NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
ESOL
Everyday Communication
Teacher’s Notes
[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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Contents
Introduction
Content of the resource and its teaching approaches
Learning intentions
Curriculum for Excellence
Lesson summaries
4
5
6
7
Lesson notes
Lesson 1
Lesson 2
Lesson 3
8
15
18
Teacher resources
Lesson 1, Task 2, Q1 – Texts about Livingston and Wick
Lesson 1, Task 2, Q4 – Images of Livingston and Wick
Lesson 1, Task 3 – Tapescript
Lesson 2, Task 2 – Additional activity
Lesson 3, Task 2 – Multiple-choice quiz
33
37
39
40
41
Appendix
Peer-assessment checklist
Two stars and a wish record sheet
43
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INTRODUCTION
Introduction
Content of the resource and suggested teaching approaches
This resource is designed to support learners of English as an additional
language (EAL) in the development of the skills required for the
completion of the Intermediate 1 ESOL unit: Everyday Communication.
The topic for the resource is the physical geography of Scotland.
Learners will be describing places and expressing likes, dislikes and
preferences. Four basic language skills – listening, speaking, reading
and writing – are practised. There is also a strong emphasis on
developing vocabulary throughout the resource. A quiz and a game are
included.
The resource serves two purposes: language aquisition and knowlege of
the Scottish geographical environment. A great majority of bilingual
students, and especially those who have come from abroad, have little
knowledge of the country. In addition, the approach used gives each
activity a realistic need to use the associated language. It is suggested
that a large wall map of Scotland be used in conjunction with all the
activities.
There are two grammatical features presented and practised throughout
the resource. One of them is the use of the definite article ‘the’ before
some geographical names and the other is the use of the comparative
and superlative forms of adjectives. Both of these grammatical features
should be familiar to students but this context for their us e may be new
to them.
The resource consists of three lessons, with suggested tasks for each. In
order to perform the tasks students will have to use different media:
written texts, photographs, presentations and the internet. The use of a
variety of media should also be suggested for homework. Students
should keep a jotter/notebook for noting down new words, expressions
and language forms as well as for completion of their written
homework. At the end of the lesson plan there are additional activities
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© Learning and Teaching Scotland 2010
INTRODUCTION
that could be completed as homework or as extension activities in the
classroom.
Students should be encouraged to refer to their own experience as often
as possible. During discussions, correction should be postponed until
the task is finished. A good approach is to listen with interest to what
the student has to say, react to it and encourage other students to do the
same.
The use of dictionaries (online or paper, monolingual or bilingual)
should be encouraged whenever new English vocabulary appears or
students need to translate concepts they are familiar with but cannot as
yet express in English. The teacher should provide supporting
vocabulary where necesary.
The activities that the students will do vary: they are individual, paired,
grouped and whole class. Although each task is prescribed, there is
flexibility for change and adaptation to meet teaching needs.
Learning intentions
1.
Students will discover and practise when to use the definite article
‘the’ before geographical names.
2.
Students will learn how to describe places.
3.
Students will practise expressing likes, dislikes and preferences.
4.
Students will develop four skills: listening, speaking, reading and
writing.
5.
Students will revise and learn new vocabulary connected with
geographical environment.
6.
Students will have fun doing a quiz and playing a game as well as
designing their own quiz.
7.
Teachers will offer opportunities for peer- and/or self-assessment.
EVERYDAY COMMUNICATION (INT 1, ESOL)
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INTRODUCTION
Curriculum for Excellence
This resource will support the holistic development of ESOL l earners in
the following ways.
Successful learners
 Willing to make notes and build up a bank of different language
structures.
 Able to identify the purpose and language of different genres: written
and spoken.
 Developing skills for different kinds of extended writing:
descriptions, emails, presenting opinions.
 Able to use technology for retrieving and processing information.
Confident individuals




Developing reading, writing, listening and speaking skills in English.
Able to describe their physical environment.
Able to express likes, dislikes and preferences.
Able to develop and communicate their views of the world.
Responsible citizens




Listening with respect to the views of others, the group sharing of
experiences and reporting.
Familiarity with the variety of media used in everyday life: reading
texts, listening to interviews, analysing photographs.
Focusing on a subject of topical interest, in this case the physical
environment of Scotland.
Gaining more knowledge about and awareness of the country i n
which they live.
Effective contributors
 Ability to describe their own experiences and contribute to group
discussion: discussion is used as a opener to most lessons.
 Co-operating in order to achieve a joint aim.
 Able to communicate in different ways and different settings.
