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Assignment Task Sheet – ESOL Department

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					             Assignment Task Sheet – ESOL Department

    Level:    Entry 1                                        Tutor:

 Title                   Transport

 What you will           Asking for travel information
 practise                Reading a timetable
                         Writing about travelling
 Start date
 Hand in date

 Task(s) & Curriculum Reference                          M     C        S
   1. Ask about travel information
         Speaking Sc/E1 3b Listening Lr/E1 2b

    2. Read a timetable
         Reading Rt/E1 1b, Rw/E1 3b

    3. Write about travelling
         Writing Wt/E1 1a, Ws/E1 2a




 Comments:




Signed student:                       Tutor:                    Date:
                                          Transport

Task 1: New words

Look at the pictures. What are they?

       taxi         car         bus          train         bike                plane




____________________                  .




a. ______________________          b. ______________________           c. ______________________




d. ______________________          e. ______________________           f. ______________________


   Match the questions with the answers:

   How do you come to class?                                   To Waterloo Station



   What time does the 243 bus come?                            £1.50



   Where does the 243 bus go?                                  By bus



   How much is it to Shoreditch?                               11.15
Task 2: Reading

Timetables:

Match the times in the box:

2.00pm                             17.00

5.00pm                             18.15

10.30pm                            14.00

6.15pm                             22.30

3.40pm                             21.15

9.15pm                             15.40

Look at the bus timetable:


                             243 Bus Timetable

  Seven Sisters Station            1229           1244          1259          1314
  Stamford Hill Broadway           1233           1248          1303          1318
  Stoke Newington                  1237           1252          1307          1322
  Dalston Junction                 1242           1257          1312          1327
  Shoreditch                       1247           1302          1317          1332
  Old Street Station                       1250          1305          1320          1335




Are the sentences true or false?                                                 True False

a. The bus starts at Seven Sisters Station.                                   □             □
b. The bus ends at Shoreditch.                                                □             □
c. The bus goes to Old Street Station.                                        □             □
d. The 243 bus goes to Oxford Street.                                         □             □
e. It takes 5 minutes to go from Shoreditch to Old Street Station.            □             □
f. The bus comes every 15 minutes.                                            □             □
g. It takes 25 minutes to go from Seven Sisters Station to Old Street Station □             □
   Task 3: Speaking

   Move the words to make questions:

      Questions:                               Answers:
      1. your what‟s name?

       _________________________________

       2. you live where do ?

       _________________________________

       3. you do how college to come?

       _________________________________

       4. long how it does take?

       _________________________________

       5. you drive can?

       _________________________________

       6. Another question.

       _________________________________



Now ask your partner the questions and write the answers in the boxes.

Read about Mehari and put capital letters in the right place.

my partner‟s name is mehari. he lives in beckton. he can drive a car but he comes to college by
train and bus. it takes 1 hour.

Now write about your partner:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
                  Assignment Task Sheet – ESOL Department

     Level: Entry 1                                          Tutor:

    Title
                           Local markets

    What you will          Asking for food, prices and quantities
    practice               Writing about places



    Start date             Term three
    Hand in date           Three weeks later

    Task(s) & Curriculum Reference                      M             C   S

           Ask for information – Speaking
            Sc/E1 3b

           Compose a very simple text about a
            place –
            Writing Wt/ E1 3a; Ww/E1 1c




    Comments:




Signed student                       tutor                   date
Assignment – Local Markets
Teacher’s notes
LOCAL MARKETS
Suggestions for use:
Before giving out this assignments the following might be covered:

Vocabulary
Food and drink
Recipes
Containers
Amounts
Shops and their goods

Grammar
Metric quantities
Can….? (requests)
This/that/these/those
Would you like a….?
A/some/(not) a lot of
Have you got any/a?
How much/How many do you want?

Functions
Making requests and offers
Talking about quantities
Asking for things
Asking for things in shops
Asking and saying how much things cost

Task 1 helps students to revise food vocabulary and prices

Task 2 focuses on asking and saying how much things cost, prices, quantities, have you got
any/a ? How much/ How many?

Task 3 asks students to practise this dialogue with their partner. It might be a good idea to
bring some realia, i.e. fruits or vegetables or pictures so that each pair can be evaluated
using the new vocabulary more freely.

Task 4: Students can use the visit to their local market as stimulus for writing. A frame is
provided to assist less confident students with their writing
                                          Local Markets


Task One: Writing and Speaking
Think about the food and other things you can buy in your local market. (A picture of Ridley
Road market maybe?) Work with a partner. Write a shopping list. Then go to the market and
find out the prices.

Task Two: Writing and Speaking

Complete part B and add the prices in part A.


A: Can I help you?

B: Yes, - ----- -- -------- -----. (A picture of tomatoes)

A: Here you are. Anything else?

B: Yes, -----     ---------. (A picture of spring onions)

A: Anything else?

B: Yes. -- ---- --- ------ -----? (The £ sign followed by a picture of mangoes)

A: They are £---- each.

B: Fine, --- -- ---- ---- -- -----?

A: Here you are. Anything else?

B: No, --- ---- -- --- ----?

A: That is £----, please. Thanks.

B: Thanks, ---!

A: Bye


Now practise the conversation with your partner.
Task 3: Writing
Write about your favourite market.

My favourite market is_______________________________________________

It is in __________________________________________________________

It sells a lot of _____________ and __________________

I go there every _________________________________

I like it because ___________________________________________________
            Assignment Task Sheet – ESOL Department


Level: Entry 1                                       Tutor:

Title                Planning a day out
What you will        Finding out what to do in London
practise             Asking for travel information
                     Writing about travel arrangements
Start date
Hand in date

Task(s) & Curriculum Reference               M           C      S

     1. Ask for information Speaking
        Sc/E1 3b

     2. Writing about travel
     arrangements

      Wt/E1 1a; Ws/E1 2a




Comments:




Signed student:                     Tutor:                    Date:
                                      Planning a Day Out

Task One: questions and speaking

Work in groups. Think of places for a day out (for example: a park, a museum, Madame
Toussards etc).

Places we could go to:




Make questions with “Do you want to ….” (eg: Do you want to go to Hyde Park?) and ask the
other students in the class:


Name           Place for a day out?            Why?
Task Two: speaking and finding out

Decide three places you want to visit:



Place for a day out      Transport       Time   Cost
Where?




Why?




Where?




Why?




Where?




Why?
                 Assignment Task Sheet – ESOL Department

Level: Entry 1                                        Tutor:

Title                What do you like doing?
What you will        Vocabulary of sports and hobbies
practise             Talking and asking about your likes and dislikes
                     Writing about what your likes and dislikes
Start date
Hand in date

Task(s) & Curriculum Reference                       M          C          S
  1. Practise vocabulary of sports and
      activities
     Reading Rw/E1 1a, Writing Ww/E1 1a

  2. Talk about what you like and don’t like
     doing
     Speaking Sd/E1 1c

  3. Ask and answer questions about likes and
     dislikes
     Speaking Sc/E1 3a

  4. Differentiated writing task
     Write about likes and dislikes
     Writing Wt/E1 1a




Comments:




Signed student                            Tutor                     Date
Task 1: Vocabulary

What do you like doing?             c
a


 d               b                                     g
                 e
                                        f




Match the picture to the word. Write the letter in column 1 next to the word


Task 2: Talking about what you like

What do you like doing?

      Put a  or a X in column 3

      Talk to your partner

„I like playing football but I don‟t like swimming‟




Task 3 Ask and answer questions about what you like?
      Write you partner’s name in column 4 and ask:

„Do you like sewing?‟
„Do you like knitting?‟

      Put a  or a X in column 4

      Answer your partner’s questions

„Do you like sewing?‟ „Yes I do‟ or „No I don‟t‟

      Find another partner and write their name in column 5

      Ask and answer the questions again.

Task 5 Write about what you like doing and what your partner likes doing.

Example:
I like swimming and cycling but I don’t like sewing and playing football


_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________


Write about your partner

Example:
Adelina likes walking and swimming but she doesn’t like playing football and cycling


_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

                   Assignment Task Sheet – ESOL Department
Level: Entry 2                                            Tutor:

     Title                  Giving directions
     What you will              Following directions
     practise                   Giving directions in writing
     Start date
     Hand in date

     Task(s) & Curriculum Reference                           M    C        S
       1. Follow directions on the map and choose
           appropriate words for each direction
            Listening Lr/E2 4a

         2. Read the text and choose the correct
            preposition
            Reading Rs/E2 1a

         3. Ask and give directions for given locations
            using a map
            Speaking Sc/E2 2e

         4. Write directions using a map
            Writing Ww/E2 2a

         5. Download a streetmap from the internet.
            Write directions from the nearest station
            to your house.
            Writing Ws/E2 3a



     Comments:




      Signed student:                        Tutor:                    Date :


                                   Giving Directions
Task 1:

Look at the black arrows in the road map and write the appropriate word for the directions
shown by the arrow.

Task 2: Reading and grammar work

Look at the map. Work with a partner. Read the given direction text in full following the arrows
and choose the correct words from those in bold. When you finish show it to your teacher for
the correct answer.


Task 3: Speaking and Writing

Work in pairs giving instruction to each other role-playing Robert and John in turns and write
the instruction looking at the model above.

Task 4: Writing

Write a direction route the AA would take to come to PARR STREET from FALKIRK STREET.

Task 5: Writing

Find a map of your area from the internet. Write a direction for your friend and tell him how to
get to your house from a station near your place in not less than 100 words. Remember to use
capital letters and full stops where necessary
1.   John is at the CONCERT HALL and wants to get to SHOREDITCH PARK. Use the
     following directions to guide him along the path marked by the arrows.
                  Turn left, go straight on, turn right,

                  turn right again, turn left again.




