New English File ESOL Teacher's Resource Book Entry 2-3.pdf

e s o l o x f o r d e s o l o x f o r d e s o i o x f o r d

Georgia Smith

FILEESOL Teacher's Resource BookEntry 2-3

Photocopiable

Contents

Activity Lesson link Aims

Entry 2 1 What do you think? After 1B Asking for, and giving, simple opinions

2 Look it up! After 1D Dictionary quiz promoting dictionary use

Activity Lesson link Aims

Entry 3 3 1 was having a good day w he n ...

After File 2B Writing a simple narrative with the past continuous interrupted

4 A great day out After File 2D Organizing a text and using linkers, writing about an attraction

5 We're having a party! After File 3C Organizing a party

6 What are you going to do about it?

After File 3C Reading letters about local problems and writing a 'manifesto' with will / going to

7 It's the weekend! After File 3D Tense review

8 Have you ever...? After File 4A Class survey on experiences

9 How big is your country? After File 4D Comparing different countries

10 Funny sentences After File 4D Forming sentences with nouns and adjectives

11 1 must stress... After File 5A Game: counting syllables and word stress

12 The best way to learn English After File 5C Discussing the best way to learn English

13 What would you do if you got the job?

After File 6B Reading job adverts: anticipating asking and answering the kind of questions asked at job interviews

14 Sabha's problem page After File 6D Asking for and giving advice

15 Senior citizens After File 7A Using and distinguishing between the present perfect and past simple

16 Choosing a school After File 7C Reading school performance tables

17 How healthy is our class? After File 8B Reading and conducting a class survey on health

18 Is modern life good for us? After File 8C Reading a text for main points and deducing meaning and form of phrasal verbs and other lexis

19 Speak confidently After File 9A Using adverbs of manner

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Introduction

Who is this book for?The book is aimed at new or established ESOL teachers using New English File Pre-intermediate. When writing these resources we set out to extend, adapt, and contextualize the material in New English File Pre-intermediate to the UK ESOL context. The resources can also be used as stand-alone material in ESOL classes. We, the authors, have many years experience of teaching ESOL in the UK. The resources are inspired by the kind of tried and tested material we have been creating and using in the ESOL classroom. The material is mapped to the Adult ESOL Core Curriculum to assist teachers in planning and documenting their teaching. Each sheet provides an average of 60-90 minutes of learning material.The resources are not designed for introducing and teaching grammar, but for reinforcing previous grammatical and lexical input. The book is not suitable for self-study as the instructions are, in the main, in the teacher notes.

What is ESOL?ESOL learners can be defined simply as those who are receiving ESOL (state-funded) classes in the UK. To be eligible for ESOL, potential learners will need to have lived in any EU member country for a minimum of three years, or be an asylum seeker or refugee. Consequently, the ESOL sector is made up of:

Settled Communities (e.g. from the Asian sub-continent).

Refugees or Asylum seekers. Partners or spouses of those already settled in the

UK. Migrant workers intending to settle in the UK. Citizens of countries in the European Union.

W hat are the differences between ESOL and EFL?In recent years, there has been much debate about the different approaches to teaching in ESOL and EFL. Many teachers coming to ESOL from an EFL background are struck by differences in the learners and some struggle to adjust their teaching methods appropriately. This is often because it is difficult to define what the differences between EFL and ESOL learners are. This is compounded because ESOL learners are not a homogenous group. In fact, ESOL learners are a constantly, and often rapidly, changing group. However, it is possible to suggest some general differences and, as we believe it is useful to be familiar with some of these in order to teach ESOL and follow the books rationale, these are listed here.

Students or Learners?The term learners, rather than students, is used throughout this book. This is because it is now the accepted term in all state-funded adult education.It seems a particularly appropriate term for the ESOL sector because:

* A student implies someone studying full-time in a university or college, usually for academic purposes. ESOL provision varies significantly in the number of hours of study and the learning context. The purpose is rarely academic but rather a question of necessity.

Unlike many EFL students, ESOL learners are living in the UK and so have, potentially, the optimum conditions for learning outside the classroom.

AdultsThere are a far greater number of older learners in ESOL than in EFL. This is an important difference because many ESOL learners will:

be working or searching for work. have family responsibilities.* may experience more difficulty in learning a language

than younger people.

Young Adults (16 to 19 years old)Conversely, ESOL includes many learners who are younger than those found in the EFL sector. These learners may:

have general issues associated with adolescence, such as a shorter attention span and lack of motivation.

be separated from their parents and / or in very unsettled personal circumstances.

Permanently SettledThe majority of ESOL learners will be, or intend to be, in the UK permanently or semi-permanently. Many will:

have had traumatic experiences. have undetermined legal status. have left family / friends / jobs / community status

behind. be learning English for much longer periods. have immediate communicative and social needs

i.e. registering with a doctor, finding accommodation, etc.

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Diverse Educational BackgroundsESOL learners can range from those with very little or no formal education, to the very highly educated. This can mean that some learners have:

no literacy in LI. a lack of study skills. a sense of frustration with what they may find to be a

slow pace in some ESOL classes. expectations of a more traditional approach to

teaching. established ways of learning.

Diverse Cultural and Religious BackgroundsThis is often a very significant difference, not only between ESOL and EFL, but also within the ESOL classroom itself. It can mean that:

ESOL learners have no knowledge of, or interest in, many of the topics covered in EFL course books.

have different values from those reflected in EFL course books.

Diverse Linguistic Backgrounds Many ESOL learners will be bilingual and in some

cases multilingual. Most ESOL learners will have a spiky profile

(significant differences in their level across the four skills).

Some ESOL learners will be unfamiliar with the Roman script.

Diverse Socio-economic Backgrounds A large number of ESOL learners come from

developing countries and, currently, from countries in the old Eastern bloc.

Many are unskilled and of those who are professionals, most are not immediately employable in equivalent occupations because of their level of English.

Some learners come from regions with a history of conflict and trauma.

How does the NEF ESOL Resource book take these differences into account?This book is not an attempt to meet all the needs of ESOL learners at Entry 2-3 not covered by New English File Pre-intermediate. Rather we have written supplementary resources, which we believe, take account of the differences between EFL and ESOL learners. The following offers a rationale for the way we have responded to some of these differences, both in the book and in our teaching generally. We hope it will be of use to all teachers who wish to consider and develop their approach to ESOL.

a) Topics and ContextsAs EFL teachers we learn not to assume grammatical and lexical knowledge. In ESOL it is often equally important not to assume shared cultural knowledge and values. Most ESOL teachers can relate tales from early in their careers, of meticulously planned lessons which failed, as learners could not relate to the topic. Some examples of inappropriate topics which come to mind, are:Going on holiday - with a group comprised mainly of refugees from a war-torn Somalia.Which pop groups do you like? - with a group who had never heard pop music.This is not to say that these and other EFL topics are always unsuitable in ESOL, but rather that it is essential to get to know the learners and their backgrounds so that an informed choice of topic can be made. It is also important that learners find out about each others cultures, particularly as they are often in classes together for at least one academic year. This process of familiarization offers a wealth of material for learner-centred lessons; indeed most ESOL teachers identify the diversity of the learners as one of the most satisfying aspects of the job. In choosing a syllabus, what seems to be important is striking a balance between the experience and backgrounds of the learners, and their need to learn about the UK. Some topical areas, which are often popular with ESOL learners, include:

the practical aspects of life in the UK, e.g. the NHS, education, housing.

the cultural aspects of life in the UK, e.g. Regional differences, The Royal Family, national celebrations.