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INTRODUCTION
Lesson summaries
Lesson 1 – Scotland – Two different towns
As students work through the activities in this lesson they 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 students will:
 develop and practice the vocabulary of geographical environment
 play a word game
 make a presentation on a town or city of their choice.
Lesson 3 – Scotland and its physical environment
In this lesson students 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 their own quiz.
EVERYDAY COMMUNICATION (INT 1, ESOL)
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LESSON NOTES
Lesson notes
Lesson 1
Scotland – Two different towns
Aims
1.
2.
3.
4.
Introduce the main topic of the resource – the geographical
environment of Scotland – and its associated vocabulary
Practise drawing logical conclusions.
Develop the ability to express likes, dislikes and preferences.
Practise describing places.
Task 1: Speaking (warm-up)
Paired activity. Students talk to their partners. They describe the place
where they live and, if possible, compare it with a place where they
have lived in the past. Students should take notes. When they have
finished, each students tells the rest of the group about where their
partner lives and lived. Discussion might include consideration of 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 the student’s general opinion of the place? It is it liked or
not? Why not?
Note: Preparation for this activity should begin before the lesson by
giving advance notice of the task so that students have the chance to
find out the information they will need. In addition, students could
bring photographs of these places into the lesson.
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LESSON NOTES
Task 2: Reading
1.
Paired activity. Give students the two passages to read; each
passage talks about a particular town in Scotland (Teacher
Resources, p33). Both passages have similarly formatted section
headings. Initially, the names of the towns will not be given to the
students and where they should appear in the texts a dotted line is
used instead. The sections are cut out and mixed up. The student’s
task is to separate the two passages and match each section to its
correct heading. The order of the sections is not important. When
the students have finished they should discuss their work with the
teacher, who will tell them the names of the towns: Livingston and
Wick.
Note: It might be necessary to explain the terms ‘county town’ or
a ‘royal burgh’ to students.
County town – The town in a county where the local government
is based.
Royal burgh – Usually a town founded by a royal charter.
Abolished in 1975 but sometimes still in use today.
2.
Group activity: Ask the students what factors helped them to
decide which sections belong to which town. Allow them to
discuss their answers with their group. Where necessary, draw
their attention to the content in the passages.
Note: The following words from the texts reappear in Lesson 2:
Text about Wick: a small coastal town, far north of Scotland, links
with southern Scotland, county Caithness, bay, cliff, harbour.
Text about Livingston: a large town, two big cities, Glas gow,
Edinburgh, industry, large shopping centre, skatepark, a great
many roundabouts.
3.
Individual activity. The students should re-read the passages and
decide which town or towns mentioned in them are described by
these sentences:
(a)
(b)
(c)
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.
EVERYDAY COMMUNICATION (INT 1, ESOL)
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LESSON NOTES
(d)
(e)
There is an airport within the boundaries of the town.
It seems to offer a great opportunity for shopping.
Answers: (a) Livingston, (b) Wick, (c) Livingston and Wick, (d)
Wick, (e) Livingston.
4.
Paired activity. At the end of the resource there are two images
of Livingston and two images of Wick. Based on the content from
the passages in Task 2 (and their own knowledge), the students
must decide which images show which town. They should discuss
their answer with their partners.
Answer: Images 1 and 3 are from Livingston. Images 2 and 4 are
from Wick.
Additional activities
Note: Q1 is best done at school – the learners may not have access to
the internet. Q2 could be set as homework.
1.
Individual activity. Students should decide which town
(Livingston or Wick) makes a better holiday destination. They
should be given the opportunity to search the internet to find more
information to support their view. Then they should write down
the reasons for their choice in bullet points. Possible points to
consider are:





the size of the town
its location
its interesting places
the surrounding area
any activities to do.
2.
Individual activity. Students are asked to imagine that their
school is organising a trip to either Livingston or Wick. The
organiser, the geography teacher, wants to know the preferences
of all students who are going on the trip in order to decide which
of these places to visit. For the purposes of this activity, each
student imagines they are going on the trip. Given the choice,
which town would the students like to visit and why? Each student
should write an email to their teacher and try to convince him/her
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LESSON NOTES
to choose their choice of town. Some words and expressions
students might find useful are:
(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 …
Students 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.
Notes
1.
It might be useful to remind students how to write an email.
Advise them that it shouldn’t be too lengthy. The purpose of
this activity is not to write a good emails but to correctly
express opinions. The following basic elements of an email
should be sufficient for students to do this activity:
Greeting – Dear Mr or Mrs or Miss + surname
Opening sentence, eg I am writing to …
Tone of the letter – either neutral or formal
Ending – Yours sincerely
2.
