time then
takes a word written by another group and explains its meaning to
their own group.
2.
Individual activity. When the game is finished, copy the words
from the sheets displayed on the wall into your jotters. The list of
the words will be expanded in the next additional activity.
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EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
LESSON 2
Additional activity
The teacher will give you more words connected with the geographical
environment. Add them to your lists under the correct headings.
Task 3: Writing
1.
Individual activity. Write a description of a city or town in such a
way that you are encouraging the reader to visit this place. It
could be a place where you are living now, where you have lived
in the past or any other place that you think is worth visiting. The
writing can be in the form of:
 an article in a Word format for a tourist brochure or internet
tourist website (with images if possible)
 a PowerPoint presentation for use by tourist operators
 a poster with captions to be placed in a tourist agency window
 a letter or email to a friend inviting him/her to visit you.
Note: Use your own words, do not copy and paste texts from the
internet.
2.
Paired activity. When you have finished the activity, swap your
presentation with somebody else in the class and assess each
other’s work using the peer-assessment checklist. Discuss the
comments made with your partner and ask him/her to complete the
two stars and a wish record sheet. (Both the checklist and the
record sheet are provided at the end of this booklet.)
3.
Individual activity. Now rewrite your own work taking account
of the comments from the peer assessment.
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
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LESSON 3
Lesson 3
Scotland and its physical environment
Task 1: Reading
1.
Whole-group activity (warm-up) – What do you know about
Scotland's physical environment (its location within Europe, the
UK and its regions, towns, rivers, mountains, etc)? Tell your
group.
2.
Individual activity. Read through the following text and answer
the questions. Give reasons for your answers.
Land
Scotland is a part of the United Kingdom and is situated in the
north of the island of Great Britain. In addition to the Scottish
mainland, Scotland includes about 800 islands of different sizes.
The Hebrides is a large group of islands lying off the west coast.
The Orkney and the Shetland Islands, two large groups, lie o ff the
north coast. In addition, there are other islands that don’t belong
to these three large groups. The biggest of these are Arran and
Bute. Mainland Scotland is made up of three main geographical
regions: the Highlands in the north, the Central Lowlands and the
Southern Uplands.
The Highlands consist of two mountain ranges running
approximately from the north-east to the south-west. These are the
Grampian Mountains in the southern part of the region and the
Northwest Highlands in the north. Their rocky summits were
eroded by Ice Age glaciers and rainfall for thousands of years. As
a result, the landscape is wild and picturesque, and has very few
trees (the lack of trees has also been caused by human activity):
heather-covered moors cover most of the region. The Grampian
Mountains are the highest mountains in the United Kingdom and
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EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
LESSON 3
the highest peak of the British Isles, Ben Nevis, at 4406 feet (1343
metres), is here. There are a large number of valleys, called glens,
in the Highlands. These are usually steep-sided and at the bottom
there is often a long narrow loch. One of the most breathtaking
glens is Great More, which is in fact a series of glens running
across 100 kilometres from Inverness in the north-east to Fort
William in the south-west. Although the Highlands constitute
more than half of the total area of Scotland, the region accounts
for only 7% of the total population. Many areas are not inhabited
at all!
Just south of the Highlands lie the Central Lowlands, which run
about 90 kilometres from the north-east to the south-west but the
narrowest stretch is only 30 miles (48 kilometres) long, from the
Firth of Forth in the east to the Firth of Clyde in the west. Some of
the land here is flat but many areas are hilly, with the highest
point about 700 metres above sea level. Considering that the area
contains a combination of fertile low-lying soils and deposits of
coal and iron it is no surprise that the region is much more densely
populated than the rest of Scotland. The country’s two largest
cities, Glasgow in the west and Edinburgh, the capital, in the east,
are here. About 70% of the Scottish population live in the Central
Lowlands.
Between the Central Lowlands and the English border lies the
Southern Uplands, which are made up of fertile plain s and hills,
with their highest point being a little over 800 metres. Most of the
hills are not higher than 600 metres and their slopes are gentler
than those in the Highlands. The hills, with their rounded or flat
tops and grassy slopes, provide magnificent scenery, although it is
not as rugged and wild as that found in the Highlands.
Waters
The most important river in Scotland is the River Clyde, which
starts in the Lowther Hills in the Southern Uplands, flows through
Glasgow in the west of the Central Lowlands and comes out in the
Atlantic Ocean. However, the Clyde is not the longest river in
Scotland; that is the Tay, which flows eastwards into the North
Sea. Other long rivers are the Spey, Dee, Forth and Tweed. Most
rivers in Scotland flow into wide bays called firths. The two most
famous are the Firth of Clyde, in the west near Glasgow, and the
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
15
LESSON 3
Firth of Forth, in the east near Edinburgh. Scotland has many
lakes, which are known here as lochs. Most of these are found in
the deep valleys of the Highlands. The largest loch is called Loch
Lomond but Loch Ness (the home of the legendary Loch Ness
Monster known as ‘Nessie’) is the largest in terms of the volume
of water it holds. The deepest freshwater loch in the British Isles
is Loch Morar in the Highlands with a maximum depth of 1,017 ft
(310 m). In the Highland glen called Great More, all the lochs and
the canals that connect them form the Caledonian Canal. This cuts
across Scotland, making the Northwest Highlands an island! Apart