International topics e.g. life in different countries, family relationships, food, etc.

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Biographies - where learners have an opportunity to express experience and an identity apart from that of an asylum seeker. (Although care must be taken with learners who have suffered trauma, for example.)We have incorporated resources, such as questionnaires and surveys, to help facilitate the sharing of socio-cultural information. We have also tried to reflect the diversity of groups we have taught in these materials, so that they will be familiar and accessible to the majority of ESOL learners.

b) ApproachBecause of the pressing communicative needs of many learners there has been an emphasis on functional approaches in ESOL. However, we believe that a predominantly functional approach may not be the most appropriate. This is because, firstly, there is no guarantee that a particular structure will be used for a particular function. Secondly, functional language is often quickly and easily learned, through necessity, outside the classroom. In our experience, because many learners do learn to communicate fairly quickly, their needs tend to centre on a lack of accuracy We suggest that a varied approach (based on needs, analysis, and assessment) is used in ESOL. In the teacher notes, we have suggested a task-based approach (TBA) for many activities in this book, because we believe it is particularly suited to ESOL and works well with this kind of resource. We have given detailed notes on using a TBA because we know that many teachers are sceptical about using it with lower-level learners. In our experience it can work well at lower levels and we offer the following as general guidance.

A Task-Based Approach for ESOLA TBA focuses on the learners using language creatively to achieve a particular outcome, without necessarily prescribing what language should be used. It is a useful approach because it closely parallels what ESOL learners do, and need to do, in their everyday lives and therefore promotes independent learning. A TBA is also helpful in differentiating to meet the diverse needs of any group of learners, because of the opportunity for individuals to take on different responsibilities in the completion of the tasks. We have found this approach most useful for ESOL when it is adapted to:add emphasis to accuracy through pre-task rehearsal and post-task analysis.expand grammatical knowledge through writing-up or presenting findings.fully integrate the four skills and different learning styles.

We suggest use of the following model with these resources:

Teacher Role Group Role

Pre-task: Pre-task:

Explain and write task goals on Discussion of task, roles /the board responsibilities Prompt / elicit / support, Decide on language needed toaccepting any language which is carry out taskappropriate and accurateT Monitor for accuracy and Rehearse language / interactionpronunciation in group

Task: Task:

Monitor noting errors (only in Carry out task throughmain form/s being practised) interaction with other learner/s Ensure that groups have data to Collate, discuss, and analyzesummarize resultsTProvide / elicit model structures forfor summarizing results

Post task: Post task:

Lead discussion of results and Write up / oral presentation offeedback on errors. Discuss other resultscontexts where language couldbe used

As with other learner-centred approaches, there may be resistance to a TBA from learners who are used to more teacher-centred methods. In our experience, the following can help reduce resistance:

At higher levels explain your approach and its rationale with learners.

Introduce the approach gradually. Ensure that you actively monitor tasks and provide

detailed feedback. Do not focus exclusively on one approach.

c) Class projectsClass projects, where learners collaborate to compile a class folder on a particular topic, can work very well in ESOL. They provide a very satisfying conclusion to a task which may be extended over several lessons. The teacher notes in the resources highlight which activities can be incorporated into these. Class projects provide an excellent opportunity to:

promote group work and a class identity personalize general activities to your class integrate the four skills incorporate IT

acknowledge the experience and diversity of adult learners.Below is an example of a topic which can generate sufficient material for a project. Other topics could be: Countries, Work in the UK, Famous People around the World, etc.

Example class project:

Topic Content Skills

Class Profile Profiles of learners / Conducting surveys /descriptions of daily Using a digitallives / Biographies/ camera / Word processingFamily trees / Photographs techniques / Indexing

d) D iffe ren tia tion and extensionIt is very common in ESOL for individuals to have a spiky profile. A learner may, for example, have Entry3 speaking skills but only Entry 1 reading skills. In addition, learners will differ in terms of their preferred or established learning style. This means that the ability to differentiate and extend materials and activities is an essential one for an ESOL teacher. This does not necessarily mean creating entirely separate materials and activities for different learners. We have given simple and practical tips to help teachers with this for each resource sheet, and offer the general suggestions below:

Ensure some learners are able to work at a slower pace while providing extra activities for those who wish to move on.

Facilitate learners taking a role in a task which focuses on a skill they need to practise.

Use the same resource in different ways e.g. cut up sentences for learners who learn more easily through manipulating text.

Actively teach study skills. Shorten and simplify reading texts for developing

readers.

I hope that you will enjoy using these resources as much as I have enjoyed writing them.

File 1 Use after File 1B fj 50-60 mins

1 What do you think?Learner objectivesBy the end of this lesson, learners will have practised expressing and giving reasons for opinions, and writing simple sentences summarizing the results of a questionnaire.

Materials- One worksheet per learner- Flip-chart paper and pens- Newspapers (if necessary for differentiation)

Vocabularybest, favourite, actor, sportsperson, area

ProcedureTASK 1

Give out one worksheet to each learner. Pre-teach / elicit vocabulary and phrase What do you

think of...? Explain that there is a choice of questions with b, d,

and e. Learners read questions and record own responses in

short note form (demonstrate if necessary).

TASK 2 Explain that learners are going to interview each

other and must not give one-word answers, i.e. they must give a reason with because, or expand answer in any other way appropriate.

Demonstrate in open-pairs. Designate and pair learners A and B, to interview

each other, and record answers in note form only.

TASK 3 Divide class into A and B groups, consisting of A and

B learners respectively. Explain that the task is for the groups to discuss

results of questionnaire and write statements about the whole class (including themselves), e.g. Everyone likes Eastenders.

Ask them to think carefully about, and discuss, which verb forms follow the expressions everybody, nobody, etc.

Demonstrate task by doing the first statement with the whole class.

Groups agree on sentences, check grammar and spelling, and write on flip-chart paper.

Pin up sentences around the room, and ask learners to move around in pairs discussing the survey results. Finally, ask for some comments from some of the pairs.

Differentiation- Some learners may not know about newspapers or

English TV, so use these topics as the basis for an end activity, to discuss and promote using English outside the class, bringing in real newspapers to show them.

- Give question cues only, or jumbled questions to higher levels.

- Give questions in a different order, starting with the least demanding, and then give fewer questions to weaker learners / slower readers.

Extension- Each group devises and conducts their own

personalized questionnaire (about the local area, college, etc.) and writes up results, or types them into a table, for class folder (see Introduction).

ESOL Curriculum Reference:W s/E 2 .1a C onstruct s im p le and co m p o u n d

sentences, using co m m o n con junc tions to connect tw o clauses (e.g. as, and, but)

S d /E 2.1d Express v iew s and o p in io nsL r/E 2 .6 a Listen to , and identify , s im p ly

expressed fee lings and o p in io n s

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File 1New English File Entry 2-3 ESOL

Photocopiable Oxford University Press 2006

What do you think?1 Note your answers to these questions.

a) What do you think about the UK?

b) Who is your favourite actor / sportsperson?

c) Which is the best English newspaper?

d) Why do you like / dislike your area?

e) What do you like / dislike about the English language?

f) What do you think of the Prime Minister?

g) What is your favourite English TV programme?

h) What makes a good ESOL teacher?

i) What is the best way to learn English?

j) Where is the best place in your area?