In order to make the activity more realistic, students should
send an email to you, their teacher, and you may want to
reply to them. Perhaps a trip could be arranged.
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
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LESSON NOTES
3.
Paired activity. When the students have finished Activity 2, they
should swap their emails with another student and peer-assess
their work using the peer-assessment checklist. The students
should discuss their comments with their 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.
Allow the students time to re-draft their emails.
Task 3: Listening and speaking
1.
Individual activity. The students match the adjectives in the box
with the following listed places to visit. They 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
Some possible answers:
cathedral
necropolis
castle
church
venue
shopping mall
open-air market
bus service
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monumental, stunning, fantastic, impressive,
famous, striking
stunning, impressive
monumental, superb, stunning, fantastic,
impressive, famous
monumental, stunning, fantastic, impressive,
famous
crowded, noisy, dreadful, stunning, fantastic,
convenient, famous, popular
crowded, noisy, convenient, popular
crowded, noisy, fantastic
convenient, good, rare
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
LESSON NOTES
2.
Individual activity. The students listen to the tape recording and
hear somebody answering a series of questions but the questions
are not recorded. Students then answer the following questions.
1.
What is the most likely context for the recording?
(a)
(b)
(c)
A job interview
A friendly chat
A radio interview
Answer: (c)
2.
Are the following statements facts (F) or opinions (O)?
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
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 ...
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 ...
Answers: (a) – F, (b) – F, (c) – O, (d) – O, (e) – O, (f) – F,
(g) – F, (h) – O, (i) – F.
3.
Individual activity. Here are the questions being answered in the
recording. Ask the students to listen to the recording again and
then match the questions with the answers they hear.
(a)
(b)
(c)
(d)
(e)
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?
What did you think of Glasgow when you first came?
Has your view of the city changed at all since then?
Anything else?
EVERYDAY COMMUNICATION (INT 1, ESOL)
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LESSON NOTES
(f)
(g)
(h)
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?
Answers: 1 – (c), 2 – (d), 3 – (f), 4 – (h), 5 – (a), 6 – (e), 7 – (b),
8 – (g).
4.
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.
Example
Big city Advantages: lots of shops
Disadvantages: crowded streets
Village
Advantages: fresh air
Disadvantages: no entertainment
(b)
Now, the students imagine that their parents have decided to
move house. One of them becomes the parent and the other
one becomes their child. Each student discusses his/her
preferences using the arguments from (a) above.
Additional activities
1.
Individual activity. Using information from their discussion in
Task 3, Q4, students write about where they would prefer to live –
in a big city, small town or village.
2.
Paired activity. When they have finished the activity, students
should exchange their work with someone else in the class for peer
assessment using the peer-assessment checklist. Later the students
should discuss their comments with their 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 the resource.)
3.
Individual activity. Students should be given time to re-write
their texts.
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LESSON NOTES
Lesson 2
Vocabulary practice – geographical environment
Aim
To practise the understanding and use of vocabulary from the
geographical environment.
Task 1: Vocabulary practice
Materials needed for this activity: big sheets of paper (one per group)
and felt-tip pens (two different colours).
Grouped activity (three or four students in each group) . Each group
takes a big sheet of paper and two different coloured felt -tip pens. The
group then brainstorms natural and man-made elements of the
geographical environment and puts these terms under the correct
heading (use a different colour for each list). Give the groups 5 –10
minutes to do this. Next, give the groups another 10–15 minutes to add
more words using the text from Lesson 1, Task 2. After ap proximately
5 minutes have lapsed suggest that one member from each group goes
around the other groups taking note of any words his/her group does not
have. These new words should be added to the original group’s list.
When all the groups have finished, the sheets of paper should be
displayed on the wall for everybody to read. Allow every group the
chance to add words that they still don’t have to their own sheet. Check
that everyone understands all the words displayed and if not, ask other
students to explain their meaning.
Example
Natural
Cost
Bay
Man-made
Town
Quay
Answer (words from the text in Lesson 1, Task 2):
Natural:
coast, sea, mainland, bay, river, estuary, cliffs, land,
valley
EVERYDAY COMMUNICATION (INT 1, ESOL)
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LESSON NOTES
Man-made:
town, village, harbour, quay, breakwater, highway,
railway line, railway station, airport, outskirts, castle,
street, settlement, city, carriageway, roundabouts
Task 2: Game
1.
Whole-group activity. Students should work in groups of three to
five persons. Number each group. Choosing from the words that
groups have from Task 1, the students within each group select
their five most difficult words and write them onto strips of paper
– one word to each strip. It is important that the group understands
and is able to explain their chosen words’ meanings. One gro up
member takes a word from another group and defines that word
for his/her own group. The group must correctly guess the word
being defined. Set a time limit for this – between 1 and 3 minutes
should be enough for most students. If a group member is unabl e
to define his/her word correctly, a member from the word’s
originating group should explain the meaning of the word. Repeat
the process until all the words have been defined correctly.