      Go straight on




2. Now read the directions and choose the correct words from those in bold.

Go straight along Hoxton Street. Turn second/first right into Falkirk Street. Then, walk along
the road and turn left / right . Go straight along Stanway street and turn left at/in the
corner. At/in the end of Stanway Street turn right on/into Hoxton Street. Go straight on and
/but turn second left at/ into Hemsworth Street. Walk along the road to Pitfield Street and
the park is on/ in the other side of the road. You can‟t miss it.



3. Robert’s car broke down in PARR STREET. He telephoned John, his friend, who lives in
OLD STREET to come and help him. John is new to the place and needs to know how to
get to PARR STREET. Write the directions for John to get to PARR STREET:
4. When his friend came they decided to call the AA and asked them to come and tow the
car to a garage. The AA is located in FALKIRK St. Write the directions for the AA to
get to PARR St.




5 A friend is coming from your country to visit you. Download a map of your area from
the internet and write directions to your house from the nearest bus, train or tube
station.




               Assignment Task Sheet – ESOL Department
     Level: Entry 2                                       Tutor:

     Title                 Looking for Work
     What you will             Describing jobs
     practise                  Read to find information in job advertisements
                               Ask for and give information about jobs
     Start date
     Hand in date

     Task(s) & Curriculum Reference                      M          C            S
       4. Matching jobs to definitions
           Reading Rt/E2 2a

        5. Writing definitions for jobs
           Listening Lr/E2 2b

        6. Writing jobs in alphabetical order
           Reading Rt/E2 5a

        7. Writing information about jobs
           Writing Rt/E2 2a, 3a

        8. Completing a job information form
           Writing Wt/E2 1a, 1b

        9. Finding jobs in word-search activity
           Writing Ww/E2 1c

     Comments:




Signed student:                             Tutor:                  Date:
Task One

Read the definitions of jobs given and match them to the pictures, writing the names in the
boxes below each picture. The names are given in the box on the right.



Task Two

1) Go to the job centre near your place and look for advertisements for the given five jobs in
   activity B. When you look at the advertisements write notes about:-
   a) What the person does or what the responsibilities are.
   b) Where the person works and
   c) What skills or qualities the person needs to get or do the job.

2) Using your notes, write the definition of the five jobs and what qualities and skills are
   needed for each job in the box given in Activity B number 2. Look at the example given.

3) Put all the jobs in activity A and activity B in alphabetical order in the space provided




Task Three

1.   Choose one of the jobs mentioned in Activity B and complete the job information form given
     in activity C number 1. You need to prepare polite questions to ask the people in the job
     centre if you can‟t find some of the information in the advertisements.

2.   Find all the jobs mentioned above in the word search provided. This will help you study the
     spelling.
1.Look at the descriptions below and find a matching job in the box and write it under the
corresponding picture.

1. This person works in an office and takes managers orders.

2. This person works in shops and deals with money.

3. This person works in a restaurant and serves people.

4. This person works in a garage and knows how to fix
   vehicles.

5.This person works in a saloon and styles women‟s hair.

6. This person looks after people‟s teeth.

7. This person looks after computers.

8. This person works in restaurants and cooks food.

9. This person examines sick people and prescribes medicine.

10. This person works with pipes and makes sure that water runs through them.
Go to a job centre in your area and look at the advertisements about the following jobs and
make notes paying attention to:-


            - Where he/she works
            - What he /she does and
            - What skills or qualities he/she needs to do the job.

                Jobs

               switchboard operator
               interpreter
               shop-assistant
               nurse
               driver

   2. Now write the descriptions of the jobs mentioned above in the box below. Look at
      the example given



     Jobs       Description                              Skills or qualities needed

   driver       Works in a supermarket and delivers      Needs to have a clean
                goods to homes                           driving licence and know the
                                                         area very well.
   3.Write the jobs in activity A and B in alphabetical order below.

  1.________________2__________________3______________

  4________________ 5__________________6______________

  7________________ 8__________________9______________

  10_______________11_________________12_____________

  13_______________14_________________15_____________




Choose one job from the above mentioned jobs and write all the details in the
advertisement in the space provided below.




     Job title___________________________

     Work place-(address and telephone number).
     _________________________________________________
     _________________________________________________

     Times of work_____________________

     Responsibilities (job description)
     _________________________________________________
     _________________________________________________
     _________________________________________________
     _________________________________________________

     Skills and qualities required___________________________
     _________________________________________________

     Salary___________________________________________
                 S     V   R   B     E    T    H   Y   Y   R    I   N   S   R   J
                 A     O   C   S     X    M    G   R   G   O    T   I   D   E   X
                 R     F   R   E     W    X    A   J   J   T    T   N   J   T   U
                 U     U   R   N     R    T    C   O   K   A    E   X   G   E   X
                 N     P   E   O     E    L    C   J   O   R    C   M   Y   R   H
                 V     L   L   R     T    A    W   C   Y   E    H   X   O   P   H
                 W     R   C   U     S    C    O   O   K   P    N   H   N   R   N
                 H     E   Q   H     M    W    O   R   N   O    I   Z   U   E   G
                 S     B   I   Y     O    B    E   D   P   D    C   N   F   T   I
                 B     E   R   E     S    S    E   R   D   R    I   A   H   N   P
                 R     E   F   Q     N    L    K   R   Z   A    A   Z   B   I   X
                 S     E   K   F     Y    G    G   X   O   O    N   U   T   D   I
                 Y     X   S   S     B    E    J   J   K   B    G   Z   H   E   R
                 S     I   A   U     O    A    N   Q   C   H    E   F   F   N   E
                 M     E   C   H     A    N    I   C   S   C    Q   F   C   T   V
                 S     H   O   P     A    S    S   I   S   T    A   N   T   I   I
                 R     K   C   W     X    Y    X   O   Z   I    R   C   D   S   R
                 D     R   E   T     I    A    W   Y   K   W    Y   Q   X   T   D
                 J     B   P   K     Y    A    Q   Q   S   S    W   D   J   Y   C
Find these jobs in the word search table above
CASHIER                            CHEF                                             DENTIST
DOCTOR                             DRIVER                                           HAIRDRESSER
INTERPRETER                        IT TECHNICIAN                                    MECHANIC
NURSE                              PLUMBER                                          SECRETARY
SHOP ASSISTANT                     SWITCH BOARD OPERATOR                            WAITER




                     Assignment Task Sheet – ESOL Department

Level: Entry 2                                                 Tutor:

        Title                      Describing people

        What you will                    Asking questions for information correctly, politely
        practise                          and with correct intonation
                                         Writing questions correctly with correct grammar
                                          and punctuation
                                         Writing a story from notes taken during an
                                          interview
        Start date
        Hand in date

        Task(s) & Curriculum Reference                              M           C             S
        Write questions to find information about the
        past, present and future
      Speaking Sc/E2 2c
      Identify falling and rising intonation in
      questions
      Listening Lr/E2 2b
      Writing past and present forms of verbs
      and saying whether they are regular or
      irregular
      Writing Ww/E2 1b

      Plan and prepare questions to be used to find
      past and present information about someone
      Speaking Sc/E2 2c,3b

      Interview the person to find information about
      the past, present and future and take notes
      Writing Ws/E2 1a

      Use notes taken during interview to write the
      story about the person you interviewed
      Writing Wt/E2 1a

      Write the story with correct grammar,
      punctuation, spelling and sentence structure and
      word process it
      Writing Ww/E2 2a

      Comments:




Signed student:                                        Tutor:   Date:
                                 Describing People
Task One:-

       1. Read Sako‟s story and write the questions for the given answers. Look at the
          example given.
       2. Look at the questions in bubbles and say whether they are in the past or present.
          Write them in the right box.
       3. After putting them in the right box say whether they take a rising or a falling
          intonation by putting arrows as indicated in the examples given in activity A
          number 3.
       4. Write the past tense form of the given verbs in activity A number 4 and say
          whether they are regular or irregular verbs.



Task Two :-

       1. Find someone you want to interview (someone who doesn‟t speak your language).
          Prepare questions as indicated in Activity B number one.
       2. To help you plan your questions, try to correct the questions in number two.
         3. Finally write the questions you want to ask the person you chose and type it in the
            computer. Your questions must not be less than 10 questions.


Task Three :-

         1. Use the questions you prepared to interview the person you chose. Write short
            notes (main points) as you interview the person. This will help you to write the
            story later.
         2. When you interview the person make sure to use the right intonation and body
            language. To help you prepare for this try the questions given in activity 3 number
            2. Choose the right question tag for each statement given. Remember that a rising
            intonation shows interest and enthusiasm.

Task Four :-

1. Write about the person you interviewed.

When you write the story you need to spell – check or use the dictionary to correct your
spelling. You also need to check the punctuation and grammar. Write the story in not less than
150 words.



 2. Before writing try the exercise in activity D number 2. Correct the words indicated each
sentence in Emma‟s story.
Sako’s story

My name is (1)SaKo. I come from (2)Chad, Central Africa. I came to England (3)eleven years
ago. In Chad (4)I was a teacher. I was teaching (5)science in a secondary school.

When I first arrived here I didn‟t know anybody, and didn‟t know what to do. Later I met
someone from my country and he helped me with getting around London and getting information.
I couldn‟t get a job, (6)because my teaching qualification was not recognized here.

I went to college and studied (7)an Access course in sciences and English. After that I went to
university and graduated with a degree in Education.

Now, (8)I am married with (9)three children and working as (10)a science teacher in a
secondary school. My wife works (11)in a nursery. Both of us work from (12)nine to (13)five.
Though we feel tired at the end of the day, (14)we really enjoy what we are doing.

Activity A : 1. Asking about the past and the present
Read the story about Sako and write questions for each of the underlined words or
phrases in the space provided below.
Example1. What is your name?
          A. SaKo

        2. __________________________________________________ ?
        A. Chad.

         3. ___________________________________________________?
         A. Eleven years ago.

        4. ___________________________________________________?
        A. I was a teacher.

          5____________________________________________________ ?
         A. Science

         6.____________________________________________________ ?
         A. Because my teaching qualification was not recognised here.