2 Now ask your partner.

3 Write sentences about your class,

Everybody ___________________

me partner

Nobody

Most people

Some people

One person

File 1 Use after File 1D 4 60-90 mins

2 Look it up!Learner objectivesBy the end of this lesson, learners will have practised using alphabetical order in a dictionary, and accessing the different information in a monolingual learners dictionary.

Materials- Monolingual learners dictionaries, sufficient for one

per learner- One worksheet per learner

Vocabularystress, syllable, alphabetical, sounds

Procedure Give a worksheet to each learner. Run the activity as a

workshop, with learners grouped according to their literacy ability.

Do not pre-teach / elicit the vocabulary at the start, but as it arises with the questions in individual groups.

Ensure learners are aware of, and know how to use, the dictionary index before starting.

QUESTIONS 1 -2 Monitor and check answers with individual groups,

explaining the importance of using alphabetical order when using dictionaries.

Dictionaries should now be used for the rest of the questions.

QUESTION 3 Monitor, ensuring learners are using alphabetical

order to look up the words. Learners work in pairs within their groups,

explaining the different meanings to each other and then writing sentences.

Monitor and check with individual groups, encouraging self- and peer-correction.

QUESTION 4 It is worth familiarizing learners with these

phonemes as they can cause major pronunciation difficulties.

To introduce phonemes in general, write you and your on the board and ask for the pronunciations.

Now write the phonemes for the two different vowel sounds in you /u:/ and your /o:/.

Explain that these symbols represent the sounds, not the letters.

Learners find the phonemic chart in their dictionaries, and find the sounds the phonemes / symbols represent on their worksheet.

Monitor and check with individual groups, and then get pairs within the groups to test each other on the sounds.

QUESTION 5 Drill the sounds and give examples of words with

these sounds, before asking groups to produce their own and write them in the table.

Monitor very carefully, noting errors to demonstrate different sounds in feedback to individual groups.

QUESTION 6 First ensure that learners are aware of what stress is,

and how it is marked in the dictionary. Use the example on the worksheet.

Monitor, getting learners to say the word before checking stress.

Get feedback by drilling the words with the individual groups.

Differentiation- As mentioned earlier, group learners with developing

literacy together, so they can focus on the basic activities at the start while other learners move to later questions.

- You may wish to do the activity over a number of lessons, focussing on areas of particular difficulty for your class, and amending or deleting exercises as appropriate.

- Pay particular attention to showing learners with developing literacy how to look things up in alphabetical order.

Extension- Set extra questions based on the particular

dictionaries you are using, e.g. questions based on picture pages.

- Use a college or adult education prospectus, and get learners to find courses of interest in the alphabetical index.

- Most local authorities have a website with an alphabetical index to services. Get learners to find particular services in the index.

QUESTION 11) b 2) d 3) f 4) h 5) j 6)1 7) n 8) p 9) r10) s 11) w 12) z

QUESTION 21) for 2) four 3) their 4) there 5) too 6) two 7) wood 8) would

QUESTION 61) forty 2) interesting 3) fourteen 4) collect 5) money 6) explain

ESOL Curriculum Reference:R t/E 2 .3a Iden tify a range o f co m m o n sources o f

in fo rm a tio n w h e re everyday in fo rm a tio n can be fo u nd

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Look it up!1 Write these letters in alphabetical order in the boxes.

j n d h z l u p w r f b s

1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12)

2 Write the words in alphabetical order in the boxes.

there would their four wood two for too

1) 2) 3) 4) 5) 6) 7) 8)

3 Now look up the words in the last question. Tell your partner the meaning of the words. Work together and write four sentences with four of the words.

a) ------------------------------------------------------------------------------------

b ) ----------------------------------------------------------------------------------

c) ------------------------------------------------------------------------------------

d ) ----------------------------------------------------------------------------------

4 What are these sounds? Check in your dictionary and tell your partner.

/ae/ /i:/ h i /au/ /a /

5 Now write four words which include the sounds in question 4.

I x l l/i:/ 2 III 3 /au/ 4 /a /c a t

6 Mark the stressed syllable in these words. For example: father

1) forty 3) fourteen 5) money

2) interesting 4) collect 6) explain

n

File 2 Use after File 2B f 60 mins

3 I was having a good day when ...Learner objectivesBy the end of this lesson, learners will have practised writing a narrative for a picture story, using the past simple and past continuous.

Materials- One cut-out set of pictures per group (enlarged to A3)

Vocabularydrain, climb, hanger, ladder

ProcedureTASK 1

Divide learners into groups of three or four, and give out one set of enlarged pictures per group.

Learners discuss and agree on an order for the picture story.

Check by moving around the groups as they finish, prompting learners to change order of pictures if necessary, but do not go into the narrative at this stage.

TASK 2 Pre-teach / elicit vocabulary and give learners the

names of the characters. Tell learners they are going to write a story based on

the pictures, using the past simple and past continuous.

Write these instructions on the board to facilitate the task:Before you write your sentences decide: What are the two actions? Which verbs are needed? Which action started first?

Elicit some examples of past continuous interrupted, and demonstrate with a time line. For example:

I was going to the shop when .. .

-oc.Si



I was having a good day when ...

File 2 Use after File 2D 6-90 mins

4 A great day outLearner objectivesBy the end of this lesson, learners will have practised organizing a text into paragraphs using linking words, and producing their own text about a local attraction.

Materials- One worksheet per pair at first, then one each- Brochures / leaflets about local attractions, or access

to websites- OHT with linkers filled in- Dictionaries

ProcedureTASK 1

Explain that the class is going to read a review of an attraction (Kew Gardens). Ask what they would expect to see in such a review, eliciting the vocabulary and writing their suggestions on the board.

Pairs read the text quickly to check if they were correct. Get feedback from around the classroom and add or delete from what has been written on board.

Pairs then decide on paragraph order and number1 to 4.

While getting feedback from the pairs, ask learners to identify what helped them to order text.

Ask pairs or groups around the classroom to decide on a title for each paragraph (see answer key for possible titles).

TASK 2 Learners work in pairs and try to work out or explain

the meaning of the words in bold. Get each pair to make a question with these words,

e.g. Can you get to Kew Gardens on the tube? Swap partners, and each learner asks new partner the

questions they have formed. Partner answers.

TASK 3 Explain task - to put appropriate linkers in the gaps:

because, although, so, etc. Pairs decide on, and write in, appropriate linkers. Go through linking words with whole class on OHT.

Differentiation- Cut out the paragraphs to help with ordering.- Supply the paragraph headings for matching.- Encourage learners to use dictionaries to look up

meanings of words in bold, or provide meanings for weaker learners to match.

- Supply numbers of linking words, i.e. because x 5, although x 5, so x 4.

Extension- Small groups access information (in brochures or on

the Internet) about famous attractions and prepare a presentation for the class.

- Using the paragraph titles for this text, learners write reviews of places they have visited for the class folder (see Introduction).

TASK 1Paragraph order and suggested titles:c) Transport to Kew Gardensa) Cost of going to Kew Gardensd) What to see in Kew Gardensb) What we liked about Kew Gardens

TASK 2Linking words:a) but, because, so, but, sob) because, because, but, soc) but, because, butd) so, so, because

ESOL Curriculum Reference:Rt/E3.1a U nderstand and id e n tify h o w m ean ing

is b u ilt up in ch rono log ica l, con tinuous, descrip tive , and exp lana to ry texts o f m ore than one paragraph

Wt/E3.2a S tructure m a in p o in ts o f w r it in g in short paragraphs

Wt/E3.2a S how sequence th rou g h th e use o f d iscourse m arkers and co n jun c tio ns

TASK 4 Learners access information (on Internet or in

brochures) about a local attraction. Learners obtain information on transport, entrance

cost, and what there is to do or see. Then learners write this up into paragraphs, adding

their own comments, headings, and using linking words.