Note: In order to make the game more exciting, it could be made
competitive by giving points to the group correctly guessing the
word being defined. For instance, if the first group guesses the
word once its member has explained the meaning, the group wins
2 points. If the group guesses the word after the member of the
originating group has explained its meaning, both groups win 1
point.
2.
Individual activity. When the game is finished, the students
should copy the words from the sheets displayed on the wall into
their jotters. The list of the words can be expanded by us ing terms
from the next activity.
Additional activity (best set as homework)
The teacher should give the students more words (Teacher Resources,
p30) and suggest that they add these to the lists under the correct
headings. These words are taken from the text for Lesson 3, Task 1.
Discuss the correct answers as a class before starting Lesson 3.
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LESSON NOTES
Answer:
Natural: island, mountain range, mountain, summit, peak, glen,
lowlands, uplands, firth, hills, slopes, plains, tops, ocean
Man-made: canal
Task 3: Writing
1.
Individual activity. The students should write a description of a
city or town in such a way as to encourage the reader to visit this
place. They could choose a place where they are living now,
where they have lived in the past or any other place th at they 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 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 them.
Note: The teacher should stress the importance of the students
using their own words and not just copying and pasting text from
the internet.
2.
Paired activity. When the students have finished the activity, they
should exchange their work with someone else in the class for
peer assessment using the peer-assessment checklist. The students
should discuss the comments made with their 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. Allow the students time to re-write their own
work.
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LESSON NOTES
Lesson 3
Scotland and its physical environment
Aims
To practice the correct use of the definite article ‘the’ before
geographical names and comparative and superlative forms of
adjectives.
Task 1: Reading
1.
Whole-group activity (warm up) – The teacher begins the lesson
by asking the students what they know about Scotland’s physical
environment (its location within Europe, the UK and its regions,
towns, rivers, mountains, etc). The students then discuss their
knowledge with the whole class.
Note: Tell the students about this activity beforehand and ask them
to find out some geographical facts about Scotland before they
start the activity.
2.
Individual activity. The students should read through the passage
on Scotland and answer these questions. They should give reasons
for their 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 off 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 geograph ical
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
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LESSON NOTES
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
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 plains 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
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LESSON NOTES
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
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.
To encourage people to come and visit Scotland
To give information
To entertain
Where could the text be taken from?
(a)
(b)
(c)
A geography textbook
A tourist brochure
A newspaper
Answers: 1 – (b), 2 – (a)
3.
Individual activity. Ask the learners to read the text again before
completing the following quiz by choosing the correct statement.
1.
Arran is
(a)
(b)
(c)
20
a part of the Hebrides
the biggest Scottish island
one of the 800 islands belonging to Scotland
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
LESSON NOTES
2.
The Central Lowlands of Scotland
(a)
(b)
(c)
3.
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
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)
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LESSON NOTES
Answers: 1 – (c), 2 – (b), 3 – (a), 4 – (c), 5 – (c), 6 – (b), 7 – (b),
8 – (b).
Task 2: Grammar study 1 – The definite article ‘the’
Note: The quiz contains many examples of comparative and superlative
forms of adjectives. These forms are explained and practised in more
detail in Lesson 3, Task 3.
1.
Individual activity. The students will find many geographical
features (regions, mountains, oceans, etc) mentioned in this
article. Students should pick them out and enter them into the
correct column of a table similar to the one below, looking for
those features that have ‘the’ in front of them and those that do
not. The student should complete the table by writing Yes or No
as 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 spoken name consists of two or more words (eg
the UK, the USA).
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EVERYDAY COMMUNICATION (INT 1, ESOL)
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LESSON NOTES
Answer
2.
Geographical element
The
Name
Country
No
Scotland
Yes
The United Kingdom
Island
No
Great Britain, Arran, Bute
Group of islands
Yes
The Hebrides, the Orkney
Islands, the Shetland Islands,
the British Isles
Geographical area
Yes
The Highlands, the Central
Lowlands, the Southern
Uplands, the Northwest
Highlands
Mountain
No
Ben Nevis
Mountain range
Yes
The Grampian Mountains
City/town
No
Inverness, Fort William,
Glasgow, Edinburgh
Glen/valley
No
Great More
Firth/bay
Yes
The Firth of Forth, the Firth
of Clyde
River
Yes
The River Clyde, the Tay
Ocean
Yes
The Atlantic Ocean
Sea
Yes
The North Sea
Loch/lake
No
Loch Lomond, Loch Ness
Canal
Yes
The Caledonian Canal
Individual activity. The students should complete the quiz
(Student workbook, p18) by choosing the correct answer, (a), (b)
or (c). They should ignore the spaces before geographical names.