          7.____________________________________________________ ?
         A. Access course in Sciences and English.

         8. ___________________________________________________?
         A. I‟m married.

        9. ___________________________________________________?
         A. Three children.

        10. ___________________________________________________?
         A. I‟m a Science teacher.

        11. ___________________________________________________?
          A. in a nursery.

        12. ___________________________________________________?
          A. nine.

        13. ___________________________________________________?
          A. five.

        14. ___________________________________________________?
          A. We really enjoy what we are ding.
2. When you write about someone you need to ask questions about the past and the
present. Look at the following questions and put them in the right box.

          Did you have a job in your country?         Are you always busy?

                                                          Was the job interesting?
      What did you do there?

                                                 Were you full time or part time?
        Do you enjoy your job?

                                                            Where do you work?




      Questions about the past                  Questions about the present

      __________________________________        __________________________________
      __________________________________        __________________________________
      __________________________________        __________________________________
      __________________________________        __________________________________
      __________________________________        __________________________________
      __________________________________        __________________________________
      __________________________________        __________________________________
      __________________________________        __________________________________
      __________________________________        __________________________________
      __________________________________        __________________________________




3. Say which questions above take falling or rising intonation. Show this
with        for rising intonation or with          for falling intonation.




Example: Where do you work?
          Do you enjoy your job?




4. Write the past form of the following verbs and say whether it is regular or irregular.

                                               Regular or
 Present simple               Past Simple      irregular

 is                            was             irregular


 are

 do

 come

 feel

 arrive

 study

 can

 will

 live
Activity B: 1. Find someone you want to interview. It could be a friend, a neighbour, or a
classmate (someone who doesn’t speak your language). Plan your questions. Ask about.

The place she/he lived in.                      What difficulty she/he had.
The people she/he lived with.                   What job she/he does now.
The job she/he did.                             How she/he feels about his job
The country she/he comes from.                  What she/he plans to do in the future.
When she/he arrived here.
How she/he felt when he arrived here.

2. Find the mistakes in the following questions and rewrite them correctly in the space
provided. This will help you plan your questions.

   b) Where did you lived?

   _____________________________________________________________________

   c) Who do you lived with?

   _____________________________________________________________________

   d) What job did you do at the moment?

   _____________________________________________________________________
  a) What country do you from?

  _____________________________________________________________________

  b) When you arrive here?

  _____________________________________________________________________

  c) How do you feel when you arrived here?

  _____________________________________________________________________

  d) What difficulty did you had?

  _____________________________________________________________________




  e) What job does you?



  f) What you plan to do in the future?
   ___________________________________________________

3. Now write your questions in the form below and type it in the computer before
interviewing the person you chose.




  1. Where did you live before you came to England?

     __________________________________________________________________

     __________________________________________________________________

     __________________________________________________________________

     __________________________________________________________________

  2. __________________________________________________________________

     __________________________________________________________________

     __________________________________________________________________
  __________________________________________________________________

  __________________________________________________________________

3. __________________________________________________________________

  __________________________________________________________________

  __________________________________________________________________

  __________________________________________________________________

  __________________________________________________________________

4. __________________________________________________________________

  __________________________________________________________________

  __________________________________________________________________

  __________________________________________________________________

  __________________________________________________________________

  __________________________________________________________________

5. __________________________________________________________________

  __________________________________________________________________

  __________________________________________________________________

  __________________________________________________________________

  __________________________________________________________________

  __________________________________________________________________

6. __________________________________________________________________

  __________________________________________________________________

  __________________________________________________________________

  __________________________________________________________________

  __________________________________________________________________

  __________________________________________________________________

7. __________________________________________________________________

  __________________________________________________________________

  __________________________________________________________________

  __________________________________________________________________
      __________________________________________________________________

      __________________________________________________________________

   8. __________________________________________________________________

      __________________________________________________________________

      __________________________________________________________________

      __________________________________________________________________

      __________________________________________________________________


   Activity D: 1. Write about the person you interviewed.

   When you write the story you need to spell – check or use the dictionary to correct
   your spelling. You also need to check the punctuation and grammar.




2. Read the following story and correct the mistakes indicated by writing the correct
   word in the space provided on the left.




Emma‟s Story

   _______        She come to England ten years ago. Before that

   _______        she’s living with her parents in Colombia. They had a

   _______        small family business and she work there with her brother

   _______        her older brother looked with the business and she helped him.

   _______        She took the orders and talked for the customers on the phone.

   _______        She like that part of the job a lot.

   _______        When she first arrived it was easy to get funds to go the university.

   _______        She studied Computing and now she has a good job in a company.
_______       She is a computer programmer and work from nine to five.

_______       Her husband don’t have a job and looks after the children.

_______       When she arrived home she feels tired and can‟t do much to

              help her husband.

_______       But she really enjoys what she do.




            Assignment Task Sheet – ESOL Department

  Level: Entry 2                                           Tutor:

    Title                    Kings and Queens at the National Portrait Gallery
                             A short history lesson
    What you will            Reading a short biography
    practise                 Writing descriptions of people in paintings
                             Asking about peoples lives
                             Writing a short biography
    Start date
    Hand in date

    Task(s) & Curriculum Reference                          M         C          S
      Read a text about the life of Queen Victoria
      and answer questions
       Reading Rt/E2 1a,1b

       Write a short paragraph describing a
       portrait
       Writing Wt/E2 1a

       Write questions to find out about King Henry
       VIII’s life
          Writing Ws/E2 1a

          Write a short biography of King Henry VIII
          Writing Ws/E2 1a

          Write a description of a second portrait and
          a second biography
          Writing Wt/E2 1a

       Comments:




Signed student:                                     Tutor:           Date:




                                   Queen Victoria

Queen Victoria was born in 1819. She was an only child. She became Queen
at the age of eighteen when her uncle King William IV died in 1837. King
William had no children so Victoria, his niece, came to the throne.

Victoria married her German cousin Albert when she was 19. They were very
much in love when they married in 1839 They lived in Buckingham Palace and
had nine children. Prince Albert was very interested in the arts and sciences
and he helped to set up some of Britain’s most famous public museums
including the Victoria and Albert Museum in South Kensington. Albert died in
1861 and Victoria was broken hearted. She lived away from the public eye
for many years after his death. However, in 1897 there were big
celebrations all over Britain for her diamond jubilee to mark her sixty years
on the throne.
She was a very small woman and when she was older she became fat. She
wore her hair in a bun and after Albert died she always wore black clothes.
She died on 22nd January 1901 but her influence can still be seen today in
Britain and around the world.




       Read the text and answer the questions

          1. When was Queen               6. Who did she marry?
             Victoria born?
                                                a. her English uncle
               a. 1819                          b. her German cousin
               b. 1837
               c. 1839                    7. How many children did
               d. 1901                       she have?

          2. How many brothers and              a. one
             sisters did she have?              b. two
                                                c. nine
               a. none
               b. two                     8. What was Prince Albert
               c. nine                       interested in?

          3. When did she become                a. his family
             Queen?                             b. museums
                                         c. arts and sciences
       a. at the age of 18
       b. at the age of 19         9. What did Victoria look
                                      like?
4. Who was the King before
   her?                            a. She was tall and fat
                                      with long hair
       a. her father               b. She was small with her
       b. her Uncle                   hair in a bun
       c. Albert                   c. She was thin and wore
                                      black clothes
5. When did she marry?
                                   10.    How did Victoria
       a. 1819                       feel when Albert died?
       b. 1837
       c. 1839                     a. She was free from him
                                   b. She was broken hearted




1.   a monarch     a. a ball held by a king or queen

2.   royal (adj)   b. very expensive coloured stones
3.    a coronation   c. a stick held by a king or queen

4.    to reign       d. a chair the king or queen sits on

5.    a throne       e. a big knife for fighting

6.    a crown        f. a king or queen

7.    jewels         g. to be king or queen

8.    an orb         h. describes anything connected with a king or
                        queen
9.    a scepter      i. a sort of hat worn by a king or queen

10. a sword          j.   a ceremony when a man becomes king or a
                          woman becomes queen




     1. This is a portrait of Queen Elizabeth II.
     2. This is a portrait of Queen Elizabeth I.
     3. She‟s about 25 years old and has short dark hair.
     4. She‟s about 50 years old and has short dark wavy
        hair and brown eyes.
     5. She‟s wearing a long dress and a crown and she‟s
        holding a scepter and an orb.
     6. She‟s wearing a yellow dress and a pearl necklace,
                     earrings and a brooch.
               7.    She‟s sitting on a sofa and holding a dog.
               8.    She‟s sitting on a throne in a big building with a
                     curtain behind her.
               9.    She‟s smiling and she looks relaxed and friendly.
               10.   She looks serious and a bit nervous.


            Write a description of the two portraits using the sentences above




Write a description of this portrait

This is a portrait of Henry VIII
He‟s (age and description)
He‟s wearing
He‟s (what he‟s doing)
He looks


Write some questions to find out about the life of Henry VIII.
Use
  1. …….born?
  2. ……..become king?
  3. ……..marry?
  4. ……...children?
  5. ………like?
  6. ……
  7. ……




                     A short biography of Queen Elizabeth II

Queen Elizabeth was born in 1926. Her father was King George VI and her
mother was also called Elizabeth. She had one sister called Margaret. She
married Philip Mountbatten in 1947 and they have four children. She became
Queen at the age of 26 when her father died in 1952. In 2002 she
celebrated her Golden Jubilee. (50 years on the throne) but it was also a
sad year for her as her mother and her sister died. She lives at Buckingham
Palace in London and she now has six grandchildren.
                       A short biography of Henry VII




                      Queen Victoria - What do you remember?

1.    When was she born?
2.    How many brothers and sisters did she have?
3.    How old was she when she became queen?
4.    Who did she marry?
5.    Where was he from?
6.    Where did they live?
7.    How many children did Victoria have?
8.    What was Albert interested in?
9.    How did Victoria feel when Albert died?
10.   What did Victoria look like?
11.   How long did she reign for?