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A great day out1 Read through this review of Kew Gardens quickly. The paragraphs are

in the wrong order. Decide on the correct order and number the paragraphs 1 to 4. Now write a suitable title for each paragraph.

2 Work out the meaning of the words in bold with a partner.

Royal Botanic Gardens KewR I C H M O N D , S U R R E Y

Visitor review by Chanda Bihari

a ) -----------------------------------------------------

A s w e ll a s the tube fa re , th e admission w a s q u ite e x p e n s iv e fo r m e and m y h u s b a n d a t 11 .7 5 e a c h , ______________ th e re a re concessions. T h e k id s g o t in fre e a n d so d id m y m um______________ sh e is o v e r 60 . M y b ro th e r is a s tu d e n t_______________ h e o n ly pa id 8 .7 5 . T h ep la c e s to e a t w e re O K ______________ th e y w e re no t c h e a p _______________I w o u ld ta k e apicnic n e x t tim e .

b)

T h e b e s t glass house is th e P a lm H o u se . T h e c h ild re n lo ve d i t ______________ th e y c o u ldc lim b r ig h t up in to th e ro o f a n d lo o k o v e r th e to p s o f a ll th e tre e s . M y fa v o u r ite w a s th eb a n a n a p la n t, w h ic h I lo v e d s h o w in g to th e c h i ld r e n ______________ it g ro w s in m y co u n try .T h e re is a lo t to s e e a t K e w G a r d e n s ______________ i t s so b ig yo u c a n t p o s s ib ly se ee v e ry th in g in o n e v is it. It s th e b e s t d a y o u t in L o n d o n ______________w e w ill d e fin ite lygo a g a in .

c ) --------------------------------------------------------------------------------------------------------------------------------------------------------

I w e n t to th e R o ya l B o ta n ic G a rd e n s , o r K e w G a rd e n s a s m o s t p e o p le ca ll it, w ith th e w h o le fa m ily in Ju ly . If yo u live in L o n d o n it s v e ry e a s y to g e t to K e w G a rd e n s b y tu b e , tra in , o r bus . If yo u a re c o m in g fro m o u ts id e L o n d o n , th e b e s t s ta tio n s a re C h a rin g C ro s s o r P a d d in g to n .You c o u ld d r iv e ______________ I w o u ld n t recommend d r iv in g _______________ it ca n be d iff ic u ltto fin d s o m e w h e re to p a rk n e a r th e g a rd e n s . W e d e c id e d to g o on th e t u b e ______________ w ec a m e b a c k on th e tra in as th e c h ild re n d o n t g e t so b o re d on tra in s .

d ) --------------------------------------------------------------------------------------------------------------------------------------------------------

A lth o u g h K e w G a rd e n s is q u ite e x p e n s iv e it is re a lly worth th e m on e y . I t s g o t anin te rn a tio n a l c o l le c t io n ______________ y o u ca n s e e p la n ts a nd tre e s fro m a ll o v e r th e w o rld .T h e re a re a ls o la ke s , b e a u tifu l o ld b u ild in g s , an a q u a riu m , and a m u s e u m ------------------------i t sno p ro b le m if yo u a re n o t in te re s te d in p la n ts . Y ou d o n t n e e d to w o rry a b o u t th e w e a th e re i t h e r ______________ y o u c a n s p e n d th e d a y in th e h u g e w a rm g la s s h o u s e s w h e re th e y ke epm a n y d if fe re n t tro p ic a l p la n ts .

F ind o u t m o re : w w w .rb g k e w .o rg .u k /v is ito r

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File 3 Use after File 3C 30-40 mins

5 We're having a party!Learner objectivesBy the end of this lesson, learners will have practised organizing and explaining who will do what at a party, using will for making offers and the present continuous for plans.

Materials- One worksheet per learner- Scissors

Vocabularysavoury, sweet, cutlery, serviettes, entertainment

Procedure TASK 1

Divide class into groups of four or six. Tell learners they are going to organize an ESOL

party Ask them to decide who they would invite (other

classes, family, etc.). Groups agree on the number of people they will

invite before they start planning. Tell learners whether they would be able to use your

learning centre for a party or, if not, what the alternatives are (and what they would have to do to organize either).

Give out worksheets and ask learners to do the first activity, making sure they choose a time and date suitable for everyone. Then groups agree on whether they want guests to bring anything and complete the invitation.

TASK 2 Pre-teach / elicit vocabulary. Groups decide who is doing which job; each pair of

learners should have one or more jobs. Remind them that when offering to do something will is used - demonstrate this in open-pairs, e.g. I ll cook the food.

Pairs now plan their job in detail, i.e. what food / music / equipment they will bring.

Groups come back together and pairs say exactly what they are doing - remind them that once a decision has been made, present continuous should be used - demonstrate this in open-pairs,e.g. I m cooking the food.

Groups then decide who will do any extra jobs.

TASK 3Learners write up their sheets together, e.g. Ali and Rukia are making some cous cous, Svetlana is bringing some games for the children, etc.Monitor, encouraging use of the present continuous tense, but accepting any forms appropriate such as the going to form.

TASK 4Learners now cut out their invitations, leaving the rest of the sheet face down.Pair learners from different groups.They swap invitations - tell them to invite their partner and tell each other who is doing what.

DifferentiationGive weaker learners prompts about the detail of planning needed for a party, such as the kind of activity the children might enjoy or suitable food for the time of day, or give question word prompts, e.g. organize food (savoury) - What? Where from? etc.

- For learners already familiar with the distinction between will and the present continuous, introduce other structures for making suggestions, such as Why dont we ...? How about...? etc.

- Allow higher levels to decide on their own list of jobs.

Extension- Learners organize a class outing and decide who is

doing what, e.g. collect information about local attractions, phone for more information, organize transport / food, etc.

ESOL Curriculum Reference:S d /E 3 .1 f M ake a rrangem ents / p lans w ith o th e r

peop leW s/E 3 .2a Use basic sentence g ram m ar

accurate ly

16



We're having a party!1 You are organizing an

ESOL party.

2 Now plan your party. Decide who is doing the jobs below.Make offers with will.

3 When you finish planning, write who is doing what below.

( ' { ( ( ( ( ( ( ( ( ( ( ( f f f f f

Who is doing what?

organize food (savoury)______ __________________ _______

organize food (sweet)____ ______ _____________

organize drinks________________________

organize giving invitations________ _____ _______________

organize plates, cutlery, serviettes, etc............................................... ...

organize music______________ _____ _____________

organize something for children to do / eat________________

organize cleaning-up after the party______________________

4 Now invite other people in your class. Explain who is doing what for your party.

17

File 3 Use after File 3C 4 6-90 mins

6 What are you going to do about it?Learner objectivesBy the end of this lesson, learners will have practised extracting the main points from texts, discussing local political issues, and writing a manifesto.

Materials- Dictionaries for TASK 1- One copy of all three pages of worksheets per pair

ProcedureTASK 1

Divide class into 3 or 6 groups of four, allocating two texts to each group, i.e. Group A reads texts 1 and 2, Group B reads texts 3 and 4, and Group C reads texts5 and 6.

Tell each group to complete the table for their texts, i.e. decide what the letters are about generally, and decide on the most important points the writers make.