If they are not sure of the answer refer them to the text from Task
1 and/or refer them to information held on the internet.
Key: The correct answers are underlined. Where ‘the’ is needed, it
is given in italic; when it is not needed, Ø is used.
EVERYDAY COMMUNICATION (INT 1, ESOL)
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LESSON NOTES
1.
The distance from the most northerly point of Ø Scotland to
its most southerly point is
(a)
(b)
(c)
2.
At its narrowest, Ø Scotland is only
(a)
(b)
(c)
3.
True
False
The highest mountain in the UK is
(a)
(b)
(c)
24
30
50
70
The Shetland Islands are nearer to Ø Oslo, the capital of Ø
Norway, than Ø London, the capital of the United Kingdom.
(a)
(b)
6.
Ø England and Ø Wales
Ø England and Ø Northern Ireland
Ø England
Ø Scotland makes up ......... % of the total area of the United
Kingdom.
(a)
(b)
(c)
5.
25 miles (40 km) wide
75 miles (120 km) wide
125 miles (200 km) wide
Ø Scotland has a land border with
(a)
(b)
(c)
4.
275 miles (440 km)
575 miles (920 km)
875 miles (1400 km)
Ø Ben Nevis
Ø Ben Lomond
the Grampian Mountains
EVERYDAY COMMUNICATION (INT 1, ESOL)
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LESSON NOTES
7.
Ø Scotland's longest river is
(a)
(b)
(c)
8.
The largest loch by area is:
(a)
(b)
(c)
9.
the Thames
the Clyde
the Tay
Ø Loch Long
Ø Loch Lomond
Ø Loch Ness
How far apart are Ø Edinburgh and Ø Glasgow?
(a) About 100 miles (160 km)
(b) About 70 miles (112 km)
(c) About 40 miles (64 km)
10.
The biggest city by population in Ø Scotland is:
(a)
(b)
(c)
3.
Ø Glasgow
Ø Edinburgh
Ø Aberdeen
Paired or individual activity. The students should now insert
‘the’ in the spaces provided in the quiz. Where ‘the’ is not needed,
they should write Ø. When the students have finished, the teacher
should ask the whole class to compare and discuss their answers.
Additional activities
Individual activity. Most of the following sentences have ‘the’ inserted
incorrectly or it is missing. The students should correct the mistakes.
Students should check their answers once they have finished their
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)
EVERYDAY COMMUNICATION (INT 1, ESOL)
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LESSON NOTES
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
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.
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.
Answers
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
26
The largest city in Scotland is the Glasgow. (1 mistake)
Lake of Menteith is the only natural loch called a ‘lake’ in
Scotland. (correct)
The Aberdeen is the third largest city in Scotland and it has the
title of Europe’s oil capital. (1 mistake)
There are 38 islands on Loch Lomond. (correct)
The Firth of Clyde has 12 ferry routes connecting many of its
islands and peninsulas to the mainland. (1 mistake)
The population density for the Glasgow is 3292 inhabitants per
square kilometre. (1 mistake)
The lowest point in the country is the bed of Loch Morar, 300
metres below sea level. (correct)
In 2001, the Shuna, the Sanda Island, the Innis Chonan and the
Eilean Donan were four Scottish islands with a population of just
one. (4 mistakes)
The shortest river in Scotland is the River Morar in the Highlands
at 500 metres long. (correct)
EVERYDAY COMMUNICATION (INT 1, ESOL)
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LESSON NOTES
(j)
At the bottom of the Great More there are three rivers and five
lakes interconnected by canals, all of them forming the Caledonian
Canal. (2 mistakes)
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. The students
should underline these and answer the following three questions:
When are these forms used?
 How are these forms used?
 How have the adjectives changed?

Answers
the largest
the highest
more (densely) populated
higher than
gentler than the most important the longest
the most famous
the largest
the biggest
lower than
the most northerly
the most southerly
narrowest
nearer than
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.
 Ben Nevis is the most dangerous mountain in the UK.
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LESSON NOTES
The students should 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
bigger
...........
...........
biggest
..................
..................
If a one-syllable adjective has e at the end, only r or st are added
nice
wide
large
28
nicer
...........
...........
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
nicest
................
................