What are the questions for these answers?
   1.    In 1819.
   2.    When she was sixteen.
   3.    She married her German cousin Albert.
   4.    She had nine children.
   5.    She was short and a bit fat. She always wore her hair in a bun.

        When                      born?                In 1819.
        When                      become queen?        When she was sixteen.
        Who                       marry?               She married her German cousin
                                                       Albert.
        How many                  have?                She had nine children.
        What                      like?                She was short and a bit fat. She
                                                       always wore her hair in a bun.


        1.a chair                                                        a.   jewels
        2.a ball                                                         b.   a coronation
        3.a stick                                                        c.   a crown
        4.a hat                                                          d.   an orb
        5.a ‘knife’ for fighting                                         e.   a throne
        6.a ceremony for a new king or                                   f.   a scepter
          queen                                                          g.   a sword
       7. beautiful expensive stones                                     h.   a monarch
Kings and Queens
Teacher’s notes
   1. Reading

   Lead-in
Write the word Victoria on the board and find out what students connect with the name. eg
Victoria Station, Park, Street, V& A museum, a Victoria pub (in Eastenders)

You could pre-teach/ check ‘only child’, ‘bun’, ‘cousin’

The fact that Victoria was very small, that she and Albert were very much in love, that she
was broken hearted when he died and that he was interested in arts and sciences all come
up in the Gallery talk.


   2. Vocabulary

This is vocabulary that students need to know for the visit. This can be checked using the
pictures.


   3. Guided paragraph writing of portraits of QEII.
 Check ‘portrait’.Get students to describe the pictures orally first. The second picture
recycles the ‘royal’ vocab. It is a coronation portrait like the one they will see of Victoria.
Then they can write the descriptions.
   4. Guided writing Henry VIII

Students write a paragraph describing Henry VIII and then prepare questions to ask the
Gallery guide about Henry. These two stages can we typed up and the paragraph made to
look like a paragraph rather than sentences. ‘he looks confident’ is useful to teach as this will
come up on the tour to describe Albert. If students do not know that Henry had six wives and
what happened to them, do not tell them.!!! The Gallery guide will answer their question
‘When did he marry?’ and hopefully this will lead to lots more unprepared questions.

   5. Additional material

There are activities in unit 7 of old Headway on Victoria and Albert and also a reading on
Charles Dickens whose portrait you can also see in the Victorians Gallery.

If you have a copy of Victoria’s Coronation portrait you could have a look at it before the
visit. Victoria is looking away to her left, into the future. She’s wearing white to symbolize
something new and fresh and pure. Red and gold are royal colours. She has her feet on a
cushion because she was small and the artist wanted to make her look big. There is a lion in
the arm of the throne to symbolize strength. She looks rich (wealthy) because of the velvet,
the gold and the jewels and the oil paint.



The visit

The guide will talk about the portraits of Victoria and Albert and the statue of Victoria and
Albert which is very romantic and sad. If you want she will ask students questions about
Victoria.
She will also show you the portrait of Charles Dickens if you want.
Then she will take you to the Tudor gallery to look at the drawing of Henry VIII. Students can
ask her their questions about his life. This will then lead to looking at portraits of Henry’s wives
and children.
The guide can also take students to the interactive gallery to play on the computers.

After the tour students can buy a postcard for 50p in the shop to write their description of a
subject of their choice. There are chocolates on sale with a picture of Henry and his six
wives.

After the visit students should write a short biography of Henry VIII and a description of a
portrait of their choice. Alternatively they could find a picture of a famous person from their
country (on the internet?), describe it and write a short biography.
                 Assignment Task Sheet – ESOL Department

Level: Entry 2                                        Tutor:

      Title                 Princess Diana’s Clothes at Kensington Palace
      What you will         Reading about clothes
      practise              Writing about clothes
                            Listening to someone describe Diana’s wedding dress
      Start date
      Hand in date

       Task(s) & Curriculum Reference                      M          C           S
       Read a text about Diana’s clothes and answer
       questions
       Reading Rt/E2 1b
       Read a short description of a dress
       Reading Rt/E2 2a
       Write a short paragraph describing a dress
      Writing Wt/E2 1a
      Listen to someone describing Diana’s wedding
      dress
      Listening Lr/E2 1a
      Read five descriptions of dresses and match
      them to the numbers of the real dresses
      Reading Rt/E2 2a
      Make notes on three more dresses
      Writing Wt/E2 1a
      Write a description of three dresses
      Writing Wt/E2 1a

      Comments:




Signed student:                     Tutor:                 Date:




                                    Diana’s Clothes




Princess Diana ( 1961 – 97 ) was famous for her clothes. She was different to other
members of the Royal Family because she had a new, young and fashionable way of
dressing. When she went to royal occasions or visited important places, many people were
very interested in her dresses and outfits.
The Princess liked many fashion designers but usually her clothes were designed by British
designers. David and Elizabeth Emanuel designed her wedding dress. Her favourite
designer was Catherine Walker. She made maternity dresses for Diana.
The Princess was very careful about the style of her dresses. When she went to India in
1992, her dress was embroidered on the front in an Indian style. When she went to
business meetings, she wore practical, smart suits in vibrant colours. When she worked for
charities, she wore plain, sensible shirts and trousers.
The Princess lived in Kensington Palace from 1981 to 1997. Visitors cannot see her private
apartments but they can see the State Apartments and a collection of the dresses she
wore to special occasions.




              Choose either a, b, or c as the best description of the word.

              1 outfit       a) all the clothes she wore together; e.g. shoes,
                                skirt, blouse
                             b) jackets
                             c) shoes

              2 style        a) the material
                             b) the way the dress looked
                             c) the price

              3 embroidered a) decorated in sewing
                            b) made
                            c) coloured

              4. practical   a) expensive
                             b) useful
                           c) beautiful

             5. smart      a) dirty
                           b) elegant
                           c) clever

             6. vibrant     a) dark
                            b) pale
                            c) bright

             7. plain       a) simple
                            b) patterned
                            c) sexy

             8. sensible    a) fashionable
                            b) cheap
                            c) practical




Read the text again and answer the questions


          1. Why were Diana‟s clothes          4. What three different styles did
             different to other members of        Diana wear on different
             the Royal Family?                    occasions?
          2. Which nationality designers       5. How long did Diana live in
             did Diana prefer?                    Kensington Palace?
          3. Why was Diana‟s dress made in     6. What can you see in Kensington
             an Indian style in 1992?             Palace?
            1.                                     4.




            2.                                     5.




            3.                                     6.



A description of a dress


Pink Silk
                                    Catherine Walker 1992




The dress on the right in the picture is made of pink silk and has a short jacket. It is
embroidered all over with pink and white flowers, green sequins, star shaped sequins, gold glass
beads and gold thread. It was designed by Catherine Walker in 1992. Diana wore it to India.




A
                                          Write some questions to ask your partner about
                                          this dress.

                                                 Ask about:
                                                 The material
                                                 The colour
                                                 Details
                                                 The designer
                                                 When Diana wore it
                                                Now write your
                                                description

                                                This dress is made of…
                                                It has…
                                                It was designed by…..
                                                Diana wore it……



B
Write some questions to ask your partner about this dress.



                                                Ask about:
                                                The material
                                                The colour
                                                Details
                                                The designer
                                                When Diana wore it


                                                Now write your
                                                description

                                                This dress is made of…
                                                It has…
                                                It was designed by…..
                                                Diana wore it……




                                    A     Red Velvet
                                    Catherine Walker 1990




                                    This jacket is made of red velvet. It is worn over a
                                    strapless dress. The jacket is embroidered at the front,
                                    on the cuffs and at the back of the neck. The design of
                                    the embroidery is of flowers and leaves in gold thread and
                                    with false pearls.
B

                                                             Grey Silk
                                                      Catherine Walker 1990



                                    This dress is made of grey silk and has beads on the front.
                                    It is embroidered with false pearls and sequins. It is
                                    ankle-length and has a slit at the side. It was designed by
                                    Catherine Walker. Diana wore it at private parties.




Match the word to its definition.



         1.   velvet          a.    a very shiny material
         2.   ankle-length    b.    the end of a sleeve
         3.   neck-line       c.    a shiny decoration
         4.   cuffs           d.    stopping at the knee
         5.   slit            e.    the shape of the neck
         6.   sequins         f.    a very soft, thick material used for warm curtains.
         7.   beads           g.    coloured cotton for sewing
         8.   thread          h.    small round decorations
        9. knee-length          i. something around your waist
        10. pearls              j. a thin piece of material to fasten the dress to the
        11. satin                  shoulders.
        12. belt                k. stopping at the ankle
        13. strap               l. a long thin cut
        14. bow                 m. a white shiny ball found in an oyster
                                n. material tied together, like a shoelace or a ribbon on a
                                   gift




With your partner, describe a dress you would like to wear or have worn. Try to use at
least six of the words above.




Read these descriptions of five dresses and match them to the numbers of the dresses
which you see.

  a) This dress is made of black velvet with a V neck and a deep V at the back. It has a black
     velvet rose at the neckline. It is ankle-length with a full skirt. It was designed by Bruce
     Oldfield in 1985 and Diana wore it to the theatre, to see a show called „Les Miserables‟.
  b) This dress is made of dark blue velvet. It is ankle-length and has shoulder straps. It was
     designed by Victor Edelstein in 1985. Diana wore it to the White House, where she
     danced with John Travolta.
  c) This dress is made of dark blue silk. It has only one sleeve and is decorated at the neck
     and cuffs with gold thread. It is ankle-length, with a slit at the back. It was designed by
     Catherine Walker in 1990. Diana wore it for private parties.
   d) This dress is made of pink silk and has a short jacket. It is embroidered all over with
      pink and white flowers, green sequins, star shaped sequins, gold glass beads and gold
      thread. It was designed by Catherine Walker in 1992. Diana wore it to India.
   e) This dress is white and is made of silk. It is knee-length and is decorated all over with
      buttons and bows. The bodice is decorated with silver sequins and false pearls. It has a
      white satin belt. It was designed by Zandra Rhodes in 1987 and Diana wore it to a
      christening.



