adult Basic Skills ESOL Curriculum - Draft

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The Adult Basic Skills

ESOL Curriculum

Draft


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2 Draft

The Basic SkilIs Agency would like to thank the following for their

contribution to the development of the Curriculum:

M artin G ood,CTAD

Freda H ollin,CTAD

H eather Clary,Consultant

K aren D avies,Busin ess and Edu cati on Con sul tancy

A ndrew Steeds,Consultant

Sue H enderson,Bir mi ngham Core Ski l ls Partn ership

N orm a Yates,BCSP;

Trish C avalot,BCSP

N icky Thorpe,BCSP

M ark Houlton,Consultant Linda H orne,Consultant

Lynn Tranter,Cambri dge Uni ver si ty School of Education

N oyona Chanda,LLLU

M adeline H eld,LLLU

H elen Sutherland,LLLU

and from the Basic Skills Agency:

Jim Patem an

G ay Lobley.

© The B asic Skills Agency

Com m onw ealth H ouse, 1-19 N ew O xford Street, London W ClA lN U

Reproduction, storage, adaptation or translation, in any form or by any

m eans, of this publication is prohibited w ithout prior w ritten

perm ission of the publisher, unless w ithin the term s of licences issued

by the C opyright Licensing A gency. E xcerpts m ay be reproduced for the

purpose of research, private study, criticism or review , or by

educational institutions solely for educational purposes, w ithout

perm ission provided full acknow ledgem ent is given.

Published July 2000

ISB N 1 85990 124 7

D esign: Studio 21

Acknowledgements


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Draft 3

Contents

Introduction 6

1. Background 6

2. Im plem entation 6

Secti on 1: Standards and the New Basic Skills Curriculum 9

1. The Standards 10

2. The B asic Skills Levels 10

3. The Curriculum 11

Secti on 2: A New ESOL Curriculum 13

1. Skills, Context and Practice 142. M aking the C urriculum w ork 14

Secti on 3: The Curriculum Framework 17

The ESOL Cur r i culu m 18

Introduction: 18

1. A bout this Section 18

2. Relating the Curriculum to the Standards 18

3. Speaking and Listening 18

4. Reading and W riting:Text, Sentence and W ord 19

Speaking –Entry Level 1 20



Speaking –Level 1 56

Speaking –Level 2 68

Listening –Entry Level 1 81



Listening –Level 1 95

Listening –Level 2 101Reading –Entry Level 1 107

Reading –Entry Level 2 111

Reading –Entry Level 3 116

Reading –Level 1 123

Reading –Level 2 129

W riting –Entry Level 1 135



W riting –Level 1 158

W riting –Level 2 167

Secti on 4: ESOL Glossary 177


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The AdultBasic SkillsESOLCurriculum


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Introduction

1. Background

The report of Sir Claus M oser’s W orking G roup on

Post-16 Basic Skills w as published in February 1999.

The report, A Fresh Start – Impr ovi ng Li teracy

and Numer acy, set out the problem s of adult literacy

and num eracy. It proposed the establishm ent of a

national strategy designed to reduce the num bers of

adult in E ngland w ith basic skills difficulties.

The definition of basic skills used for the M oser R eport

is:

‘the ability to read, write and speak in English,

and to use mathematics at a level necessary to

function at work and in society in general’.

The Report recognised that there w as a need to

review the ‘special implicat ions in the ESOL

context’.

In a response to this report, the G overnm ent

has announced the first phase of action and funding to

tackle poor basic skills. Later this year the Secretary of

State for E ducation and Em ploym ent, D avid B lunkett,

w ill set out the full national strategy. This w ill involve

a num ber of developm ent and im plem entation stages.

The co nseq uences o f po or b asic skills a re

unacceptable. For the nation, they affect

economic performance. For individuals, they

can b e d evasta ting . They affect pe ople’s job

prospects, their ability to manage their own

affairs, their safety, the support and guidance

they can offer their families, and the

contribution they make to society.

Poor basic skills are one of the main

contributory factors to a cycle of poverty and

disadvantage which is passed on from

g eneration to ge neration.

Longer term action will need to be in three

main stag es.

• STAGE 1 – Building a firm foundation

This sta g e e nta ils a m ajor refo rm of the

way basic skills education is provided. It

will lead to a clear and coherent system

of basic skills education, easier access to

learning opportunities, and improved

q uality, g iving lea rners a much bet ter chance

of success.

• STAGE 2 – Building capacity

This stag e e nta ils a ste ad y increase in the

capacity of the system to provide for up to

and beyond the target of 500,000 adults

participating in basic skills education by

2002.

• STAGE 3 – A step-change in participation

and achievement

This sta g e w ill enta il driving up d ema nd in

line with increased capacity and making

sure that participation resolly leads to

achievement.

Better Basic Skills, DfEE, Novembe r 1999

2. Implementation

M any of the recom m endations in A Fr esh Start –

Improving Literacy and Numeracy are already

being translated into policy and action. The A dult

Basic Skills Strategy has set in place a num ber of

m easures to strengthen current program m es. If w e

are to tackle the issues raised by A Fr esh Start and

m eet the targets that the report proposes, both therange and quality of current basic skills provision,

including E SO L, m ust im prove.


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Each of the tw enty-one recom m endations m ade in

A Fresh Start addresses the issue of quality in

som e w ay, w hether it is the quality of inform ation

available on basic skills or the quality of teaching

available to adults seeking to im prove their basic

skills.

A critical elem ent in the overall strategy proposed

in the recom m endations is the need for the

developm ent of national standards and a core

curriculum .

‘One of the crucial elements of the proposed

strategy must be clarity about the skills,

knowledge and understanding that anyone

needs to be literate and numerate in the

mod ern wo rld. These skills nee d to be

enshrined in a new curriculum, with well-

developed and understood standa rds.’