from inland lochs, there are also sea lochs around Scotland –
narrow arms of the sea cutting into the land.
1.
What is the purpose of the text?
(a)
(b)
(c)
2.
Where could the text be taken from?
(a)
(b)
(c)
3.
A geography textbook
A tourist brochure
A newspaper
Individual activity. Read the text again and complete the
following quiz by choosing the correct answers.
1.
Arran is
(a)
(b)
(c)
2.
a part of the Hebrides
the biggest Scottish island
one of the 800 islands belonging to Scotland
The Central Lowlands of Scotland
(a)
(b)
(c)
16
To encourage people to come and visit Scotland
To give information
To entertain
divide the country into three parts
are one of the three areas of mainland Scotland
together with the Highlands and the Southern Uplands
constitute the whole of the country
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
LESSON 3
3.
The Grampian Mountains
(a)
(b)
(c)
took on their physical appearance at the same time as
the Northwest Highlands
are a part of the Northwest Highlands
is a mountain range in southern Scotland
4.
In the Highlands there are
(a) no trees
(b) no people living there
(c) lochs at the bottom of most glens
5.
The
(a)
(b)
(c)
Central Lowlands
is a hilly area
runs 90 kilometres south of the Highlands
accommodates most of the population of Scotland
6.
The
(a)
(b)
(c)
hills in the Southern Uplands
are generally higher than 800 metres
are covered in grass
look very similar to the hills in the Highlands
7.
The
(a)
(b)
(c)
River Clyde
is the same length as the River Tay
finishes its course in the Central Lowlands
flows to the same place as the Tay
8.
The Caledonian Canal
(a) is another name for the connection between Loch
Lomond and Loch Ness
(b) separates one part of Scotland from the rest of the
country
(c) is made up of many interconnected canals
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
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LESSON 3
Task 2: Grammar study 1 – The definite article ‘the’
1.
Individual activity. Find terms about different geographical
features (regions, mountains, oceans, etc) in the article describing
the physical landscape of Scotland and enter them into the correct
column of a table similar to the one shown below. Look for those
features that have ‘the’ in front of them and those that do not.
Write Yes or No where appropriate.
Example
Geographical element
The
Name
Island
No
Arran
Geographic region
Yes
The Highlands
Note on the use of the definite article before geographical
names
Proper nouns, which geographical names are, do not usually
require the definite article before them. However, some
geographical names are an exception to this rule. There aren’t
clear rules stipulating when ‘the’ should be used, so the best
approach is to memorise which geographical element is used with
and which one without the definite article. It is worth mentioning
that normally countries do not have the definite article before their
names unless the name consists of two or more words (eg the UK,
the USA).
2.
Individual activity. Complete the quiz below by choosing the
correct answer: a, b or c. Ignore the spaces before geographical
names. If you are not sure of the answer use the text from Task 1
and/or refer to information from the internet.
1.
The distance from the most northerly point of ………
Scotland to its most southerly point is
(a)
(b)
(c)
18
275 miles (440 km)
575 miles (920 km)
875 miles (1400 km)
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
LESSON 3
2.
At its narrowest, ………. Scotland is only
(a)
(b)
(c)
3.
………. Scotland has a land border with
(a)
(b)
(c)
4.
True
False
The highest mountain in ………. UK is
(a)
(b)
(c)
7.
30
50
70
………. Shetland Islands are nearer to ………. Oslo, the
capital of ………. Norway, than ………. London, the capital
of ………. United Kingdom.
(a)
(b)
6.
………. England and ………. Wales
………. England and ………. Northern Ireland
………. England
………. Scotland makes up ......... % of the total area of
………. United Kingdom.
(a)
(b)
(c)
5.
25 miles (40 km) wide
75 miles (120 km) wide
125 miles (200 km) wide
………. Ben Nevis
………. Ben Lomond
………. Grampian Mountains
………. Scotland's longest river is
(a)
(b)
(c)
………. Thames
………. Clyde
………. Tay
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
19
LESSON 3
8.
The largest loch by area is
(a)
(b)
(c)
9.
How far apart are ………. Edinburgh and ………. Glasgow?
(a)
(b)
(c)
10.
About 100 miles (160 km)
About 70 miles (112 km)
About 40 miles (64 km)
The biggest city by population in ………. Scotland is
(a)
(b)
(c)
3.
………. Loch Long
………. Loch Lomond
………. Loch Ness
………. Glasgow
………. Edinburgh
………. Aberdeen
Paired or individual activity. Now insert ‘the’ in the spaces
where it is needed in the above quiz. Where ‘the’ is not needed,
write Ø. When you finish, the teacher will ask the whole group to
compare and discuss your answers.
Additional activities
Individual activity. Most of the following sentences have ‘the’ inserted
incorrectly or it is missing. Correct the mistakes. A sentence might be
correct or have one or more mistakes. Check your answers when you
have finished your corrections.
Example
The Atlantic Ocean has a big influence on Scotland’s climate. (1 mistake)
The River Clyde is the second longest river in Scotland. ( correct)
(a)
(b)
(c)
(d)
(e)
20
The largest city in Scotland is the Glasgow.
Lake of Menteith is the only natural loch called a ‘lake’ in
Scotland.
The Aberdeen is the third largest city in Scotland and it has the
title of Europe’s oil capital.
There are 38 islands on Loch Lomond.
Firth of Clyde has 12 ferry routes connecting many of its islands
and peninsulas to the mainland.
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
LESSON 3
(f)
(g)
(h)
(i)
(j)
The population density for the Glasgow is 3292 inhabitants per
square kilometre.
The lowest point in the country is the bed of Loch Morar, 300
metres below sea level.
In 2001, the Shuna, the Sanda Island, the Innis Chonan and the
Eilean Donan were four Scottish islands with a population of just
one.
The shortest river in Scotland is the River Morar in the Highlands
at 500 metres long.
At the bottom of the Glen More there are three rivers and five
lakes interconnected by canals, all of them forming Caledonian
Canal.
Task 3: Grammar study 2 – Comparative and superlative forms of
adjectives
1.
Individual activity. Within the text for Task 1 and the Task 2
quiz (both from Lesson 3) there are many instances of the use of
comparative and superlative forms of adjectives. Underl ine them.
Answer the following three questions:



When are these forms used?
How are these forms used?
How have the adjectives changed?
Notes on comparative and superlative forms of adjectives
We use the comparative form to compare two things. For example:
 Scotland is smaller than England.
 Mountains are more exciting than the sea.
We can also compare two things using the basic form of the adjective.
For example:
 Edinburgh is not as wet as Glasgow.
We use the superlative form to compare three or more things, to show
that something has more of some quality than anything else in a given
context. For example:
 Loch Morar is the deepest loch in Scotland.
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
21
LESSON 3
 Ben Nevis is the most dangerous mountain in the UK.
Look at the notes below on how adjectival forms are constructed and
insert the missing forms:
Irregular adjectives
good
bad
far
better
...........
...........
best
...........
...........
shorter
...........
...........
shortest
..................
..................
Regular adjectives
One syllable
short
cold
dark
Two syllables ending with y (before the endings are added the final y
changes into i)
rainy
happy
easy
rainier
...........
...........
rainiest
..................
..................
Two or more syllables
comfortable
interesting
beautiful
more comfortable
............................
............................
most comfortable
.................................
.................................
Two other grammatical rules:
If a one-syllable adjective ends in one vowel + one consonant, eg hot,
we double the final consonant and then add er or est.
big
wet
thin
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bigger
...........
...........
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
biggest
..................
..................
LESSON 3
If a one-syllable adjective has e at the end, only r or st are added
nice
wide
large
2.
nicer
...........
...........
nicest
................
................
Individual activity. Change the adjectives into their correct form
by adding ‘the’, ‘than’ or ‘as’ where necessary so that the
sentences make sense and are grammatically correct. Sometimes
the form of the adjective does not have to be changed.
Example
The River Severn is long the longest river in Great Britain.
This trip to the Lake District is very cheap cheap. Let’s go there.
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
Scotland is far ............................ north than northerly
............................ part of the USA (excluding the state of
Alaska).
The Southern Uplands are not as rocky............................ the
Highlands.
Last summer, we camped in Glencoe and I must say it is
pretty ............................ place I have ever seen.
The hostel where we were staying was comfortable
............................ than I expected.
There are very few dry ............................ days in the northwest of Scotland.
Spectacular ............................ bridge I have ever seen is the
Erskine Bridge near Glasgow.
I’d be scared if I had to stay in a tent alone during a night as
dark ............................ this one.
Livingston is much busy ............................ Wick.
Small towns are usually much safe ............................ big
ones.
I love climbing in high ............................ mountains.
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
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LESSON 3
3.
Individual activity. Compare Livingston, Wick and another town
or city of your choice. The latter could be the place where you are
staying now, have stayed in the past or any other town of your
choice. You can use the text from Lesson 1, the images of
Livingston and Wick at the end of the resource, the internet and of
course your own knowledge.
You can compare:








size
average temperature (in winter or summer or annual)
amount of rain
age
nearby places of interest
location
character
any other characteristics
Example
Comparing the importance of Livingston, Wick and London:
London is more important for the British economy than Wick.
London is the largest town.
Additional activity
Individual or paired activity. Prepare your own quiz on Scotland’s
geography. Use facts from this resource, your own knowledge and refer
to the internet. The quiz can take the form of:




multiple-choice questions (similar to the quiz in Lesson 2)
questions and answers
true/false sentences
any other suitable format.
Give your quiz to the teacher for checking. Once checked your quiz can
be used as an introductory activity for future lessons.
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EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
APPENDIX
Appendix
Images
Lesson 1, Task 2, Q4
Image 1
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
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APPENDIX
Image 2
Image 3
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EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
APPENDIX
Image 4
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
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APPENDIX
Peer-assessment checklist
Answer the following questions by ticking a box.
Has the material included:

Correctly punctuated sentences (full stops, commas,
apostrophes, etc) with capital letters?

Paragraphs?

Correct grammar (tenses, forms of words, order of the
words, etc)?

Correct spelling?

A coherent structure (logical order of ideas, linking
expressions)?

All of the relevant information, as outlined in the
description of the task?
Name of your partner: ........................................................................
Class:
........................................................................
Peer reviewer:
........................................................................
Date:
........................................................................
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EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
APPENDIX
Two stars and a wish record sheet
Two stars and a wish
Well done:
✰
Well done:
✰
Next steps:
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
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