Learners then try to guess meaning of the underlined words from context, or look these up in the dictionary.

Learners then write the words down with a definition in the vocabulary column.

Monitor and feedback to groups individually.

TASK 2 Move one pair from each group to another group. Pairs then explain their texts to each other, and

complete the table for a further two texts. Monitor, ensuring learners are explaining their texts

accurately. Repeat process so that all learners complete the table

for each text.

TASK 3 Learners return to original group and read all texts. Check understanding of the texts by asking

comprehension check questions. Tell each group they are going to form a political

party and write a manifesto. Explain / elicit meaning of manifesto and ask for

examples of what might be in one. Groups discuss the letters and agree on the three

most important issues from the letters page. Each group decides on a party name and writes a

manifesto, i.e. make statements about what they will do to address these issues, and how they will raise the money to fund their policies.

Monitor, ensuring learners are using the appropriate language to express promises and decisions, i.e. will and be going to.

Each group then presents its manifesto to the class. Class votes for the best manifesto (they cannot vote

for their own party).

Differentiation- Pre-teach vocabulary or provide meanings for

learners to match.- Allow less-developed readers to focus on one text

only.

Extension- Bring in letters page from local paper for class to read

and discuss.- Learners add content to manifesto on issues of their

choice, e.g. health and hospitals, unemployment, schools, public transport, etc.

[ANSWER KEY]

Letter title General topic Main points

A DANGEROUS PLACE TO LIVE?

crime mugging, burglary

A LOT OF RUBBISH rubbish in the streets

litter, fly-tipping

TIME TO GET SERIOUS racism graffiti, attacks on mosque and temple

WAKE UP BLUEBRIDGE!

the environment saving energy, better information on grants, better recycling

UNSAFE STREETS road safety cars speeding, no zebra crossings

PENSIONERS CANNOT PAY

pensioners' problems paying council tax

council tax too high, no help, bad services

ESOL Curriculum Reference:R t/E 3 .4a Extract th e m a in p o in ts and ideas, and

p red ic t w o rd s fro m con tex tW s/E 3 .2a Use basic sentence g ram m ar

accurate lyS d /E 3 .1 f M ake a rrangem ents / p lans w ith o th e r

peop le

18



What are you going to do about it?1 Complete the table for two of the letters in the Bluebridge Gazette.

Letter title General topic Main points Vocabulary

A dangerous place to live?

A lot of rubbish

Time to get serious

Wake up Bluebridge!

Unsafe streets

Pensioners cannot pay

2 Write your party manifesto.

Vote for the

Manifesto of the party

Partv!

W hpn \a/p arp p lprtpd w p

\A/p w ill raicp m n n p v fn r t h k hv

19



The Bluebridge Gazette ____________________________________________________________________________________________________

The Bluebridge Gazette ... giving readers a voice.Every week we print your letters about the way Bluebridge Council runs this area. Write to the Editor with your views.

A DANG ERO US PLACE TO LIVE?Bluebridge used to be a nice place to live but not any more. Nowadays we are all afraid of criminals.

You cannot go out without the risk of getting mugged. It is really dangerous near the station, where all kinds of strange people hang around. In the winter months, I am scared to let my children go near the station after 5 p.m.

Street crime is not the only problem. Burglarlv is very common and one neighbour got burgled twice last year. Even when they are caught these burglars seem to get away with it.

When the council was elected they said they would make sure the police increased street patrols. I also remember something about money for street wardens and neighbourhood watch. What happened to all those promises?

Jill Clark, Bluebridge Central

A LOT OF RUBBISHWhen is the council going to do something about the disgusting state of the streets in Bluebridge?

These days people seem to think it is normal to drop litter. When the street-cleaners come round they do not clean properly, so a lot of the litter just stays there or blows into our gardens.

Another problem is fly-tipping. In the alley, next to Bluebridge High School, people regularly dump old TVs, computers, and even

sofas. I feel sorry for the children who have to walk to school past this depressing sight every day

The Government brought in bigger fines for littering and fly-tipping, so when is this council going to start fining people?

Ruth Cohen, Bluebridge North

T IM E TO GET SERIOUSI feel the council is ignoring the serious problem of racism in Bluebridge, which is getting out of control.

In my neighbourhood, there is very ugly racist graffiti everywhere and it has been there for more than six months. We have complained to the council but nothing happens.

Then there are the cowardly attacks on the local mosque. Every Friday local youths drive by and shout abuse at the worshippers when they are leaving after evening prayer. The Imam has CCTV of these youths but the police say they cant do anything.

Three weeks ago, somebody threw paint at the temple in Park Road. This was the third similar incident in just one month.

When is the council going to start taking this problem seriously?

/. Patel, Bluebridge East

File 3 New English File Entry 2-3 ESOLPhotocopiable Oxford University Press 2006

The Bluebridge Gazette

W A K E UP BLUEBRIDGE!Everyone must agree that the environment is the most important issue for us and for our children, but the council's record on this is disgraceful.

People need to be educated about saving energy. Switching off lights and heating can help save energy for the planet, and we can save money on bills too. But the council must set an example. I drove past the Town Hall at 11 p.m. last week and all the lights were on!

We need better information about grants for insulation and alternative energy systems. How many people know that you can get grants for putting in solar panels and wind generators?

We have the worst recycling service in the country. The council only collects paper and just once a month. In most areas of the country bottles, tins, and even plastics are recycled.

So wake up everyone! I want my children to live in a better world.

Kemal Nurat, Bluebridge Park

UNSAFE STREETSDoes this council care about road safety?

On my way to the market on Saturday, I nearly got run over. I was crossing the High Street just near the petrol station. A car came flying past and almost hit me. He was driving at about 60 mph in a 30 mph zone. As I sat down to recover from the shock, I was horrified to see a child trying to cross in the same place. Instead of slowing down to let her cross, the cars were

beeping at her. I heard that an old lady was killed trying to cross the road there last year.

It is a scandal that there is no zebra crossing here, and at other accident spots in Bluebridge. Do more people have to die before the council takes action?

Mrs J Abu Tayeh, Bluebridge South

PENSIONERS C A N N O T PAYI have worked hard all my life but now I cannot pay the council tax. All the money I saved for my retirement has been spent on these bills, which get higher every year. I am not the only pensioner in this position; we are all finding it difficult to pay.

People say you can claim council tax benefit, but your income has to be very small to qualify for this. There is no help at all for ordinary people like me.

I wouldnt mind if we got good council services but these are a joke. You wait years for housing repairs, and you can never get through to the council offices on the telephone.

Many of us fought in the war and this is the way the council repays us. When is Bluebridge Council going to do something for the pensioners in this area?

Brian Howe, Bluebridge Central

21

File 3 Use after File 3D % 4o-eo mins

7 I f s the weekend!Learner objectivesBy the end of this lesson, learners will have practised using past, present, and future tenses to describe, ask, and answer questions about the weekend.

Materials- One profile per learner- One copy of questions per learner

Vocabularytrophy, farming, line dancing, Yorkshire pudding, Caribbean, babysit

ProcedureTASK 1

Divide the class into four groups (A, B, C, D). Pre-teach / elicit only vocabulary above. Give out respective A, B, C, and D profiles, and a set

of questions to each learner. Learners match questions to responses in pairs, then

check with group. Feedback and check with groups individually.

TASK 2 Pairs try to guess the meaning of the underlined

phrases from context, agree on, and write a definition. Encourage learners to keep a record of these new expressions.