Chapter 10 (A New Basic Skills Curriculum and a New

System of Qualifications), A Fresh Start , February 1999

A coherent system of basic skills education

must start with a clear understanding of what

ad ults should be ab le t o a chieve in literacy a nd

numeracy at different levels. The Qua lifica tions

and Curriculum Authority (QCA) have recently

issued draft sta nda rds a t Entry Level, Level 1

a nd Level 2 for co nsulta tion. The ne w

curriculum will correspond to the new

standards and should be available soon

afterwards.

Better Basic Skills, DfEE, Novembe r 1999

A seperate w orking group has been exam ining the

particular needs of E SO L learners in the developm ent

of an A dult Basic Skills Strategy. The question of

curriculum developm ent for ESO L has also been

w idely raised as part of consultation on the

curriculum .

This curriculum is the E SO L Curriculum . It represents

a set of tools for ESO L staff to use in the developm ent

of program m es, approaches and m aterials that are

designed to raise the level of skills, know ledge and

capability in their learners. W e use the term

‘curriculum ’to describe:

• the skills, knowledge and understanding that an

adult will need to function at work in Britain and in

British society in general;

• the progression in the development of these skills,

knowledge and understanding;

• the required elements that should be used by

teachers in learning programmes;

• the key techniques that should be used to develop

speaking, listening, reading and writing in English.

In preparing this Curriculum , w e drew heavily on the

experience of E SO L practitioners in Britain and on

existing and planned curricula and strategies in this

country and overseas. A lso, w e took into account:

• the frameworks for literacy elaborated in the

National Literacy Strategy;

• the new Key Skills Specifications that are being

developed by the Qualifications and Curriculum

Authority (QCA);

• the revised version of the National Curriculum,

which is due to be implemented in schools this

autumn;

• the basic skills curriculum.

The link betw een the respective levels of the

Basic Skills Curriculum , the N ational Curriculum

and the K ey Skills Specifications is spelt out in

Section 1.

About this document

This docum ent contains the consultative edition of the

new Basic Skills Curriculum . It is divided into four

sections.

Section 1 – describes the links between the

Standards, the Curriculum and

the levels in the National

Qualifications Framework. It also

profiles the range of learners for

who m the Curriculum is intend ed .


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Section 2 – describes the w ay in which

g ene ric skills/know ledg e a nd

specific contexts should combine

in the practical application of

learning programmes developed

to meet the needs of individual

learners. It also presents the

req uired e lements t hat must exist

in lea rning plans and prog rammes

and discusses issues of teaching,

assessment and q uality a ssurance.

Section 3 – conta ins the full ESO L Curriculum,

broken down into standards, skills

and knowledg e, and illustrat ed b y

examples and activities.

Section 4 – contains a glossary of the

terms used .


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Section 1:

Standards and the

New Basic Skills

Curriculum


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The Standards, and the B asic Skills Curriculum that

supports them , are a fundam ental part of the A dult

Basic Skills Strategy. They have distinct and different

roles.

1. The Standards

The Standards provide a m ap of the range of skills

and capabilities that adults are expected to need in

order to function at w ork and in society in general.

They identify these skills and capabilities at three

different levels: E ntry Level, Level 1 and Level 2.

E ntry Level is in turn divided into three further

levels: E ntry Level 1, E ntry Level 2 and E ntry Level

3. A lthough the levels of the Standards have been

developed in line w ith the N ational Curriculum and

the K ey Skills, they don’t reflect the order in w hich

people w ill learn those skills; nor do the Standards

provide inform ation on teaching m ethods or

approaches.

The Standards are designed to cover the basic skills

w ithin the accepted definition and as expressed in A

Fr esh Start:

‘the ability to read, write and speak in English

and to use mat hemat ics at a level to function at

work and in society in general.’

They specify the skills in the tw o areas of basic skills.

Literacycovers the ability to:

• speak, listen and respond;

• read and comprehend;

• write to communicate.

Numeracy covers the ability to:

• read and interpret mathematical information;

• calculate and manipulate mathematical inform-

ation;

• communicate mathematical information.

2. The Basic Skills Levels

The B asic Skills Standards provide a separate

specification for each level of each basic skill. There

are three levels in the Standards, and these are

m apped on to the K ey Skills at Levels 1 and 2, and on

to the N ational Curriculum at Levels 1–6.

Entry Level is divided into three com ponent levels:

Entry 1, E ntry 2 and E ntry 3. These are broadly

aligned w ith Levels 1, 2 and 3 of the N ational

Curriculum . The Standards are also aligned to m ake

sure that there is easy progression into the K ey Skills

of Com m unication and N um ber at Level 1. The

alignm ent of levels across these three initiatives is

dem onstrated in Table 1.

The B asic Skills Standards provide a useful perspective

on the underpinning requirem ents for these K ey Skills.

They give a detailed fram ew ork of the skills that adults

w ill need to achieve the K ey Skills of com m unication

and application of num ber at Levels 1 and 2.

The B asic Skills Agency and the Further Education

D evelopm ent A gency (FE D A ) are producing m aterial

that w ill clarify further the relationship betw een Basic

Skills and K ey Skills.

Basi c Sk i ll s Nati on al Cu r r i cu l um Key Sk i ll s

Entr y Level

E ntry 1 Level 1 n/a

E ntry 2 Level 2

E ntry 3 Level 3

Le 6 and 7 Level 2

Table 1: Equivalence of levels betw een the BasicSkills Curriculum , the N ational C urriculum and the

Key Skills Specifications

Basi c Ski l ls Nat i on al Cu r ri cu lum Key Ski l ls

Entr y L evel

Entry 1 Level 1 n/a

Entry 2 Level 2 n/a

Entry 3 Level 3 n/a

Level 1 Level 4 Level 1

Level 2 Levels 5, 6 and 7 Level 2


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The division of E ntry Level helps beginner-level

learners to m ap their progression in sm aller, ‘bite-

sized’chunks of learning. This is designed to im prove

m otivation and to enable teachers to m ap learners’

position against the standards in som e detail. It also

allow s for the phenom enon of ‘spiky profiles’of

adult learners, w hose levels of skills in reading,w riting, speaking and listening, and num eracy are

often all different. It is unusual for people to fall neatly

into a single level as defined by the B asic Skills

Standards.