   Now choose three more dresses. Read the information about them and make notes.

   Write descriptions of the dresses.




E2 Progression
Teacher’s Notes
NOTE: This assignment is designed to be an end of level assessment, (more summative than
formative).
Each curriculum objective can be assessed individually, and the marks totaled for each skill
group and recorded on the assignment cover sheet; for example, a student may achieve
10/12 for speaking to communicate, but 4/4 in speaking to discuss. It is up to the individual
tutor’s discretion to decide at what point a student has achieved, partially achieved or not
achieved success in each particular skill group.
This assessment should be carried out in class, as the students will need guidance.
TOPIC: Progression. The assignment is designed to:give learners information about the
various qualifications available in Britain
Assess the learners’ research, reading, writing, speaking and listening skills

SUGGESTED ACTIVITIES:

       Discuss with students various courses they have taken or know about. Play A-Z card
        game of jobs, then discuss/elicit how people get trained for these various jobs.
       Students look at cover of a college prospectus. Discuss what type if publication it is.
        Elicit the use of the contents page to find information. Individuals use the prospectus
        to complete the tasks on page 1.
       Using course information sheets from a college, students loo at the various courses and
        answer the questions on page 2
       Whole class brainstorm everything they know about the British education system.
        Groups write a list of questions to find out more information
       Whole class read the text on page 3. Lots of oral questioning to check students
        understand table format and any new vocabulary. (Having an OHP copy would help)
       Go through questions on page 4 to check understanding of the instructions.
        Individuals answer the questions.
       Whole class read the letter on page 5. Oral questioning to check comprehension.
        Whole class brainstorm various information to include in a reply letter. Whole class
        plan the reply letter.
       Individuals write a reply letter.
       Play the whole tape to the class. Individuals answer the first 2 questions. Listen to
        Eunice’s part of the tape and individuals fill in the table.
       Listen to Eunice again and individuals fill in the gaps in the script
       Listen to Luis’s part of the tape and answer question 5.
       Split the class into groups of three. With one or two students, model the radio
        programme you’ve just listened to. Drill the useful language, identifying the difference
        between I like / I’d like. The groups practise their programme and then record it.




                  Assignment Task Sheet – ESOL Department


        Level: Entry 2                                          Tutor:

       Title                 Looking for Work
       What you will             Describing jobs
       practise                  Read to find information in job advertisements
                                 Ask for and give information about jobs
       Start date
       Hand in date
    Task(s) & Curriculum Reference                         M          C           S
    Matching jobs to definitions
    Reading Rt/E2 2a

    Writing definitions for jobs
    Listening Lr/E2 2b

    Writing jobs in alphabetical order
    Reading Rt/E2 5a

    Writing information about jobs
    Writing Rt/E2 2a, 3a

    Completing a job information form
    Writing Wt/E2 1a, 1b

    Finding jobs in word-search activity
    Writing Ww/E2 1c

    Comments:




Signed student:                               Tutor:                      Date:




                                         Progression

Task One: Research
                                                                                      Marker’s
In pairs, look at the magazine. What do you think it is for?                          Comments


Look at the underlined courses below. Use the contents page to find
the course. Answer the questions.                                                     Questions 1-4
                                                                                      Rw/E2/5a

   1. How many different IT courses can you do?
                                                                                           /4
   2. Can you study ESOL at weekends?

   3. How many different motor vehicle courses can you do?

   4. Is First Aid a free course?

   5. Match the courses on the left with the jobs on the right.



NVQ Motor vehicle


                                                                  Manager
BTEC national Computing

                                             Tour guide


NVQ Secretarial and Admin Studies

                                                                  Mechanic

GNVQ Business studies

                                     Computer programmer

GNVQ Travel and tourism




                                                                  Secretary


Look at the information about different courses. Choose ONE course that you are interested
in and answer these questions.




                    1. What is the name of the course?

                       _________________________________




                    2. How many days a week is the course?
                      _________________________________




                   3. How long is the course?

                      _________________________________




                   4. What do you need to enter the course?

                      _________________________________




                   5. What qualification do you get at the end of the course?

                      _________________________________




                   6. How much does it cost?

                      _________________________________

Task 2: Reading
                                                                                Marker’s
Read the title and subtitle of the text. What is the text going to be about?    Comments


1. Circle the correct answer
                                                                                Question 1
A   choosing a course in England is difficult                                   Rt/E2/1a
                                                                                Rt/E2/1b
B    information about the different courses you can take
C   how you can get to university                                                     /1
D   learning English

Read the text and answer these questions.                                       Questions 2-4


                                                                                Rt/E2/1a/2a
2. What level is a BTEC national?                      _______________

3. What Academic course can you take at level 1?       _______________

4. What level is a university degree?                  _______________

5. Is this text . . .

A to give you information
B to tell you to go to university
C to ask you for information
D to make you laugh

True or false? Write true or false.

6. You can do GCSEs at university.                 __________

7. You can do a GNVQ after Entry 3 ESOL            __________

8. You can go to university after Level 2          __________

9. Academic courses are practical                  __________

10. You can study English up to level 5            __________

11. How many sentences are there in the information about
    academic courses?

    __________



Task Three: Writing
Neli is an Entry 3 ESOL student. Read this letter from her and write back to her giving
her some advice.




Task Four
Listen to the tape. Answer these questions.

1. What are you listening to?

     a.    A job interview                                 Marker’s
                                                           Comments
     b.    A radio news programme
     c.    A radio phone-in programme                      Q1
                                                           Lr/E2/1a
     d.    A radio advertisement
                                                                 /1
2. What does „getting qualified‟ mean?
                                                           Q2
                                                           Lr/E2/1b
     a.    learning and getting a certificate
     b.    doing a course                                        /1

     c.    doing something difficult
     d.    having problems

                                                           Q3
3. Listen to Eunice again and fill in the table.           Lr/E2/2a


                                                Eunice
                                                                 /3

What is she
doing now?                        ______________________




What course                       ______________________
does Jo advise?
                                  ______________________




4. Listen to Eunice and fill in the gaps in the script.

Jo            Hello, Jo Edwards
Eunice        Oh, hello, yes, I‟m having some problems choosing a course.   Marker’s
                                                                            Comments
Jo            What‟s your name?
                                                                            Q4
Eunice        Eunice
                                                                            Lr/E2/2c
Jo            So what _____________________ at the moment?
                                                                                 /5
Eunice        Well, I‟m doing an ESOL course at Entry 2

Jo            And what ________________________________?

Eunice        Well, _________________ computers, so ___________________

              an IT course.

Jo            OK, well, I think you _______________ do some more English

              first at ESOL Entry 3, then after that, you could do a BTEC

              foundation course in IT

              Eunice That sounds good – OK

Jo            Good luck, bye.



5. Listen to Luis again, then answer these questions.

What is Luis doing now?                                                     Q5
                                                                            Lr/E2/2a
______________________
                                                                                 /9
What does he want to study at university?

______________________

What courses can Luis take to get into university?

______________________

______________________

______________________
                                                                             Total Marks
______________________
                                                                                 /19
______________________

How many years will Luis have to study before he can go to university?

______________________

Which English qualifications will Luis need to get into university?

______________________



Task 5: Speaking
Work in groups of three. You are going to make a radio programme like the one you listened to.
   One of you can be the presenter and the other two students.
   The students ask the presenter for advice about which course to do
   The presenter gives the students advice about which course to do
   You can start the programme like this:
   Practice the programme first, then record it.



        You can start the programme like this:


        Presenter:           Hello and welcome to ‘Getting Qualified’. My name’s
                             _________________ . Today we give advice to students who
                             don’t know which course to do.

                             Hello, what’s your name?

        Student 1            Hello, my name’s _____________




        Some useful words:

        I like computing                                   can you help me?

                             I’d like to do an IT course


        You should learn . . .                             I’m doing . . . at the moment




        Marker’s comments

        Sc/E2/1a, 1b, 2c, 2d, 3a, 3b, 3d,

        Sd/E2/1b, 1c, 1e




                 Assignment Task Sheet – ESOL Department

       Level:              Entry 3                             Tutor:
       Title
                                 Progression

       What you will
       practice                  Research, reading, writing, speaking and listening

       Start date
       Hand in date

       Task(s) & Curriculum Reference                            M            C       S

       Research – Use a dictionary to look up new words
       Rw/E3.5b

       Reading – Read the text and do the comprehension
       Rt/E3.2a, 3a, 5a
       Rs/E3.1a

       Writing – Plan, draft and write a formal and informal
       letter
       Wt/E3.1a, 1b, 2a, 3a, 4a,
       Ws/E3.1a, 2a, 3a
       Ww/E3.1a, 1b, 2a

       Listening – Listen to a careers advice interview
       Lr/E3.2a, 3a, 7b


       Comments:




Signed student                                   tutor                 date



E3 Progression

Teacher’s Notes
NOTE: This assignment is designed to be an end of level assessment, (more summative than
formative).
Each curriculum objective can be assessed individually, and the marks totalled for each skill
group and recorded on the assignment cover sheet; for example, a student may achieve
10/12 for speaking to communicate, but 4/4 in speaking to discuss. It is up to the individual
tutor’s discretion to decide at what point a student has achieved, partially achieved or not
achieved success in each particular skill group.

This assessment should be carried out in class, as the students will need guidance.