Learners swap partners A-B, C-D and teach new partner the phrases they have learned.

TASK 3 Using the questions as a cue, but without reading

from profiles, each learner describes the person in their profile to partner. Elicit the need to use 3rd person here.

Monitor closely for accuracy in the different tenses, and encourage self- and peer-correction. Alternatively, make a note of errors for a group- correction slot at the end of the task / lesson.

TASK 4 Swap partners again A-C, B-D. Learners now ask each other the questions about the

person in each others profile. Go through the questions, first ensuring learners can

convert these into 3rd person forms. Monitor closely for accuracy in the different tenses,

and encourage self- and peer-correction. Alternatively, make a note of errors for a group- correction slot at the end of the task / lesson.

Differentiation- Learners work with one text. Enlarge and cut this out,

along with questions, for easier matching.- Give meanings of phrases on card for learners to

match.

Extension- Learners interview partner and make a profile about

each others weekends.

QUESTIONS1) Do you ever go out on a Saturday evening?2) What are you doing next weekend?3) What did you eat for lunch last Sunday?4) What do you usually do at the weekend?5) What do you like about weekends?6) What did you do last weekend?

oj^ .-------------------------------------------

TASK 1a) 5 b) 4 c) 6 d) 3 e) 2 f) 1

ESOL Curriculum Reference:R t/E 3 .4a Extract th e m a in p o in ts and ideas, and

p red ic t w o rd s fro m con tex t S c/E3.3b Ask ques tions to ob ta in persona l o r

factua l in fo rm a tio n Sc/E3.4c Give an accoun t / narrate events in the

past

22


It's the weekend!

A Kester FrancesLondon

a) No school! So I have time to get my head round the latest computer game.

b) Listen to music with my mates, practise my guitar, and play football.

c) Actually, my football team won a trophy and I won Man of the Match!

d) Chinese food. My parents took me to a restaurant to celebrate our win.

e) I'm going to give my dad a hand - he's building a car from other old cars!

f) Always. I go to the youth centre and meet my friends, or we go to someone's house and listen to music!

C Hortense ButlerBristol

a) Everything! For me every day is a good day ... but the best thing is you don't have to go to work. I have to work so hard all week.

b) Well, I put my feet up on Saturdays, and I always go to church on Sundays.

c) Last weekend was really special; it was my 60th birthday and my kids organized a party. The whole family came and everybody let their hair down.

d) Chicken, rice, and peas. It's a Caribbean dish - delicious!

e) I'm visiting my cousin in France. We haven't set eyes on each other for a year.

f) Not usually, although I sometimes go to my son's to babysit my grandson.

B Jack JonesLittle Matcham in Suffolk

a) It's not much different from the rest of the week really, is it?

b) Usually the same as on a weekday. I milk the cows whatever day it is. You have to put your heart and soul into farming.

c) Well now, you won't believe it. Me and my wife, we had tea with the Queen. We were invited to a garden party at Buckingham Palace.

d) Roast beef, roast potatoes, and Yorkshire pudding as normal.

e) I'm working of course! I'm taking my cows to market.

f) Oh yes, I go line dancing. My daughter pulls my leg about it, but I love it!

Ruqia HoxhaGlasgow

a) I love it. It's the only chance I have to talk to my husband properly.

b) We try to enjoy ourselves.c) It was so exciting - we opened our own

coffee shop! We were saving for so long and it finally happened.

d) Usually a takeaway. We don't have time to cook.

e) My mum is coming to visit us from Albania. I haven't seen her for five years. I'm so nervous I have butterflies in my stomach.

f) Yes, often. We go for a meal and then to a nightclub, even though it costs an arm and a leg in Glasgow.

23

File 4 Use after File 4A ^ 40-50 mins

8 Have you e v e r .. .?Learner objectivesBy the end of this lesson, learners will have practised asking questions in the present perfect, and forming follow-up questions in different tenses.

Materials- One worksheet per learner

VocabularyMP, tent, fair (noun)

ProcedureTASK 1

Pre-teach / elicit vocabulary. Put learners in groups of four. Tell learners they must complete the questions using

a different verb for each one. Check with groups for accuracy, accepting any

appropriate verbs in the past participle form.

TASK 2 Now put learners in pairs - allocate four of the

questions to each pair. Pairs must think of a follow-up question for each of

their four questions. These questions can be in any tense, but must be

viable and accurate. For example:A: Have you ever watched / seen Coronation Street?B: Yes, I have.Possible follow-up questions: When are you going to watch it again? / When did you last watch it? /What do you like about it?

Tell learners not to write anything on the sheet for this activity.

Monitor, checking and encouraging a range of follow-up questions.

Check and feedback to individual pairs.

TASK 3 Demonstrate this task in open-pairs before starting;

use the example above. Mingle: each learner asks others their first question

until they find someone who says yes. They then record the name of that learner and ask

them a follow-up question. They write a prompt word in the + column to

remind them of answer. They continue until they have found four people who

answer yes to their question. (If there are some questions to which no one is answering yes, move learners on to another question.)

TASK 4 Learners return to their original group and describe

the experiences of the four people they have questioned.

Monitor, and get some feedback from around the classroom.

Differentiation- Copy the verbs in the answer key below, but in a

different order (and without the letters). Give to learners to match with sentences and fill gaps.

- Give verbs in infinitive form, and learners refer to verb list on p. 155 of New English File Pre-intermediate Students Book to find past participle, and then match with question.

Extension- Learners make their own questionnaire.- Write a summary about the whole class, based on the

questionnaire.

TASK 1[possible answers]b) spoken c) found d) been e) organized f) madeg) eaten h) watched i) lost j) asked k) worn I) swum m) slept n) written o) forgotten p) had

ESOL Curriculum Reference:Sc/E3.3b Ask questions to ob ta in persona l o r

factua l in fo rm a tio n

24


Have you ever ...?1 Use different verbs to make questions in the present perfect.

Name +

_____________ _____________ a) Y iSlte d ____ Buckingham Palace?

b) ___________ to your MP?

c) ___________ a lot of money?

d) ___________ to a fair?

e) ___________ a wedding?

f) ___________ something with your hands?

g) ___________ roast beef?

h) ___________ Coronation Street?

i) ___________ something important?

j) ___________ a policeman for something?

k) ___________ a hat?

I) ___________ in a swimming pool?

m )___________ in a tent?

n) ___________ a letter to the council?

o) ___________ your address?

p) ___________ a really terrible job?

25

File 4 Use after File 4D ^ 60-90 mins

9 How big is your country?Learner objectivesBy the end of this lesson, learners will have practised extracting information from short texts about countries, asking questions about countries, and making sentences in the comparative and superlative.

Materials- Atlases / maps / access to the Internet- One country profile and one answer chart per learner- Flip-chart paper and pens

Vocabularycoastline, population, urban, agriculture, resources, mining, colony, rural, floods, sq km, %

ProcedureTASK 1

Pre-teach / elicit and drill vocabulary. Divide class into three groups (A, B, and C) ensuring

learners are not reading about own country. Give each learner an answer chart and an A, B, or C

text according to group. Groups read and complete chart for their text.

TASK 2 Explain that learners must ask for information to

complete chart for the other two countries. Write some large numbers on the board and drill

before activity. Groups agree on, and make a list of, questions they

will need to ask to get the information. Monitor, accepting any questions which are

appropriate and accurate, e.g. What is the population of Ghana? How many people live in Ghana?

Demonstrate question and response in open-pairs, using example above.