3. The Curriculum

‘As far as possible the curriculum should be

context free – the core should set o ut the skills

to be ta ught. The conte xt in which they a re

taught is a matter for the teacher and learner

to de cide , pa rticularly a s d ifferent a dults have

different motivations’

A Fresh Start, February 1999

The E SO L Curriculum takes the standards and show s

how they can be effectively translated into good

practice, w hether the learners are in the classroom ,

w orking from hom e, in the w orkplace or learning

online. It has been designed to ensure that learners

get a consistent approach w ith program m es designed

to raise their level of E nglish language skills. It w ill

facilitate m ovem ent and progression and ensure

standardisation across institutions. As the A dult Basic

Skills Strategy unfolds, the C urriculum w ill be

review ed and updated to build in new and revised

w ays of delivering these skills, and w ill reflect the best

of w hat has to happen in order to fulfil the vision

outlined in A Fr esh Star t. For teachers, therefore, the

new E SO L Curriculum is both a key support and also

a challenge.


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Section 2:

A New ESOL

Curriculum


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1. Skills, Context and Pract ice

‘In short, the curriculum is not a series of rigid

lesson plans to b e ta ught b y every tea cher and

follow ed by every lea rner’.


The E SO L C urriculum sets out the skills and

know ledge that every adult needs to be able to speak,

understand, read and w rite E nglish. W hile it doesn’t

prescribe a set of com pulsory instrum ents to be used,

it does recognise that there are skills and know ledge

w e all need in order to com m unicate in E nglish in our

life and w ork. For the first tim e, therefore, adults and

the teachers who w ork w ith them have a clear set of

skills and know ledge and a clear and detailed set of

strategies to deliver those skills.

D elivering the new E SO L Curriculum w ill involve a

com bination of three key elem ents: skills/know ledge

developm ent, application to context and the specialist

professional practice of teaching E SO L. Figure 1

show s how they overlap and intertw ine.

Figure 1:The overlap between Skills, C ontext and Practice

The underpinning skills and know ledge can be

practised and applied in a w ide range of contexts. The

standards have identified five broad contexts w hich

are relevant to adults:

• being a citizen and taking part in community life;

• taking part in economic activity and working life

(both paid and unpaid);

• managing a home and being part of a family;

• leisure activities;

• education and training.

H ow ever, it is im portant that the skills are presented

and practised in contexts relevant to the learner. Each

individual learner w ill com e w ith their ow n set of

priorities and requirem ents and these m ust be the

starting point of their learning program m e

developm ent. Practice describes the w ay in w hich

skills and know ledge and context are broughttogether. The teacher applies these skills to the

specific need of each individual learner.

‘Learners should be able to develop the skills

common to them all, using the interests, the

materials and the activities that most closely

mat ch their need s’. A Fresh Start, February 1999

2. Making the Curriculum work

Learning Programmes

O ne of the key issues for teachers, ESO L program m e

m anagers and inspection agencies is how to m ake sure

that the curriculum is used effectively. The new ESO L

curriculum aim s to ensure that good practice becom es

standard practice. Part of this process m eans that all

providers need to incorporate certain essential

elem ents into their E SO L program m e. These essential

elem ents are:

• Diagnostic assessment – considering the starting

point of the learner, that is the learner's prior

learning, learning aims and aspirations andinterests

• Content – considering and selecting from the

components of the curriculum, including

development of the four skills of speaking,

listening, reading and writing; and knowledge of

grammar, either explicit or implicit

• Application – in contexts that relate to the learner

• Opportunity to demonstrate learning – through

tasks inside and/or beyond the classroom.

practice contextskills


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Quality

The effectiveness of the C urriculum w ill be judged

partly through the quality and inspection processes

that are being developed as part of the new A dult

Basic Skills Strategy. These w ill include:

• embedding aspects of the Curriculum and itsdelivery in new quality standards;

• inclusion of the Curriculum, its implementation

and monitoring in internal college, and other,

systems;

• linkage of the curriculum to quality initiatives that

form part of the new Strategy;

• inspection regimes.

As part of the requirem ents of the new teacher

training standards, teachers w ill need to be fam iliar

w ith the C urriculum , and show that they are skilled in

its use.

Qualifications

Recommendation 16

There should b e a new nat ional ba sic skills

curriculum for adults, with well-defined

standards of skill at Entry Level, Level 1 and

Level 2.

Only basic skills qualifications based on this

new curriculum should be funded from the

public purse. Whether assessed by

coursework, test or a mixture of both, they

should use a common set of standards laid

dow n by QCA.

Existing qualifications should be revised to

meet these new national standa rds.

Existing qualifications based exclusively on

tests should be replaced by a new National

Lite racy Test a nd a new Nat iona l Numeracy

Test b ot h ava ilab le a t Levels 1 and 2.


The C urriculum does not determ ine the nature orm ethodology of qualifications; that is the role of the

aw arding bodies, using the Basic Skills Standards.

H ow ever, it does provide a strong fram ew ork w hich

aw arding bodies can use to develop assessm ent

schem es that reflect the highest possible quality in the

teaching and learning process.

The C urriculum focuses prim arily on the input

side, the teaching process. Q ualifications are aboutthe outputs –the results of teaching and learning –

and provide form alised sum m ative assessm ent leading

to a national aw ard.

Assessment

A ssessm ent is a critical part of practice in basic

skills. The Curriculum does not specify any one

assessm ent m ethod, but it does assum e that there

w ill be assessm ent in at least four dom ains of

activity:

• initial screening – to determine overall level;

• diagnostic assessment – to identify the prior

knowledge of the learner, the learner’s aspirations

and interests and the specific skills that need to be

developed;

• formative assessment – to monitor progress

towards the achievement of these skills, usinglearning plans which are regularly reviewed;

• summative assessment – to provide a statement of

achievement, opportunities for a qualification and

perhaps longer-term learning plans.