LESSON NOTES
Answers
Irregular adjectives
bad
far
worse
farther
worst
farthest
colder
darker
coldest
darkest
Regular adjectives
One syllable
cold
dark
Two syllables ending with y (before the endings are added the final y
changes into i)
happy
easy
happier
easier
happiest
easiest
Two or more syllables
interesting
beautiful
more interesting
more beautiful
most interesting
most beautiful
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.
wet
thin
wetter
thinner
wettest
thinnest
If a one-syllable adjective has e at the end, only r or st are added
wide
large
wider
larger
widest
largest
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LESSON NOTES
2.
Individual activity. The students should change the adjectives
into their correct form where appropriate by adding ‘the’, ‘than’ or
‘as’ as necessary.
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.
Answers
(a)
(b)
(c)
(d)
(e)
30
Scotland is farther north than the most northerly part of the
USA (excluding the state of Alaska)
The Southern Uplands are not as rocky as the Highlands.
Last summer, we camped in Glencoe and I must say it is the
prettiest place I have ever seen.
The hostel where we were staying was more comfortable
than I expected.
There are very few dry days in the north-west of Scotland.
EVERYDAY COMMUNICATION (INT 1, ESOL)
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LESSON NOTES
(f)
(g)
(h)
(i)
(j)
3.
The most 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 ni ght as
dark as this one.
Livingston is much busier than Wick.
Small towns are usually much safer than big ones.
I love climbing in high mountains.
Individual activity. The students should compare Livingston,
Wick with another town or city of their choice. The latter could be
the place where they are staying now, have stayed in the past or
any other town of their choice. They can use the text from Lesson
1, the images of Livingston and Wick at the end of the resource,
the internet and of course their own knowledge.
The students should 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. The students should write their own quiz
on Scotland’s geography. They can use the facts in this resou rce, their
own knowledge and 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.
EVERYDAY COMMUNICATION (INT 1, ESOL)
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LESSON NOTES
These quizzes should be collected by the teacher and checked. Once
returned to the students they can be used as an activity to introduce
future lessons.
This activity is designed to reinforce the learning throughout the
resource, therefore the students should consider both the content of
their work and the elements of grammar presented in the resource, ie
the definite article ‘the’ and the comparative and superlative forms of
adjectives.
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TEACHER RESOURCES
Teacher resources
Lesson 1, Task 2, Q1 – Texts about Livingston and Wick
Text about Wick
Location and population
...................... is a town in northern Scotland on the east coast beside
the North Sea. It lies about 15 miles south of Duncansby Head, the most
north-easterly part of the Scottish mainland. It is the county town of
Caithness, the county belonging to the Highland council area of
Scotland. In 2001, it had a population of 7333.
History
......................’s history goes back to the time when the Norwegians
ruled Caithness, which ended in 1266. The name of the town,
......................, probably comes from a Norse word meaning bay. Its
modern history dates back to 1589, when ...................... became a royal
burgh, but until the late 18th century it was still a small village whose
life revolved around its harbour and herring trading. In 17 68, a quay
was built in the hope of helping the town to become a centre for herring
fishing. The process was very slow at first, but later the town thrived on
the trade. The record years for herring trade were between 1860 and
1890, when at any given time around 1000 fishing boats were using
...................... harbour as their working port. Unfortunately, after about
100 years, this had a disastrous effect. Because of the very intensive
fishing, by the early 1970s there were very little herring left and the
herring trade shrunk considerably. However, the discovery of North Sea
oil in the middle of 19th century and resulting from this the
development of oil industry about 100 hundred years later helped the
local economy to come back to life.
Geography
...................... is located on the River ...................... and lies across
both sides of ...................... Bay. There are three harbours in
...................... . The Outer Harbour and the Inner Harbour are on the
EVERYDAY COMMUNICATION (INT 1, ESOL)
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TEACHER RESOURCES
south side of the estuary. The third harbour, the River Harbour, is
divided from the others by a breakwater.
Transport
The town is on the main highway (the A99–A9 road) to southern
Britain. The Far North Railway Line links ...................... railway
station with southern Scotland and with Thurso, the other town in the
county of Caithness. ...................... Airport is on ......................’s
northern outskirts and it is served by two scheduled services: to
Aberdeen and to Edinburgh. There are also bus links with Inver ness and
Thurso.
Interesting places
Castle of Old .......................
The Castle of Old ......................, also known as the Old Man of
......................, was built in the 12th century and abandoned in the 18th
century. All that remains today is a tall tower standing on the very edge
of the cliffs; about half a mile south of ...................... Bay and the
modern town of ..................... . Originally the castle had at least four
storeys as well as additional buildings containing workshops and other
quarters.