Explain that answers should be recorded in numbers or dates - not sentences.

Pair learners from different groups and repeat process until they have collected information on all the countries.

TASK 3 Learners go back to original A, B, and C groups - give

each group a sheet of flip-chart paper and pen. Groups make three sentences in the comparative and

three in the superlative, based on the information gathered - when they are happy with grammar and spelling, they write them on flip-chart paper.

Pin up sentences and check with whole class. Encourage peer-correction.

Differentiation- Put comparative / superlative sentences about the

countries on card and cut up for learners to re-form.- Write some true and false sentences about the texts

on the board for learners to check and correct.- Put model sentences on the board or OHP for learners

to complete with comparative and superlative forms.

Extension- Learners research on Internet, and make a profile of

own countries or the UK for class folder (see Introduction).

ANSWER CHARTp -------------------

Ghana Lithuania Bangladesh

CoastlineArea

Population

Urbanpopulation

IndependenceLanguages

TASK 1

Ghana Lithuania BangladeshCoastline 539 km 10 km 580 kmArea 238,500 sq km 65,300 sq km 147,570 sq kmPopulation 18,100,703 3,617,104 125,340,261Urbanpopulation 370/o 73% 19%Independence 1957 1991 1971Languages 10 3 2

ESOL Curriculum Reference:Rt/E3.4a Extract th e m ain p o in ts and ideas, and

p red ic t w o rd s fro m con tex t Ws/E3.1a W rite using com p lex sentences Sc/E3.3b Ask questions to ob ta in persona l o r

factua l in fo rm a tio n Lr/E3.2b Listen fo r de ta il in a face-to-face

s itua tion o r on th e phone

26


How big is your country?

A GHANAGhana is a large west African country on the Atlantic Ocean. Accra is the capital city. The coastline of Ghana is 539 km long and the land area is 238,500 sq km. Ghana has a tropical climate with two rainy seasons.

Ghana has a population of 18,100,703. Only 37% of the population live in urban areas. Agriculture is very important, and employs about 59% of the labour force. Ghana is rich in natural resources, including gold and diamonds Mining is an important industry with 50,100 kg of gold produced annually.

Ghana was a British colony for about 84 years, becoming one of the first African countries to win independence in 1957. English is the official language of Ghana and is used in most schools. However, there are nine other official languages including Ashanti-Twi and French.

B LITHUANIALithuania is in the north east of Europe on the Baltic sea. Vilnius is the capital city. Lithuania's Baltic coast is 10 km in length, and the area of the country is 65,300 sq km. Lithuania is known for its beautiful forests which cover 31% of the land area.

Lithuania has a population of 3,617,104. About 73% of the population live in urban areas and only about 20% are employed in agriculture.

Lithuania was part of the USSR from 1940 until 1991, when it gained independence following the break up of the Soviet Union. Lithuanian is the official language, but many people speak Russian or Polish as there are large minorities from these groups.

C BANGLADESHBangladesh is in southern Asia. It has a coastline of 580 km along the Bay of Bengal. The capital is Dhaka. The area of the country is 147,570 sq km.

Bangladesh has a population of 125,340,261. It is a mainly rural country with only about 19% of the population living in urban areas.

Although rivers cause many floods in Bangladesh, they are very important for agriculture - the economy is based on this. The rivers make the soil very fertile helping Bangladesh to be one the world's biggest producers of rice.

Bangladesh used to be part of India, and later Pakistan. It became independent in 1971. Bengali is the main language of Bangladesh although many people speak Urdu.

27

File 4 Use after File 4D ^ 4omins

10 Funny sentencesLearner objectivesBy the end of this lesson, learners will have practised forming sentences with adjectives and nouns, using appropriate word order.

MaterialsDifferent set of cut-up adjectives for each group (16 for two groups, 8 for four groups)Set of cut-up nouns per group (copied onto card and laminated if possible)Stopwatch or minute timerSet of instructions per pair (or write these on theboard)

ProcedureTASK 1Divide class into two or more teams, ensuring you have a mixed range of ability in each team.Give each team one set of adjectives and the set of nouns, shuffled and placed in separate piles on the table.Give each group a set of instructions (see right) or write these on the board.After learners have read the instructions conduct a practice run. For example:* Write cats and difficult on the board. Elicit as many sentences (the more ridiculous and

longer the better) as possible with these two words, emphasizing that these do not have to be true or in any particular tense - only correct, e.g. Cats are difficult animals, Cats havent got very difficult lives, Cats can do quite difficult things like jump over fences, etc.

Teams turn over one noun and one adjective.They have two minutes to make a sentence.Put the completed sentences on the board and check - give teams an extra point for successfully correcting other teams sentence.Teams gain one point for correct grammar and one point for every word over three in the sentence if grammar is correct.Continue until all the adjectives are used up.

DifferentiationCheck understanding of adjectives and get learners to match opposites before starting game.Focus on a particular structure, such as the comparative or superlative, if your group needs more controlled practice. Put up some sentences with target language for weaker learners to refer to.

ExtensionLearners make their own funny sentences game,i.e. make new adjective and noun cards and give to another team to form sentences.

Instructions for Funny Sentences Work together Your group must work on one adjective and one noun

at a time Your group has two minutes to make a sentence with

these The sentence does not have to be true The sentence can be positive or negative Each sentence must be different You get points for:

- correct grammar- long sentences

ESOL Curriculum Reference:W s/E 3 .1a W rite using com p lex sentences

28


Funny sentences

unfriendly cheap noisy generous

unhealthy clean polite boring

beautiful unhappy nervous patient

comfortable dishonest lazy safe

friendly interesting quiet confident

healthy impatient rude happy

ugly hard-working expensive uncomfortable

polluted honest mean dangerous

The Prime Minister

The Queen CitiesOurteacher Our area

Britishpeople Markets

Publictransport

TheAmericanPresident

Supermarkets

__ __________

Ourclassroom

Pubs SchoolsBritishfood

British TV

Scotland FootballTheInternet

Mobilephones

Elephants

29

File 5 Use after File 5A > 40 mins

11 I must stress ...Learner objectivesBy the end of this lesson, learners will have practised using, and listening for, word stress.

Materials- One word set, A or B (not cut-up) and two charts per

pair- One set of cut-up words per team (A or B)- Lots of dried beans or counters (these make it more

fun than points)

ProcedureTASK 1

Write a word on the board, e.g. possible. Demonstrate how to count the syllables, i.e. the

number of vowel sounds: po-ssi-ble*. Ask where the stress is and mark this, i.e. po-ssi-ble. Put learners in two teams, A and B (or four teams if

you have more than ten). Give each pair in each team one word set and one

chart, A or B, according to team. Pairs decide the number of syllables and stress in

each word and write them in the appropriate column. Monitor, and get pairs to check with the rest of the

team, to ensure they have the same answer.

TASK 2 Ask learners to put their completed charts out of

sight. Give a cut-up set of words (the same words they have

just worked on) to each team, and a blank chart to each pair in each team.

Members of the groups take it in turns to dictate their words to the other team, who have to decide on number of syllables and stress, and write them in the appropriate column - it is easier if they do this with accompanying gestures, e.g. tap the table for each syllable making a fist for the stressed one.

Award a bean for correct pronunciation to first team, and one each for correct identification of syllables and stress to second team.

Add up beans and announce winner.

Differentiation- Put the word sets on card, and cut into syllables for

learners to reform.- Allow learners to look at completed chart when

dictating words to other group.