A ll these are described in detail in the B asic Skills

A gency Q uality M ark process and docum entation, and

in Effectiv e Basi c Ski lls Pr ovi si on for Adu lts.


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Section 3:

The ESOL

Curriculum

Framework


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Introduction

1. About this Sect ion

This section contains the curriculum . It is divided into

the five levels –Entry 1, Entry 2, E ntry 3, Level 1 and

Level 2 in order to relate to the Standards. (See

Section 1 for an overview of how these levels relate to

other national fram ew orks.) At each level and for each

skill you can find the relevant Standards and the level

descriptors. W e then give the details of the curriculum

for all four skills for that level.

2. Relating the Curriculum to the Standards

For each skill and at each level, the curriculum is

linked to the standards through the Cur r icu lum

Element. This is either taken directly from the

standard or from the level descriptor w hich follow s

the standards at each level. For instance, at Speaking

E ntry 1 the first curriculum elem ent is Speak to

comm un i cate: to pr ovide basi c i nform ati on . This

relates directly to the Standard w hich says ‘At this

level adults can speak to com m unicate basic

inform ation, feelings and opinions on fam iliar

topics.’

For each Cur r icu lum Element w e have given

exam ples of the C om ponent Skills w hich w ould enable

learners to achieve the Standards at that level. So, forinstance, in order to be able to provide basic

inform ation, adults need to be able to give personal

inform ation, introduce fam ily and friends, describe

places and things, etc.

W e have also given Examples of the language or texts

at each level. In the Speaking section, the com ponent

skills are described in term s of functions and at each

level the functions are accom panied by exam ples ofthe language in use, thus giving exam ples of the

gram m atical know ledge expected at that particular

level. For instance, to give personal inform ation at

Entry 1, it is enough to be able to say ‘M y nam e’s …’I

com e from …’, w hereas at by E ntry 3 learners w ouldbe expected to use different tenses and form m ore

com plex sentences such as ‘I've lived in the U K for tw o

years’‘W hen I lived in India I used to ow n a shop.’The

sam e level of gram m atical know ledge w ould be

expected at that level in W riting.

A s part of the L istening, R eading and W riting

curriculum w e have included exam ple activities to

develop each C om ponent Skill. W e have not done this

for the Speaking curriculum as procedures are

unlikely to vary m uch for the different Com ponent

Skills. The activities that teachers use –drills, role-

plays, com m unicative tasks –are m uch the sam e

w hether the learner is learning to give personal

inform ation or describe people and places.

3. Speaking and listening

The B asic Skills Standards have put listening and

speaking together as the skills are alm ost alw ays used

together in com m unication.

H ow ever, for the purposes of planning, learning and

teaching, the E SO L curriculum has separated

listening and speaking and listed the separate

com ponent skills that m ake up these tw o different

com m unication skills. Learners often develop the

receptive skills

of listening earlier than productive skills of speaking

and so the skills also need to be assessed separately.

Finally, it will be necessary to use different teaching

activities and techniques to develop the tw o

skills.

The speaking and listening curriculum includes a

detailed breakdow n of the gram m ar needed at each

The ESOL Curriculum


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level.

4. Reading and Writing: text, sentence and word

level

The E SO L curriculum is part of an initiative w hich is

based on a com m on set of standards covering both

basic skills and E SO L. Both curricula use the sam e

fram ew ork for describing the processes of reading and

w riting. These are based on the N ational Literacy

Strategy for schools. The m odel recognises the

com plexity of the reading and w riting process and the

different levels on w hich fluent readers and w riters

operate.

• Text level addresses the overall meaning of the text.

• Sentence level desols with grammar, sentence

structure and punctuation.

• Word level looks at the individual words

themselves, their structure, spelling and meaning.

Conveying m eaning, w hether orally or in w riting,

involves operating at the three levels sim ultaneously –

for instance, ‘Stop!’is sim ultaneously a text, a

sentence and a w ord.

The curriculum fram ew ork separates these three

levels for clarity of analysis. H ow ever, in practice

language is used in com m unicative contexts, that is to

say 'w hole texts' and though the three levels m ay be

taught separately, they need to be brought together.

To facilitate understanding the teacher m ay unpick

different features at text, sentence or w ord level, but

alw ays w ith the ultim ate aim of producing or

understanding w hole texts.

A detailed breakdow n of gram m ar is not included in

the curriculum for reading and w riting. For this,teachers should refer to the speaking curriculum .


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The ESOL Curriculum

Speaking – Entry Level 1

A t this level, adults can:

•listen and respond to spoken language, including simple narratives, statements, questions and single

step instructions;•speak to communicate basic information, feelings and opinions on familiar topics;

• engage in discussionwith another person in a familiar situation about familiar topics.

A n adult w ill be expected to:

•listen for the gist of short explanations;

• listen for detail using key words to extract some specific information;

• follow single step instructions in a familiar context, asking for instructions to be repeated if necessary;

•listen and respond to requests for personal information;

• speak clearly to be heard and understood in simple exchanges;

• make requests using appropriate terms;

• ask questions to obtain specific information;

• make statements of fact clearly;

• speak and listen in simple exchanges and everyday contexts.

Issues w hich m ay affect delivery of the curriculum at this level

• Students can expect a lot of support in terms of repetition, re-phrasing and prompts. Speech may be tightly

controlled or slowed down, without distorting the normal stress, rhythm and intonation of everyday

spoken English.

• A variety of media (video, taped audio cassette), students and helpers may be used.

• The importance of non-verbal signalling, and the difficulties encountered when it is not present, should not

be underestimated.

• The need for and degree of accuracy should be determined by the purpose of the speech act and

appropriateness to the situation.

• Any tasks which students are given to perform should aim to develop and test their speaking skills. As somestudents may only have basic literacy skills, activities should be devised which can be performed orally or

either orally/and in writing.