TOPIC: Progression. The assignment is designed to:
 Practice use of dictionaries
 give learners information about the various qualifications available in Britain help them
  decide what they might like to study or pursue as a career help them know and practice
  the linguistic and format features of a formal and informal letter

SUGGESTED ACTIVITIES:

 Discuss with class the learners’ plans for the future regarding jobs or further study. Students
  write a ‘wish list’ of careers / courses they might want to do
 Play A-Z of jobs game.
 Groups brainstorm everything they already know about national courses in Britain at
  different levels. Negotiate a list of questions to find out more information.
 Individuals use dictionaries to match jobs with their definitions (page 1)
 Use an OHP of page 2 to read table as a class using oral questioning to check
  comprehension – guess courses to go in gaps.
 Listen to 1st part of interview until ‘NVQ levels 1 – 5’. Individuals complete questions 1-10
  page 3. Listen to the rest of the interview and individuals complete questions 11 – 14.
 Whole class read the two letters on pages 4 and 5. Orally, identify the differences in terms
  of layout and linguistic features. Pairs read comprehension (pages 5/6) instructions and
  check understanding. Individuyals complete comprehension questions.
 Reread the informal letter on page 5. Whole class brainstorm information to include in
  reply letter. Individuals plan reply letter using box for notes. Individuals write informal letter.
 Brainstorm Questions to ask for advice about future plans. Individuals jot down some
  questions. Model a careers advice session. Either book appointments with individual
  students and carry out interviews or pairs role play interviews.




Task One: Research

Below are different job titles and their definitions. Use a dictionary to match the job title
with its correct definition.
    1. Clergyman       A member of local government




    2. Councillor      A person to give advice and guidance to people with problems




    3. Counsellor      A priest or a minister of a Christian church




    4. Curator         An artist who makes three-dimensional forms




    5. Janitor         Someone who joins metal parts together




    6. Radiographer    Someone who looks after a museum




    7. Sculptor        Someone who takes x-rays
                                                                      Marker’s
                                                                      Comments

                                                                      Rw/E3/5b

    8. Welder          The caretaker of a building
                                                                           /8



Task Two - Listening
Luis is an Entry 3 ESOL student. He is having a discussion with a tutor about his plans for the
future. Listen to the first part of the interview and answer these questions.

                                                                                     Marker’s
                                                                                     Comments
Questions 1 – 3. Match these words with the correct definitions
                                                                                     Q 1 – 14
1. Academic                Related to work but not for a particular job              Lr/E3/2a, 3a,
                                                                                     7b
2. Vocational       Training for a particular job

3. Occupational            Subjects that aren‟t practical




Questions 4 – 10. Look at the table of all the qualifications. There are some
gaps labelled 4 – 10. Write these words into the correct gaps in the table.



GNVQ Intermediate              BTEC National                NVQ Levels 1-5


   GNVQ Foundation             University Degree Course            „A‟ Levels


                                   GCSEs

Questions 11 – 14

Underline the key words in these questions. Listen to the second part
of the interview and answer the questions.

11. What job does Luis want?                    …………………………………

12. What is he doing at the moment?             …………………………………

13. What does he want to do next year?          …………………………………
                                                                                          Mark
14. Which subjects does he want to study next? …………………………………
                                                                                          /14
                                                …………………………………

                                                …………………………………


Task Three: Reading and Writing
                                                                     Arzu Eroglu
                                                                     10 Downing Estate
                                                                     Leyton
                                                                           London
                                                                           E10 5PQ
                                                                           020 8256 783
                                                                           arzueroglu@yahoo.co.uk

    Mr P. Khan
    Springfield Department Store
    London
    W5 4RJ

    29 April 2003

    re: Application for post of Sales Manager

    Dear Mr Khan

    I am writing to request some information about the post of Sales Manager which I saw
1
    advertised in the Hackney Advertiser on 21 April 2003.

  I am interested in finding out what duties the job involves as well as what the salary is. I
2 would also like to know what kind of person you are looking for.


  I am currently working as a Sales Director for Smithfield Store. I am responsible for
3 managing a team of eight Sales Assistants as well as supervising deliveries and sales. I also
  deal with customer complaints and manage the window displays. Since I began working at
  Smithfield‟s in June 1999, sales have increased by 29%.

    I would be very grateful if you could write back to me with the information I require. I
4
    would also appreciate it if you could inform me of your application procedure.

5 I look forward to hearing from you.

    Yours sincerely




    Arzu Eroglu



Read this letter from an Entry 3 ESOL student. Use the information you now know about
studying in Britain to write an informal letter to her, giving her some information and
advice for her future.

Before you start writing, please brainstorm the information you want to include. Use note form to plan. When you
have drafted your letter, proof read it and then copy it into neat.
                                Marker’s
Plan your letter in note form
                                Comments
                                                        Wt/E3/1a, 1b




Read the two letters and then answer these questions.
                                                               Marker’s
1. What is the purpose of these 2 letters? Tick ONE of the options for each letter.

Arzu‟s letter                                         Neli‟s letter

A   To entertain the reader                           A   To give information
B   To ask for information and persuade               B   To persuade
C   To give information                               C   To ask for information
D   To ask for information                            D   To entertain the reader


2. Which letter is formal and which is informal? Write informal and formal below.

Arzu‟s letter      _____________________________

Neli‟s letter      _____________________________



3. Label each letter template below with the following words – you don‟t need to
     use every word for each letter.

        signature                      addressee‟s details            reference

        printed name                   sender‟s address               date


                Arzu‟s Letter                                         Neli‟s letter




4. Look at Arzu‟s letter. There are 5 paragraphs in the letter labelled 1 - 5. Read   Question 4
the paragraph headings below. Match ONE heading to each paragraph by writing the      Rt/E3/1a
number of the paragraph next to the heading.

                                                                                          /5
____ Details about what information Arzu needs

____ Arzu asks Mr Khan to write back

____ Arzu‟s reason for writing the letter

____ Arzu‟s current position

____ Arzu politely asks Mr Khan for the information she needs




5. Put the following sentences in order of politeness. Write 1 next to the most polite
and 4 next to the rudest and so on.

____ Can you send me the information.

____ Could you possibly send me the information.

____ I would be very grateful if you could send me the information.

____ Send me the information.




Questions   6 - 9

Match the underlined word with the correct definition (A-D) by circling ONE of the
answers. The words are in the texts.

                 A. give                                        A. immediately
                 B. tell                                        B. at the moment
6. request       C. want                     7. currently       C. later
                 D. ask for                                     D. today



                 A. managing                                    A. ask for
                 B. looking at                                  B. need
8.   supervising C. finding out              9. require         C. request
                 D. working on                                  D. want




Task 4: Speaking and Listening


Make an appointment for an interview with your teacher.
Discuss your future career plans with your teacher and make notes on the following form. (Your teacher will
probably lead the interview, but you will need to ask some questions to complete every part of the form).




                                                                                                       Marker’s
Things to discuss: please make notes DURING the interview
                                                                                                       Comments
What types of jobs / courses you are interested in                                                      Sc/E3/1a
______________________________________________________                                                   – stress
                                                                                                           and
______________________________________________________                                                  intonation

______________________________________________________
                                                                                                        Sc/E3/3b
What education have you had – what are you studying at the moment                                       – ask for
                                                                                                       information
______________________________________________________

______________________________________________________                                                  Sd/E3/4a
                                                                                                        – express
______________________________________________________                                                 statements
                                                                                                         of fact
______________________________________________________                                                     with
                                                                                                         suitable
                                                                                                        verb form
Skills / characteristics / qualifications needed for job/course
______________________________________________________                                                  Speaking
                                                                                                         score
______________________________________________________
                                                                                                              /9
______________________________________________________

______________________________________________________

Possible courses you can take
                                                                                                       Lr/E3/2b –
______________________________________________________
                                                                                                        listen for
______________________________________________________                                                     detail


______________________________________________________
                                                                                                       Lr/E3/6b –
______________________________________________________                                                  listen and
                                                                                                          respond
Any other information
______________________________________________________

______________________________________________________   Listening
                                                           score
______________________________________________________
                                                            /8
           Assignment Task Sheet – ESOL Department

Level:       Level 1                                    Tutor:

Title
                         Progression

What you will
practice                 Research, reading, writing, speaking and listening

Start date
Hand in date

Task(s) & Curriculum Reference                               M      C          S

Research – Use a dictionary to look up new words
Rw/L1/1a

Reading – Read the text and do the comprehension
Rt/L1/1a, 2a, 5a
Rs/L1/2a
Rw/L1/1a

Writing – Plan, draft and write a formal and informal
letter
Wt/L1/1a, 1b, 2a, 3a, 4a, 5a, 7a,
Ws/L1/1a, 2a, 3a
Ww/L1/1a, 2a

Speaking and Listening – talk to a careers advisor
about your future plans
Sc/L1/1a, 1c, 2b
Sd/L1/1b
Lr/L1/1b, 2b, 5a

Comments:




Signed student                                  tutor                   date
L1 Assignment - Progression
Teacher’s Notes
NOTE: This assignment is designed to be an end of level assessment, (more summative than
formative).
Each curriculum objective can be assessed individually, and the marks totalled for each skill
group and recorded on the assignment cover sheet; for example, a student may achieve
10/12 for speaking to communicate, but 4/4 in speaking to discuss. It is up to the individual
tutor’s discretion to decide at what point a student has achieved, partially achieved or not
achieved success in each particular skill group.

This assessment should be carried out in class, as the students will need guidance.