Carnegie Library
The ...................... Carnegie Library is now run by the Highland
Council. It not only provides a general library service but also
preserves valuable books and other documents about the history
of...................... and Caithness. The North Highland Archive and the St
Fergus Gallery exhibitions are here as well.
World’s shortest street
1 Ebenezer Place in ...................... originated in 1883 but it was
officially recognised as a street as late as in 1887. It measures 2 yards
and 9 inches, and contains just one front door. It had not previously
qualified for the record because it did not have a full postal address. It
was recognised as the shortest street in the world by the Guinness Book
of Records in 2006.
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EVERYDAY COMMUNICATION (INT 1, ESOL)
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TEACHER RESOURCES
Text about Livingston
Location and population
...................... is a large town in West Lothian, and it is one of the
largest settlements in Scotland. The town itself has a population of
about 50,000 but the population of the whole urban a rea is about
59,000. It is located close to the two biggest cities in Scotland: about 15
miles (25 km) west of Edinburgh and 30 miles (50 km) east of Glasgow.
History
...................... , in some sense, dates back to the 1100s, when a Flemish
entrepreneur called De Leving was granted land in the area. He built a
fortified tower and the settlement that grew up around it became
known, in time, as ...................... . Today this is known as
...................... Village. Modern ...................... was built around
...................... Village and takes in the collection of other small
villages nearby. It was one of the five post-war ‘new’ towns built in
Scotland and was planned to accommodate the growing number of
people living in Glasgow in the years following the Second World War.
The founding of ...................... in 1962 attracted new light industries to
the area, especially high-technology and pharmaceutical companies.
Unfortunately, these slowly went into decline and many of them were
closed down. However, several multinational companies still operate in
the town. The heart of the town is its shopping centre. The first shops
were built in 1974 and the shopping centre has grown steadily since
then. Today there are a lot of well-known high-street chains here.
Geography
Today, ......................’s centre sits on the southern edge of the Almond
Valley and the town itself occupies about 25 square kilometres of the
valley. The total length of the Almond through ...................... or alo ng
its border is 10 km.
Transport
...................... has excellent connections to the central Scotland road
network. The A899 dual carriageway runs north to south along
......................’s eastern edge and connects the M8 in the north to the
A71 in the south. Regular bus services provide link with surrounding
towns and villages. ...................... also has two railway stations.
Edinburgh Airport, which has regular flights to UK and international
destinations, is 15 km from ...................... . Finally, the town is not
EVERYDAY COMMUNICATION (INT 1, ESOL)
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TEACHER RESOURCES
very far from the port of Rosyth in Fife, which provides a ferry link to
Zeebrugge in Belgium.
Interesting places
The Centre
The Centre was completed on 16 October 2008. Today, the total
development has around 155 shops and eating establishments. The
Centre has a winter garden, an outdoor restaurant area and several
famous shops names. Key shops include the Asda Wal -mart
Supercentre, Next, Topshop, M&S, River Island and Debenhams.
The ...................... skatepark
The ...................... skatepark opened in 1981 and was one of the most
important facilities of this kind in Britain as skateboarding grew in
popularity. What is interesting is that the skatepark achieved
international status and, in 2004, it was visited by the stars of the
television series Dirty Sanchez, who described it as ‘the best skate park
in the world, apart from the ones in Wales’.
Roundabouts
...................... is often called ‘roundabout city’ and there really are a
great number of them here. In order to help first-time visitors and
improve the overall look of the place, monumental sculptures have been
placed on five of the most important roundabouts. If you see the same
sculpture twice, you know you are lost!
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EVERYDAY COMMUNICATION (INT 1, ESOL)
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TEACHER RESOURCES
Lesson 1, Task 2, Q4 – Images of Livingston and Wick
Image 1
Image 2
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TEACHER RESOURCES
Image 3
Image 4
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EVERYDAY COMMUNICATION (INT 1, ESOL)
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TEACHER RESOURCES
Lesson 1, Task 3 – Tapescript
1.
I didn’t like it when I arrived. I saw narrow, crowded and noisy streets,
large empty spaces. A real nightmare. And the weather made it even
worse. Very few days without rain, the sky was always grey and cloudy,
and it looked and felt like a dreadful place.
2.
Yes, very much. Although the narrow and crowded streets are still here,
today after 3 years of living in Glasgow, I see it much differently. It
started just a couple of months after I came. To my amazement, I
started to see things around me that I hadn’t noticed before and, for
some reason, I hadn’t bothered to look at. It was like discovering a new
place although I had been living here some time.
3.