N ote on the tables w hich follow

The Component ski lls – lan guage fun ction s wi th exam ples does not give a prescriptive list of functions, but a

set of exam ple functions. U nderGrammar, key sentence structures at this level are statem ents, negatives,

questions and com m ands in sim ple sentences. U nderPhonology, difficulties w ith specific sounds should be

addressed according to student need.Di scour se ski lls and cross-cu ltur al featur es of comm un i cati on should

be practised in any context w ithin the level. Exam ples given of potential cross-cultural differences are neither

prescriptive nor exhaustive.


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C o m p o n e n t s k i l l s :

l a n g u a g

e f u n c t i o n s w i t h e x a m p l e s

K n o w l e d g e a n d u n

d e r s t a n d i n g

A d u l t s s

h o u l d b e t a u g h t t o :

T h e g r a m m a r n e e d e d f o r t h e s e f u n

c t i o n s i n c l u d e s :

E 1 . 1 g i v e p e r s o n a l i n f o r m a t i o n ;

M

y n a m

e ' s . . .

I l i v e

i n . . .

I d o n ' t s m

o k e .

s t a t e m e n t s , n e g a t i v e s a n d s h o r t f o r m s u s i n g

s i m p l e p r e s e n t o f b e / h a v e / d o , a n d

c o m m o n r e g u l a r v e r b s ;

A w a r e n e s s o f f a l l i n g i n t o n a t i o n o n

c o m p l e t e , d e f i n i t e s t a t e m e n t

E 1 . 2 i n t r o d u c e f a m i l y a n d c l o s e f r i e n d s ;

I ' v e

g o t

3 c h i l d r e n .

T h i s i s m

y w i f e .

H e

c o m

e s f r o m

. . .

T h e y ' r e

b r o t h e r s .

h a v e g o t , p o s s e s s i o n ;

p o s s e s s i v e a n d d e m o n s t r a t i v e a d j e c t i v e s ;

s u b j e c t p r o n o u n s ;

A w a r e n e s s o f s t r e s s – t i m e d

s e n t e n c e r h y t h m

E 1 . 3 t e l l t h e t i m e / d a y e t c . ;

I t ' s 1 2 o ' c l o c k .

I t ' s q u a r t e r p a s t . . .

E 1 . 4 e x p

r e s s a b i l i t y ;

I c a n

s p e

a k H i n d i a n d

G u j e r a t i .

S h e

c a n ' t d r i v e .

m o d a l ' c a n ' + i n f i n i t i v e ;

E 1 . 5 s a y

w h e n y o u d o n o t u n d e r s t a n d ;

S o r r y I d

o n ' t u n d e r s t a n d .

A w a r e n e s s o f s t r e s s f a l l i n g o n

i m p o r t a n t w o r d s i n t h

e s e n t e n c e .

R i s i n g i n t o n a t i o n t o e

l i c i t

u n d e r s t a n d i n g

I m p o r t a n c e o f s i g n a l l i n

g l a c k o f u n d e r s t a n d i n g ,

c o n t r a s t i n g h o w t h i s i s

d o n e i n o t h e r l a n g u a g e s

E 1 . 6 d e s c r i b e p l a c e s a n d t h i n g s .

T h e r e ' s a h e a t e r i n

t h i s r o o m

.

T h e r e ' s s o m

e

t e a h e r e .

T h e r e a r

e

8 s t u d e n t s i n

t h e

c l a s s .

T h e r e i s n ' t a n y c o f f e e .

t h e r e i s / a r e ;

p r e p o s i t i o n s o f p l a c e ;

c o u n t a b l e / u n c o u n t a b l e n o u n s ;

d e t e r m i n e r s o f q u a n t i t y s o m e / a n y ;

r e g u l a r a n d c o m m o n i r r e g u l a r p l u r a l s ;

i n d e f i n i t e a r t i c l e a / a n w i t h s i n g u l a r c o u n

t a b l e n o u n s

G r a m m a r

P h o n o l o g

y

D i s c o u r s e s k i l l s a n d c

r o s s - c u l t u r a l f e a t u r e s o f

c o m m u n i c a t i o n

S p e a k t o c o m m u n i c a t e : T o p r o v i d e b a s i c i n f o r m a t i o n .


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l a n g u a g




A d u l t s s




E 1 . 7 g i v e s i n g l e s t e p d i r e c t i o n s a n d i n s t r u c t i o n s ;

G o

s t r a i g h t o n .

P u t t h e

t a p e

i n

t h e

t a p e

r e c o r d e r .

D o n ' t s m

o k e

i n

h e r e .

c o m m a n d s u s i n g i m p e r a t i v e s a n d n

e g a t i v e

i m p e r a t i v e s .

A w a r e n e s s o f i m p o r t a n

c e o f i n t o n a t i o n i n

c o n v e y i n g m e a n i n g , e . g . f o r p o l i t e n e s s , h e l p i n g

t o d i s t i n g u i s h b e t w e e n

q u e s t i o n s a n d

s t a t e m e n t s

E 1 . 8 s p e l l w o r d s a l o u d .

M

y n a m

e

i s S a l i m

a , t h a t ' s

S - A - L - I - M

- A .

G r a m m a r

P h o n o l o g

y

D i s c o u r s e s k i l l s

a n d c r o s s - c u l t u r a l

f e a t u r e s o f

c o m u n i c a t i o n

S p e a k t o c o m m u n i c a t e : T o p r o v i d e b a s i c i n f o r m a t i o n .


l a n g u a g




A d u l t s s




E 1 . 9 a s k

f o r p e r s o n a l i n f o r m a t i o n ;

W

h a t ' s y

o u r n a m

e ?

I s s h e

y o

u r w i f e ?

D o

y o u

s p e a k H i n d i ?

W

h e r e d

o

y o u

w o r k ?