TOPIC: Progression. The assignment is designed to:

give learners information about the various qualifications available in Britain

help them decide what they might like to study or pursue as a career

help them know and practice the linguistic and format features of a formal and informal
letter


SUGGESTED ACTIVITIES:

 Discuss with class the learners’ plans for the future regarding jobs or further study. Students
  write a ‘wish list’ of careers / courses they might want to do
 Play A-Z of jobs game. Individuals use dictionaries to complete the research task (Page 1)
 Groups brainstorm everything they already know about national courses in Britain at
  different levels. Negotiate a list of questions to find out more information.
 Individuals read the text (pages 2 &3) to find answers to their own questions. Whole class
  feedback and teacher led oral questioning to check comprehension.
 Pairs read comprehension questions (page 4) (whole class check understanding of
  instructions) Individuals carry out comprehension assessment
 Compare the 2 letters (pages 5 & 8) – groups make a list of differences & oral feedback
 Check students understand instructions (page 6). Individuals complete page 6 task for
  formal letter (page 5)
 After feedback from page 5 task, students use instructions on page 7 to write their own
  formal letter. Separate the various planning stages.
 Whole class read informal letter on page 8. Brainstorm advice to give the student.
  Individuals follow instructions to plan and write informal letter
 Check whether it is possible for the students to make individual appointments with a
  careers advisor or the course admissions unit of your college. If not, the learners can
  make appointments with a tutor. The learner is to have a 5 minute formal discussion
  about his/her career/studying interests while making notes on the form. The student is
  responsible for recording the interview. Beforehand, the learner can brainstorm
  questions he/she may want to ask.
L1 Task One: Research

Below are different job titles and their definitions. Use a dictionary to match the job title
with its correct definition.

                           A member of local government
1. Bookkeeper




2. Clergyman               A person trained to give advice and guidance to people with problems



3. Councillor
                           A priest or a minister of a Christian church


4. Counsellor

                           An artist who makes three-dimensional forms


5. Curator


                           Someone who buys and sells bonds and shares for their clients

6. Janitor


                           Someone who is trained to treat problems with feet
7. Orthodontist



                           Someone who joins metal parts together
8. Podiatrist




9. Radiographer            Someone who looks after a museum                             Marker’s
                                                                                        Comments

                                                                                        Rw/L1/1a
10. Sculptor
                           Someone who provides furniture with its soft covering
                                                                                                /13

11. Stock broker
Task Two: Reading                                                                      Marker’s
Read the whole text and then answer these questions.                                   Comments

                                                                                       Question 1
1. What is the purpose of this passage? Tick ONE of the options.
                                                                                       Rt/L1/2a
A      To   entertain the reader
                                                                                            /1
B      To   persuade the reader
C      To   inform the reader
D      To   entertain and inform the reader
                                                                                       Questions 2
Questions 2 - 6                                                                        –6
There are 5 paragraphs in the main reading passage, labelled A – E. Match ONE          Rt/L1/1a
of these headings to each of the paragraphs in the text by writing the heading
number in the spaces below. You will not need to use all the headings.

      Courses to take if you like academic studies
      Which courses for training in a particular trade?
      How to get onto the NQF if you don’t have GCSEs
      What is the National Qualifications Framework?
      Studying and working at the same time
      What is the vocational route?                                                         /5



2. Paragraph A          ………

3. Paragraph B          ………

4. Paragraph C          ………

5. Paragraph D          ………

6. Paragraph E          ………


Questions   7 – 11                                                                     Questions 7
                                                                                       – 11
                                                                                       Rt/L1/1a
Identify and underline the main idea in each paragraph. The sentences you
underline should have informed your answers to questions 2-6. Underline
ONE SENTENCE ONLY in each paragraph.
                                                                                            /5

Questions   12 - 17

Find these underlined words in the text. Read the sentences which contain these
words and try to work out their meanings. Match the underlined word with the correct
definition (A-D) by circling ONE of the answers.

                  A. slightly scary                            A. shows
                  B. interesting                               B. easy
12. daunting      C. decision                    13. enables   C. helps
                  D. choose                                    D. demonstrates
                                                               Questions 12
                                                               - 17
                                                A. necessary
               A. technical                     B. difficult   Rt/L1/5a,
14. academic   B. university   15. compulsory   C. optional    Rw/L1/1a
               C. practical                     D. exams
               D. scholarly                                          /6


               A. can                           A. try          Total Score
               B. have to                       B. take
16. require    C. need               17. gain   C. win
               D. should                        D. achieve
                                                                    /17




                                                               Marker’s
                                                               Comments

                                                               Questions 7-12
                                                               Rt/L2/1a


                                                                      /6
Task Three: Reading




                                                          Arzu Eroglu
                                                          68 Rose Street
                                                          Leyton
                                                          London
                                                          E10 5RQ



ESOL Department
Hackney Community College
Falkirk Street
London




28 April 2003




Dear Sir/Madam

I am writing to request some information which I urgently need in order to apply for a job.

I studied at Hackney Community College for one academic year between September 2002 and
June 2003. I completed a Level 1 ESOL course and undertook several assessments and tests,
the results of which I hope you still have. Robert Smith was my teacher.

I am currently applying for a job as a sales manager in a department store. They have offered
me the post but require a reference and some evidence of my English language skills.

I would be very grateful if you could send me any reports or assessment results that you still
have. I would also appreciate it if you could ask Mr Smith to write a reference for me.

I look forward to hearing from you at your earliest convenience.

Yours sincerely




Arzu Eroglu
                                                                                      Marker’s
1. Label the letter with the following:                                               Comments

     date           addressee‟s details          signature         sender‟s address   Question 1


                                                                                           /4
2. When would you close a letter with „yours sincerely‟ and when would you
     use „yours faithfully?‟
                                                                                      Question 2
     ____________________________________________________________

     ____________________________________________________________
                                                                                           /2

     ____________________________________________________________
                                                                                      Question 3
3. Label each paragraph of the letter with the letters of the following               Rt/L1/1a
     paragraph summaries.

                                                                                           /5
         A       the writer‟s position at the moment
         B       closing sentence
         C       the reason for writing
         D       the writer‟s request
         E       details about the writer‟s previous education
                                                                                      Question 4
                                                                                      Rs/L1/2a
4.      Label the following sentences 1 – 5, with 1 being the most polite and 5
     the rudest
                                                                                           /5
     Could you possibly send me the information.

     Send me the information.

     I would appreciate it if you could send me the information.

     Can you send me the information.

     I need the information.                                                          Question 5
                                                                                      Rs/L1/2a

5. Choose words or phrases from the letter to match the following                          /4


     immediately               ______________________________________

     please can you . . .      ______________________________________                  Total Score

     ask for                   ______________________________________                     /20

     need                      ______________________________________
Task Four: Writing

You are just about to complete a Level 1 ESOL course at college. You want to continue studying
but you are not sure about which courses you could take. Write a FORMAL letter to a college
requesting information about their courses.

Include the following information:

     What you are studying at the moment
     What kind of subjects you are interested in
     Ask about their courses and application procedure

      1.   Brainstorm all the information for your letter in the 1st box below (use note form)
      2.   Arrange the information into paragraphs in the 2nd box (use note form)
      3.   Write a rough copy of the letter
      4.   Correct your mistakes
      5.   Copy the letter into neat



    Brainstorm details to include in your letter                                     Marker’s
                                                                                     Comments
                                                                                     Wt/L1/1a, b




    Arrange the information into paragraphs (use note form)                          Marker’s
                                                                                     Comments
                                                                                     Wt/L1/2a
Task Five: Reading and Writing

Read this letter from Neli, an Entry 3 ESOL student. Use the information you now know
about studying in Britain to write an informal letter to her, giving her some information
and advice for her future.




Before you start writing, please use the space to plan your letter. Use note form to plan. When you have drafted
your letter, proof read it and then copy it into neat.
                                                         Marker’s
Plan your letter in note form
                                                         Comments
                                                         Wt/L1/1b
______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________
Task Six: Speaking

NOTE: to carry out this assignment you will need a cassette recorder and a blank cassette to record on

Make an appointment for an interview with an advisor from the Central Admissions Unit of a college of Further
Education.

Discuss your future career plans with the advisor and make notes on the following form. (The advisor will probably
lead the interview, but you will need to ask some questions to complete every part of the form).

Remember to record the interview and give the cassette to your teacher for assessment. You only need to record
3-5 minutes of the interview.

                                                                                                         Marker’s
Points to cover during interview/please make notes DURING the interview
                                                                                                         Comments
What types of jobs / courses you are interested in                                                       Sc/L1/1a –
______________________________________________________                                                    stress and
                                                                                                          intonation
______________________________________________________
                                                                                                         Sc/L1/1c –
                                                                                                         formal lang.
______________________________________________________                                                    & register

Any qualifications/certificates/training you already have which are relevant to the jobs / courses you   Sc/L1/2b –
are interested in                                                                                          ask for
______________________________________________________                                                   information

                                                                                                         Sd/L1/1b –
______________________________________________________
                                                                                                         take part in
                                                                                                            a formal
______________________________________________________                                                    interaction

______________________________________________________                                                    Speaking
                                                                                                           score

Skills / characteristics / qualifications needed for job/course
______________________________________________________                                                      /16

______________________________________________________

______________________________________________________
                                                                                                         Lr/L1/1b –
______________________________________________________                                                     extract
                                                                                                          info from
Possible courses you can take                            explanations
______________________________________________________
                                                         Lr/L1/2b –
______________________________________________________
                                                          listen and
                                                            respond
______________________________________________________
                                                         Lr/L1/5a –
______________________________________________________   Respond to
                                                          questions
Any other relevant information
______________________________________________________
                                                          Listening
______________________________________________________      score


______________________________________________________       /9
            Assignment Task Sheet – ESOL Department

Level:           Level 2                                  Tutor:

Title
                           Progression

What you will
practice                   Research, reading, writing, speaking and listening

Start date
Hand in date

Task(s) & Curriculum Reference                                 M          C     S

Research – Use the library to find out about careers
Rt/L2/6a, 8a

Reading – Read the text and do the comprehension
Rt/L2/1a, 3a, 7a
Rs/L2/1a
Rw/L2/3a

Writing – Plan, draft and write a personal statement to
apply to university
Wt/L2/1a, 1b, 2a, 3a, 5a, 8a
Ws/L2/1a, 2a, 3a, 4a
Ww/L2/1a, 2a

Speaking and Listening – talk to a careers advisor
about your career plans
Sc/L2/1a, 1c, 3b
Sd/L2/2b
Lr/L2/1b, 2b, 4a



Comments:




Signed student                           tutor                     date
L2 - Progression
Teacher’s Notes

NOTE: This assignment is designed to be an end of level assessment, (more summative than
formative).
Each curriculum objective can be assessed individually, and the marks totalled for each skill group
and recorded on the assignment cover sheet; for example, a student may achieve 10/12 for
speaking to communicate, but 4/4 in speaking to discuss. It is up to the individual tutor’s discretion to
decide at what point a student has achieved, partially achieved or not achieved success in each
particular skill group.