It was the River Clyde or I should say the bridges over it. Especially at
night. Finnieston Bridge (the Clyde Arc) was lit up with different
colours, the Suspension Bridge was lit up in red, the Albert and
Victoria Bridges had blue lights and the City Union Railway Bridge
was purple. Other bridges – the monumental Kingston Bridge, Jamaica
Bridge, Bell’s Bridge and the Millenium Bridge and others – complete
this superb view along the Clyde. Also, there are some bridges over the
River Kelvin. Glasgow is really a city of bridges for me.
4.
Oh, it’s really great but unfortunately it’s not easily spotted among all
this modern stuff. Number one is Glasgow Cathedral. It might not be
the greatest in the world but together with the Necropolis it is definitel y
my favourite place. The main building of the University of Glasgow
looking like a mixture of an old castle and church is another stunning
old building. Even some old hospitals like Glasgow Royal Infirmary
present a fantastic sight.
5.
No, definitely not. There is much more than that. In the first place,
Glasgow is a good place to relax in. You have cinemas and theatres
scattered across the city and the prices are reasonable. If you are a
concert goer, again there is no better place than Glasgow. The mos t
popular and impressive venue for concerts is the Scottish Exhibition
EVERYDAY COMMUNICATION (INT 1, ESOL)
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TEACHER RESOURCES
and Conference Centre, with the Clyde Auditorium looking really
striking. People call it the Armadillo because it looks like an armadillo.
I was at a White Lies concert there a few weeks ago and it was
fantastic!
6.
Oh, a lot of things. The very convenient central location of the city.
Within a 1-hour drive you could reach the sea, the Highlands, the
capital Edinburgh or the hills in the south. Another thing I like about
Glasgow is its public transport, with good bus services and the
underground, the only one in Scotland. And many parks where I like to
sit on a bench on sunny days – these are not as rare as I thought at the
beginning.
7.
Yes, absolutely! There are big supermarkets and shopping malls for
everyday shopping. I love antiques, so I regularly visit the Barras, a
famous open-air market, where I just love to browse among all these
antiques even if I don’t buy anything in the end. If you don’t like big
crowded shops and want to talk to a shop assistant, there is a good
range of smaller shops. The prices are a bit higher in them but at least
you can get professional advice on the camera, TV or whatever else that
you want to buy.
8.
Oh, people in Glasgow are really fantastic! And I really mean it. Open,
friendly and always very helpful. I’ll never forget when I still didn’t
know the city, I was standing, completely lost, with a map in my hands
trying to figure out where to go when, suddenly, somebody stopped
beside me and offered to actually take me to the place! What shocked
me then and what I love today is that you, Glaswegians, will always
talk to people you don’t know but meet by chance on a street, in a shop,
in a bar or any other place.
Lesson 2, Task 2 – Additional activity
island
peak
slopes
40
mountain range
glen
lowlands
plains
tops
mountain
uplands
ocean
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
summit
firth
canal
hills
TEACHER RESOURCES
Lesson 3, Task 2 – Multiple-choice quiz
1.
The distance from the most northerly point of ............. Scotland to
the most southerly point is
(a)
(b)
(c)
2.
At its narrowest, …............. Scotland is only
(a)
(b)
(c)
3.
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
only with …....... England
…....... Scotland makes up ......... % of the area of …....... United
Kingdom.
(a)
(b)
(c)
5.
25 miles (40 km) wide
75 miles (120 km) wide
125 miles (200 km) wide
…....... Scotland has a land border with
(a)
(b)
(c)
4.
275 miles (440 km)
575 miles (920 km)
875 miles (1440 km)
True
False
The highest mountain in …....... UK is
(a)
(b)
(c)
…....... Ben Lomond
…....... Ben Nevis
…....... Grampian Mountains
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
41
TEACHER RESOURCES
7.
…....... Scotland’s longest river is
(a)
(b)
(c)
8.
The largest loch by area is:
(a)
(b)
(c)
9.
About 40 miles (64 km)
About 70 miles (112 km)
About 100 miles (160 km)
The biggest city by population in … Scotland is:
(a)
(b)
(c)
42
…....... Loch Long
…....... Loch Lomond
…....... Loch Ness
How far apart are …....... Edinburgh and …....... Glasgow?
(a)
(b)
(c)
10.
…....... Thames
…....... Clyde
…....... Tay
…....... Glasgow
…....... Edinburgh
…....... Aberdeen
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
APPENDIX
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:
........................................................................
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010
43
APPENDIX
Two stars and a wish record sheet
Two stars and a wish
Well done:
✰
Well done:
✰
Next steps:
44
EVERYDAY COMMUNICATION (INT 1, ESOL)
© Learning and Teaching Scotland 2010