H a v e

y o u

g o t a j o b ?

q u e s t i o n s u s i n g

•

s i m p l e p r e s e n t o f b e / h a v e / d o a n

d o f

c o m m o n v e r b s

•

h a v e

g o t t o i n d i c a t e p o s s e s s i o n

•

w h

q u e s t i o n s w i t h

w h o / w h a t

w h e r e / h o w m

u c h / m

a n y .

A w a r e n e s s o f r i s i n g i n t o n a t i o n f o r

q u e s t i o n s i n g e n e r a l

a n d t h a t

f a l l i n g i n t o n a t i o n i s o

f t e n f o u n d

w i t h w h

q u e s t i o n s

G r a m m a r

P h o n o l o g

y



f e a t u r e s o f c

o m m u n i c a t i o n

S p e a k t o c o m m u n i c a t e : T o a s k f o r b a s i c i n f o r m

a t i o n .


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l a n g u a g




A d u l t s s




E 1 . 1 0 e n q u i r e a b o u t p r i c e s a n d q u a n t i t i e s ;

H o w m u

c h

i s i t ?

H o w m a

n y s t u d e n t s a r e

t h e r e ?

E 1 . 1 1 a s k t h e t i m e / d a y ;

W

h a t ' s t

h e

t i m

e ?

H a v e

y o u

g o t t h e

t i m

e ?

E 1 . 1 2 e n q u i r e a b o u t s k i l l s ;

C a n

y o u

t y p e ?

E 1 . 1 3 m

a k e r e q u e s t s , a s k f o r s o m e t h i n g ;

A c u p o f t e a , p l e a s e

C a n

I h a

v e

a s i n g l e

t o

M

a n c h e s t e r , p l e a s e ?

A w a r e n e s s o f s t r e s s - t i m e d s e n t e n c e

r h y t h m i n q u e s t i o n s

A w a r e n e s s o f t h e i m p o

r t a n c e o f i n t o n a t i o n a n d

u s e o f ' p l e a s e ' i n r e q u e

s t s , c o n t r a s t i n g w i t h

c o n v e n t i o n s i n o t h e r l a

n g u a g e s

E 1 . 1 4 r e

q u e s t – a s k s o m e o n e t o d o s o m e t h i n g ;

I D , p l e a s e .

C a n

y o u

h e l p

m

e ?

P l e a s e , c

a n

y o u

r e p e a t i t ?


p o l i t e n e s s

E 1 . 1 5 r e

q u e s t d i r e c t i o n s .

W

h e r e ' s

t h e

P o s t O

f f i c e ?

G r a m m a r

P h o n o l o g

y





S p e a k t o c o m m u n i c a t e : T o a s k f o r b a s i c i n f o r m

a t i o n .


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l a n g u a g




A d u l t s s




E 1 . 1 6 e x p r e s s l i k e s a n d d i s l i k e s ;

I l i k e . . . I d o n ' t l i k e

I l i k e . . . a n d . . .

I l i k e . . . b

u t I h a t e . . .

s t a t e m e n t s , p o s i t i v e a n d n e g a t i v e , u s i n g

c o n j u n c t i o n s – a n d / b u t ;

A w a r e n e s s o f s t r e s s f a l l i n g o n t h e

i m p o r t a n t w o r d o r i n f o r m a t i o n


c e o f s t r e s s i n c o n v e y i n g

f e e l i n g s a n d o p i n i o n s

E 1 . 1 7 e x p r e s s f e e l i n g s ;

I ' m

a n g r

y / h a p p y

v e r b b e

+ a d j e c t i v e s .

E 1 . 1 8 e x p r e s s w i s h e s ;

I w a n t a

n e w j o b .

I d o n ' t w

a n t a n

e v e n i n g

c l a s s .

E 1 . 1 9 a g r e e a n d d i s a g r e e .

Y e s / n o . . .

I t h i n k s o

.

I d o n ' t a

g r e e .

Y o u ' r e r i g h t .

G r a m m a r

P h o n o l o g

y





S p e a k t o c o m m u n i c a t e : T o e x p r e s s f e e l i n g s a n d o p i n i o n s .

E 1 . 2 0 a p o l o g i s e .

S o r r y !

I ’ m

s o r r y

.

E 1 . 2 1 e x p r e s s v i e w s

I t h i n k t h

i s i s g o o d .


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l a n g u a g




A d u l t s s




E 1 . 2 2 r e s p o n d t o r e q u e s t s f o r b a s i c i n f o r m a t i o n ;

W

h a t ' s y

o u r n a m

e ?

– M

a r i a .



E 1 . 2 3 c o n f i r m ;

D o

y o u

c o m

e

f r o m

I n d i a ?

– Y e s / n o

– Y e s I d

o / N o

I d o n ' t .

– D o e s / d o e s n ' t

H a v e

y o u

g o t . . . ?

– Y e s I h

a v e / N o

I h a v e n ' t ,

– H a s / h a

s n ' t

s i m p l e p r e s e n t , s h o r t a n s w e r f o r m ;

E 1 . 2 4 r e

s p o n d t o q u e s t i o n s a b o u t a b i l i t y ;

C a n

y o u

d r i v e ?

– Y e s I c a n / N o

I c a n ' t .

E 1 . 2 5 r e

s p o n d t o a r e q u e s t .

C a n

I u s e

y o u r p e n ?

– Y e s , y o

u

c a n .

G r a m m a r

P h o n o l o g

y





L i s t e n a n d

r e s p o n d : T o s i m p l e n a r r a t i v e s , s t a t e

m e n t s a n d q u e s t i o n s .


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l a n g u a g




A d u l t s s




E 1 . 2 6 e x p r e s s a p r e f e r e n c e ;

W

h i c h d

o

y o u

w a n t , t e a o r c o f f e e ?

– T e a , p l e a s e .

E 1 . 2 7 c o r r e c t ;

Y o u

l i v e

i n

L u t o n .

– N o , I l i v e

i n

L o n d o n .

M

r s K a n , t h a t ' s K - A - N ?