This assessment should be carried out in class, as the students will need guidance.


TOPIC: Progression. The assignment is designed to give learners information about
the various qualifications available in Britain, to help them decide what they might
like to study or pursue as a career and to practice the language they may need to
find out about and apply for courses.

SUGGESTED ACTIVITIES:

Discuss with class the learners’ plans for the future regarding jobs or further study. Students
write a ‘wish list’ of careers they might want

If necessary, show students how to use the careers section of the learning centre.                   The
students use the library to complete the research assignment.

Groups brainstorm everything they already know about national courses in Britain at
different levels. Negotiate a list of questions to find out more information.

Individuals read the text to find answers to their own questions. Whole class feedback and
teacher led oral questioning to check comprehension.

Pairs read comprehension questions (whole class check understanding of instructions)
Individuals carry out comprehension assessment

Discuss university application procedure in various countries. Show class UCAS application
form. Brainstorm type of information to include in a personal statement

Read Personal statement guidelines. Groups discuss tone to use, number of paragraphs,
personal information they may wish to include etc

Individuals plan personal statement in note form, draft it, then fill the form neatly.

Check whether it is possible for the students to make individual appointments with a careers
advisor or the course admissions unit of your college. If not, the learners can make
appointments with a tutor. The learner is to have a 5 minute formal discussion about his/her
career/studying interests while making notes on the form. The student is responsible for
recording the interview. Beforehand, the learner can brainstorm questions he/she may want
to ask.
                                                                                                                Marker’s Comments
Task One - Research
                                                                                                                Q 1-5 Rt/L2/6a
You need to use the careers section of a library to complete this assignment. Use                                         /5
the resources to:
                                                                                                                Q 6-11 Rt/L2/8a
                                                                                                                          /5
Question 1-5:              Look at the jobs and find a category title for each box (the first
                           one has been done for you)                                                           Q12-26 Rt/L2/6a
Questions 6-11:            Use your own words to write a one sentence summary of                                         /15
                           each category of employment (the first one has been done
                           for you)
                                                                                                                       Total score
Questions 12-26            Find 3 more examples of different types of occupations within
                           each category                                                                                     /26

Read about each job and tick the ones that interest you


 Title __________________________________    Title __________________________________   Title __________________________________



 Summary: ____________________________       Summary: ____________________________      Summary: ____________________________

 ______________________________________      ______________________________________     ______________________________________

 ______________________________________      ______________________________________     ______________________________________

 ______________________________________      ______________________________________     ______________________________________

 ______________________________________      ______________________________________     ______________________________________

 Examples:                                   Examples:                                  Examples:

 Architect                                   Midwife                                    Marketing Assistant
 Painter and Decorator                       Pharmacist                                 Checkout Operator
       _____________________________              _____________________________              _____________________________

       _____________________________              _____________________________              _____________________________

       _____________________________              _____________________________              _____________________________




  Title __________________________________   Title __________________________________   Title __________________________________




  Summary: ____________________________      Summary: ____________________________      Summary: ____________________________

                                                                                        ______________________________________
  ______________________________________     ______________________________________

  ______________________________________     ______________________________________     ______________________________________

  ______________________________________     ______________________________________     ______________________________________

  ______________________________________     ______________________________________     ______________________________________

  Examples:                                  Examples:                                  Examples:

  Actuary                                    Barrister                                  Systems Analyst
  Investment Analyst                         Justices’ Clerk                            Software Support Technician
       _____________________________              _____________________________              _____________________________

       _____________________________              _____________________________              _____________________________

                                                                                             _____________________________
       _____________________________              _____________________________
Task Two – Reading

Read the whole text and then answer these questions.


1. What is the purpose of this passage? Tick ONE of the options.                      Marker’s
                                                                                      Comments
A      To   entertain the reader
                                                                                      Question 1
B      To   persuade the reader
                                                                                      Rt/L2/1a,
C      To   inform the reader                                                         Rs/L2/1a,
D      To   instruct the reader                                                       Rw/L2/3a



Do these statements agree with the information given in the reading passage? In the         /1
spaces, write:

       YES if the statement agrees with the information
       NO if the statement disagrees with the information
       NOT GIVEN if there is no information on this in the passage
                                                                                      Questions 2 –
2.   Qualifications in England are identical to those                    ……..         6
                                                                                      Rt/L2/7a,
     available in Scotland
                                                                                      Rs/L2/1a

3.   It is easy for students to understand the National                  ………..
     Qualifications Framework

4.   All colleges which provide „A‟ Levels require                       ………..
     students to have at least two GCSEs at grade C
                                                                                            /5
5.   It is difficult for ESOL students to progress on the                ………..
     National Qualifications Framework

6.   A student can take NVQs in a broad range of                         ………..
     levels and subjects



There are 6 paragraphs in the main reading passage, labelled A – F. Match ONE
of these headings to each of the paragraphs in the text by writing the heading
number in the spaces below. You will not need to use all the headings.

      Courses for students who do not wish to pursue a practical route
      What are GCSEs?
      Acquiring expertise in a specific trade
      New Government proposals
      Alternatives for students lacking GCSEs
      Studying and working simultaneously
      What is the vocational route?
      Comprehending the qualifications system is often bewildering
      What is the purpose of the National Qualifications Framework?
      Students can undertake a variety of different courses
                                                                                           Marker’s
7.    Paragraph A      ………                                                                 Comments

8.    Paragraph B      ………                                                                 Questions 7-12
                                                                                           Rt/L2/1a

9.    Paragraph C      ………
                                                                                                 /6
10. Paragraph D        ………

11. Paragraph E        ………

12. Paragraph F        ………



Questions 13 – 18
                                                                                           Questions 13-
Identify and underline the main idea in each paragraph. The sentences you
                                                                                           18
underline should have informed your answers to questions 7-12. Underline                   Rt/L2/3a
ONE SENTENCE ONLY in each paragraph.
                                                                                                 /6



Questions   19 – 27

Look at the tables in the text. Each of the grey boxes indicates that some information     Questions 19 -
is missing. Write the number of the following courses into the grey boxes. The first one   27
has been done for you.                                                                     Rt/L2/7

                                                                                                 /9
EXAMPLE

19.    GCSE Grades D – G



20.    A Level

21.    AVCE

22.    Access Course

23.    IELTS

24.    GCSE Grades A* - C

25.    Degree

26.    AS Level

27.    GNVQ Intermediate
                                                                                                Total

                                                                                                /26
Task Three
NOTE: to carry out this assignment you will need a cassette recorder and a blank cassette to record on

Make an appointment for an interview with an advisor from the Central Admissions Unit of a college of Further
Education.

Discuss your future plans and options with the advisor and make notes on the following form. (The interview will
probably be led by the advisor, but you will need to ask some questions in order to complete every aspect of the
form).

Remember to record the interview and submit the cassette to your teacher for assessment. You only need to
record 3-5 minutes of the interview.

                                                                                               Marker’s
Points to cover during interview/please make notes DURING the interview                        Comments
Your possible career interests                                                                  Sc/L2/1a – stress
_____________________________________________________________                                    and intonation

                                                                                               Sc/L2/1c – formal
_____________________________________________________________
                                                                                                lang. & register
_____________________________________________________________                                  Sc/L2/3b – ask for
                                                                                                  information
Any qualifications/certificates/training you already possess or have carried out which is
applicable to chosen career                                                                     Sd/L2/2b – take
_____________________________________________________________                                   part in a formal
                                                                                                  interaction
_____________________________________________________________                                   Speaking score
_____________________________________________________________
                                                                                                      /16
_____________________________________________________________

Skills / attributes / prerequisites needed for chosen career
_____________________________________________________________                                  Lr/L2/1b – extract
                                                                                                    info from
_____________________________________________________________                                     explanations

_____________________________________________________________
                                                                                                Lr//L2/2b – listen
_____________________________________________________________                                     and respond

                                                                                                Lr/L2/4a – follow
Possible routes of progression to chosen career                                                and participate in
_____________________________________________________________                                      discussion

_____________________________________________________________
                                                                                                Listening score
_____________________________________________________________
                                                                                                       /9
_____________________________________________________________
Any other relevant information
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________




Task Four Writing

Discuss with your class a course that you would like to study at university.

To go to university in Britain, you have to fill in a UCAS form. On page 3 of the form, you have
to write a personal statement. The purpose of this statement is to persuade a university
admissions department to accept you on their course. Since the space you can use is limited,
you should choose carefully what you want to say and make sure your language is as concise as
possible. These are the guidance notes which are included with the application form.


       10 Personal Statement
       ……………………………………………………………………………………………


       This is your chance to tell the university you have chosen why
       you are applying and why they should want you as a student.
       A good personal statement is important – it could help an
       admissions officer to offer you a place. We suggest you
       include some or all of the following points.
          Why you have chosen the course.
          What interests you about your chosen subject. Include details of what you have read about the subject.
          Particular interests you have in your current studies.
          Any job, work experience, placement or voluntary work you have done, particularly if it is relevant to
           your chosen subject.
          Your future plans.
         space to plan what that are have an exam.
Use thisAny subjects you are studyingyou do not going to write. Use notes, and then draft your statement
     

         paper. sport or leisure interests.
on roughYour social,When you have finished, check it carefully before filling in the form neatly.
     
                                                                                        UCAS ‘How to Apply’ 2003
                                                                                                                    Marker’s
Plan
                                                                                                                    Comments
                                                                                                                    Wt/L1/1b
_______________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

				
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