– N o , K -

H - A - N

A b i l i t y t o s t r e s s i m p o

r t a n t

i n f o r m a t i o n o r w o r d

A w a r e n e s s o f t h e i m p o

r t a n c e o f i n t o n a t i o n i n

c o r r e c t i n g a n d a s k i n g f

o r c l a r i f i c a t i o n

E 1 . 2 8 c h e c k b a c k ;

C a n

y o u

c o m

e

o n

M

o n d a y a t 4 p m

?

– M

o n d a

y ? 4 p m

?

A b i l i t y t o p r o d u c e r i s

i n g

i n t o n a t i o n o n e a c h w

o r d o r p a r t

o f i n f o r m a t i o n b e i n g

q u e r i e d

o r c o n f i r m e d

E 1 . 2 9 e x p r e s s t h a n k s .

T h a n k s

T h a n k y o

u

A w a r e n e s s o f c o n v e n t i o n o f t h a n k i n g , o r a l a n d

i n w r i t i n g , c o n t r a s t i n g w i t h c o n v e n t i o n s i n o t h e r

c u l t u r e s

G r a m m a r

P h o n o l o g

y





L i s t e n a n d

r e s p o n d : T o a s k f o r b a s i c i n f o r m a t i o

n .


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l a n g u a g




A d u l t s s




E 1 .

3 0

r e s p o n

d

t o

a

r e q u e s

t f o r

d

i r e c

t i o n s

;

I t ' s o n t h

e

l e f t .

p r e p o s i t i o n s a n d p r e p o s i t i o n a l p h r a

s e s o f p l a c e

e . g . o p p o s i t e , n e a r , o n t h e l e f t ;

A w a r e n e s s o f f a l l i n g i n t o n a t i o n f o r

a c o m p l e t e , d e f i n i t e s t a t e m e n t

E 1 . 3 0 r e

q u e s t i n s t r u c t i o n s .

I t ' s o n t h

e

l e f t .

C o m

e i n

.

D o n ' t m

o v e

i t .

i m p e r a t i v e a n d n e g a t i v e i m p e r a t i v e

.


c e o f i n t o n a t i o n a n d

s t r e s s t o d i f f e r e n t i a t e b

e t w e e n a r e q u e s t a n d a

c o m m a n d

G r a m m a r

P h o n o l o g

y





L i s t e n a n d

r e s p o n d : T o s i n g l e s t e p i n s t r u c t i o n s

.


l a n g u a g




A d u l t s s




u s e a n y o f t h e p r e v i o u s l a n g u a g e f u n c t i o n s a t t h i s

l e v e l E 1 . 1 t o E 1 . 3 1 ;

•

p r e p o s i t i o n s a n d p r e p o s i t i o n a l p h r a s e s o f p l a c e .

e . g . o p p o s i t e , n e a r , o n t h e l e f t

A w a r e n e s s o f f a l l i n g i n t o n a t i o n f o r

a c o m p l e t e , d e f i n i t e s t a t e m e n t .


c e o f s t r e s s i n c o n v e y i n g

f e e l i n g s a n d o p i n i o n s .

E 1 . 3 2 g r e e t ;

H i !

H o w a r e

y o u ?

A w a r e n e s s t h a t r i s i n g

i n t o n a t i o n i s

o f t e n u s e d f o r q u e s t i o n s

A w a r e n e s s o f n a m i n g c

o n v e n t i o n s , u s e o f f i r s t

n a m e s a n d t i t l e s , c o n t r a s t i n g w i t h o t h e r c u l t u r e s

E 1 . 3 3 r e

s p o n d t o g r e e t i n g s ;

F i n e , t h a

n k s , a n d

y o u ?

A w a r e n e s s o f f a l l i n g i n t o n a t i o n i n

f i r s t p a r t , r i s i n g i n s e c

o n d


c e o f i n t o n a t i o n a n d

s t r e s s t o c o n v e y f e e l i n g

s , a t t i t u d e s , r e l a t i o n s h i p

b e t w e e n s p e a k e r s

G r a m m a r

P h o n o l o g

y





E n g a g e i n

d i s c u s s i o n w i t h a n o t h e r p e r s o n i n a

f a m i l i a r s i t u a t i o n .


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l a n g u a g




A d u l t s s




E 1 . 3 4 d e s c r i b e h e s o l t h a n d s y m p t o m s ;

I f e e l t i r e

d

a n d

h o t .

I ' v e

g o t

f l u .



R e c o g n i s e t h e i n t e r a c t i v e p a t t e r n o f

c o n v e r s a t i o n a n d e x p e c t a t i o n s o f i n t e r l o c u t o r s ,

e . g . t u r n - t a k i n g , t y p e s o f q u e s t i o n s o f t e n a s k e d

o r a v o i d e d .

E 1 . 3 5 i n

v i t e a n d o f f e r ;

W

o u l d y

o u

l i k e

a s a n d w i c h ?

q u e s t i o n s , u s i n g m o d a l ' w o u l d ' + l i k e .


o f f e r s a n d i n v i t a t i o n s

A w a r e n e s s o f n o n - v e r b

a l s i g n a l l i n g t h a t h e l p s

i n t e r a c t i o n b e t w e e n s p

e a k e r s e . g . s h r u g g i n g o r

s a y i n g ' a h a . . . m m h ' t o s

h o w u n d e r s t a n d i n g

E 1 . 3 6 a c c e p t ;

Y e s , p l e a

s e

E 1 . 3 7 d e c l i n e ;

N o

t h a n k s .

I ' m

s o r r y

, I d o n ' t e a t h a m

.

E 1 . 3 8 t a

k e l e a v e .

B y e .

S e e

y o u

t o m

o r r o w .

G r a m m a r

P h o n o l o g

y





S p e a k t o c o m m u n i c a t e : E n g a g e i n d i s c u s s i o n w

i t h a n o t h e r p e r s o n i n a f a m i l i a r s i t u a t i o n .


29/188


Strategies for Independent Learning

Students should be encourag ed to d o the fo l lowi ng.

1. At home:

• go over work done in class, read it aloud, check understanding;

• read practice dialogues to themselves, try learning them by heart;

• keep a new vocabulary book and try to learn five new words after each lesson;

• tape lessons or parts of lesson and play back at home;

• use self-access English learning materials (books, computer programmes and tapes) outside the

classroom for extra practice or revision;

•consult their teacher about appropriate materials.

2. When using the phone:

• rehearse what they are going to say before dialling, think about possible questions and answers;

• write down what they want to say, or main points, before dialling.

3. Try to watch TV/listen to the radio/read headlines and simple books in English every day, if only for a shorttime. Ask English-speaking friends or relatives to explain words, phrases they do not understand or look

words up in a bilingual dictionary.

4. Play simple board games, cards or language games (e.g. I Spy, 20 questions) with English-speaking friends

or relatives.

5. Join the local library. If they have children, read with them, asking them to read as well as reading to them.


30/188


Speaking – Entry Level 2

A t this level, adults can:

• listen and respond to spoken language, including straightforward information, short narratives,

explanations and instructions;

• speak to communicate information, feelings and opinions on familiar topics;

• engage in discussionwith one or more people in a familiar situation, to establish shared understanding

about familiar topics.

A n adult w ill be expected to:

• listen for and follow the gist of explanations, instructions and narratives;

• listen for detail in short explanations, instructions and narratives;

• listen for and identify the main points of short explanations or presentations;

• listen to and follow short, straightforward explanations and instructions;

• listen and identify simply expressed feelings and opinions;

•

speak clearly to be heard and understood in straightforward exchanges;• make requests and ask questions to obtain information in everyday contexts;

• respond to straightforward questions;

• express clearly statements of fact and short accounts and descriptions;

• ask questions to clarify understanding;

• follow the gist of discussions;

• follow the main points and make appropriate contributions to the discussion.

Issues w hich m ay affect delivery of the curriculum at this level

• Students can expect support in terms of repetition, re-phrasing and prompts. Speech may be slightly slowed

down, without distorting the normal stress, rhythm and intonation of everyday spoken English.

• Students should have the opportunity to hear a limited variety of accents and both genders.

• A variety of media (video, taped audio cassette), students and helpers may be used to deliver the

speaking material.

• The importance of non-verbal signalling, and the difficulties encountered when it is not present, should not

be underestimated.

• The need for and degree of accuracy should be determined by the purpose of the speech act and

appropriateness to the situation.

• Any tasks which students are given to perform should aim to develop and test their speaking skills, rather

than their reading or writing. As some students may have basic literacy skills, activities should be devised

which can be performed orally or either orally/and in writing, as appropriate.

N ote on the tables w hich follow

The Componen t ski lls colum n does not give a prescriptive list of functions, but a set of exam ple functions.

U nderGrammar , key sentence structures at this level are statem ents, negative statem ents, questions and

com m ands in sim ple and m ultiple sentences. U nderPhonology , difficulties w ith specific sounds should be

addressed according to student need.Di scou r se ski lls and cross-cu ltu r al featu r es of comm un i cation should

be practised in any context w ithin the level. Exam ples are given of potential cross-cultural differences, but theseare neither prescriptive nor exhaustive.


31/188



l a n g u a g




A d u l t s s




E 2 . 1 g i v

e p e r s o n a l i n f o r m a t i o n ;

I w a s a n

u r s e

i n

S o m

a l i a b u t I d o n ' t h a v e

a

j o b

n o w .



A w a r e n e s s o f n a m i n g c

o n v e n t i o n s i n f o r m a l a n d

i n f o r m a l c o n t e x t s , c o n t

r a s t i n g w i t h o t h e r

c u l t u r e s

E 2 . 2 d e s c r i b e s e l f a n d o t h e r s ;

I a m

/ I ' m

b u s y .

H e

i s / H e

' s t a l l a n d

s l i m

.

S h e

i s / S h e ' s g o t l o n g

d a r k h a i r .

T h e y a r e

/ T h e y ' r e

n o t h e l p f u l .

H e ’ s g o t

a b e a r d

a n d

a b i g

s m

i l e .

s t a t e m e n t s , n e g a t i v e s a n d s h o r t f o r m s u s i n g

•

s i m p l e p r e s e n t o f b e / h a v e / d o ;

•

c o m m o n v e r b s ;

•

h a v e

g o t t o e q u a l p o s s e s s i o n ;

•

s i m p l e p a s t o f r e g u l a r a n d c o m m

o n i r r e g u l a r

v e r b s ;

A w a r e n e s s o f :

e l i s i o n a n d u n s t r e s s e d

v o w e l / s c h w a

a n d

s t r e s s - t i m e d s e n t e n c e r h y t h m

E 2 . 3 d e s c r i b e p l a c e s a n d t h i n g s ;

H o n g

K o

n g

i s b u s y a n d

e x p e n s i v e .

c o m m o n a d j e c t i v e s w o r d o r d e r a f t e

r b e a n d

w i t h n o u n s ;

u s e o f t h e i n d e f i n i t e a r t i c l e ;

E 2 . 4 c o m p a r e p e o p l e , p l a c e s , t h i n g s ;

L o n d o n

i s b i g g e r t h a n

A d d i s A b b a b a b u t i t i s n ' t

v e r y f r i e n d l y .

I t i s / I t ' s m

o r e

e x p e n s i v e

t h a n . . .

c o m p a r a t i v e a d j e c t i v e s , i n c l u d i n g r e

g u l a r a n d

c o m m o n i r r e g u l a r s ’ ;

E 2 . 5 d e s c r i b e d a i l y r o u t i n e s a n d r e g u l a r

a c t i v i t i e s

;

I g o

t o w

o r k a t 7 . 3 0 a m

.

I d o n ' t w

o r k o n

W

e d n e s d a y .

I u s u a l l y

c o o k i n

t h e

e v e n i n g s .

p r e p�

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adult Basic Skills ESOL Curriculum - Draft