Extension- Use vocabulary you have been teaching to extend the

game.

TASK 1

ASunday hospital correct bananadentist holiday forget importantalways difficult before expensivewinter beautiful July remember

Bnever internet address impatientdoctor dangerous complete potatoopen Saturday arrive tomorrowmoney interesting asleep computer

ESOL Curriculum Reference:Sc/E3.1a Use stress, in to n a tio n , and

p ron un c ia tio n to be unde rs tood and to m ake m ean ing clear

Lr/E3.2e Listen fo r phono lo g ica l de ta il

* There is much debate about what a syllable is. I find that this very basic explanation is the most helpful to learners.

30



I must stress ... A

banana correct hospital winter

forget important always 1 holiday

beautiful expensive before dentist

Sunday difficult July ! remember

Count the number of syllables in the word, decide where the stress goes, and write it in the appropriate column, e.g. po ssi ble

Apossible

B

doctor impatient Internet Saturday

complete arrive interesting potato

never open dangerous computer

money asleep address tomorrow

Count the number of syllables in the word, decide where the stress goes, and write it in the appropriate column, e.g. po ssi ble

possible

31

File 5 Use after File 5 C 40-60 mins

12 The best way to learn EnglishLearner objectivesBy the end of this lesson, learners will have practised using modals (should, dont have to, must, mustnt) to discuss the best way to learn English.

Materials- One full set of cut out modal phrases and cut out

numbered phrases per pair- Copy of This is the best way to learn English section

from activity sheet, for each group

Vocabularysoaps, slang, The Times, gestures, accents, forms, interpreter

ProcedureTASK 1

Divide class into two or more groups of four. Check learners understand different meanings of

modals (particularly should which is not covered in New English File Pre-intermediate Students Book until File 6D) and pre-teach / elicit vocabulary.

Give one cut-out set of modals and numbered phrases per pair.

Tell groups they must decide which statements go with which modals - explain that there are no right or wrong answers, but that they will have to explain their choices.

Demonstrate this first by writing some examples on the board and asking for responses, e.g. try to speak like the Queen: You have to / dont have to try to speak like the Queen because ...

Monitor, ensuring learners can justify their decisions. Feedback, asking each group to explain two or three

of their decisions. Ask other groups to comment and agree or disagree.

TASK 2 Tell groups they should discuss the statements, and

decide which are the five most important ones for learning English; explain again that they will have to convince the rest of the class that their choice is the best one.

Monitor, ensuring they know how to justify their choices.

Each group reads out their number one rule and argues in favour of this. Class then votes.

Repeat process with remaining four rules.

Differentiation- Cut down the number of statements in TASK 1, and

get learners to write statements before reporting back.

Extension- Use to negotiate or remind learners of class rules (see

Activity 2, New English File ESOL Teachers Resource Book Entry 1-2).

- Get learners to write rules for a different context, e.g. religious / cultural codes, rules at work, driving, etc.

ESOL Curriculum Reference:Rs/E3.1b Use kn ow le d ge o f syntax and g ram m ar

to w o rk o u t m ean ing , and con firm unders tand ing , in o th e r types o f tex t at th is level

Sd/E3.1d Express v iew s and o p in io n s

32



The best way to learn English............. .......................................... ........

A You should C You must

B You don't have to D You mustn't

1listen to th e radio

7 speak to your fam ily in English

13 have English friends

19 speak to people with local accents

2 speak your f i r s t language

8 read The Times newspaper

14 use an in te rp re te r

20 use a course book

tr y to speak like th e Queen

9 use a lot o f gestures

15 learn fiv e new words a day

21 speak on th e telephone

4 read something every day

10 make mistakes

16 speak to your neighbours

22take an exam

5watch soaps

11 use a bilingual dictionary

17 learn all th e verb form s

23 use a computer

6use slang

12 ta lk to your teacher more

18 studygrammar a t home

24get a job

>rr.

This is the best way to learn English:

1 ______________________________________________

2 _______________________________

3 _________________________ 4 _________________________ 5 _________________________

33

Use after File 6B $ 60-80 mins

13 What would you do if you got the job?Learner objectivesBy the end of this lesson, learners will have practised reading job advertisements and asking and answering the kind of questions (in the second conditional) asked at job interviews.

Materials- One worksheet for each learner- One set of interview questions per pair

Vocabularyreliable, enthusiastic, creative, dishonesty,Special Educational Needs (SEN), apprehend, search, severe, mild

ProcedureTASK 1

Pre-teach / elicit vocabulary, spending some time on SEN, which can cover: behavioural issues, attention deficit, literacy, or language needs.

Class read all the adverts quickly (set time limit of two minutes) and answer the questions in pairs. Get feedback from around the class.

Tell learners they will work with the interpreter advertisement first - ask for ideas about the kind of qualities and skills an interpreter needs, and write their responses on the board.

Ask learners to read the advert again, and discuss whether they could do this kind of job, and why or why not.

Feedback, and lead class discussion of their responses.

TASK 2 Give out one set of interview questions per pair. Pairs discuss how they would respond to questions if

being interviewed for the interpreter job. Monitor, assisting the learners in formulating

responses in the correct form. Swap partners, and learners take it in turns to ask and

answer the questions. Monitor, and feedback at the end of the task, on

errors of form in questions and responses.

TASK 3 Divide class into A, B, C, and D groups. Group A prepares to interview candidates for the

security officer job. Group B prepares to be interviewed for the security

officer job. Group C prepares to interview candidates for the

teaching assistant job. Group D prepares to be interviewed for the teaching

assistant job.

Instruct groups A and C that they should read the relevant advert again and make six questions, at least three of which should be in the second conditional.

Instruct groups B and D that they should read the relevant advert again, and discuss what questions might be asked at interview, and how they would respond.

Monitor, checking the accuracy and appropriacy of the questions.

A learners interview B learners, C learners interview D learners.

Monitor, and note errors for a correction / feedback slot at the end of the lesson.

Repeat the whole process, reversing the roles and changing the jobs.

Differentiation- Write examples of second conditional on the board

for learners to use as a model.- Give topic-type cues for the conditional questions,

(i.e. evening work, child - naughty), then build-up questions, asking first for appropriate verb, then form.

- Allow less-developed speakers to be interviewers first.

Extension- Learners do a similar activity, based on their research

for jobs they are interested in.

3pr_.......................... .............................................................i iInterview questionsThe Benefits Agency asks you come and interpret for aclient who does not speak any English.You arrive at the Benefits Agency. What would you do if:1 You saw the client was your friend's son?2 You did not know how to translate the name of a

benefit?i i3 You thought your client was not telling the truth?4 Your client was giving a lot of unimportant information? ;5 Your client was swearing?6 The Benefits Officer was being very rude to your

client?

ESOL Curriculum Reference:Sd/E 3.1d Express v iew s and op in ions R t/E 3 .7a Scan d iffe re n t parts o f texts to locate

in fo rm a tio n

34



What would you do if you got the job?Read through these job advertisements quickly, and answer the questions:

a) What are the jobs being advertised?

b) What kind of experience is necessary for each job?

c) How do you apply for the jobs?

COMMUNITY INTERPRETERS(6 p o s ts )

REDFORD TRANSLATION ANDINTERPRETATION SERVICE islooking fo r people who are fluent in English and another language. You must be reliable and enjoy

working as part of a team You must be w illing to study for

the Certificate in Bilingual Skills You must have some experience

of translation and interpretation (formal or informal)

You w ill be working mainly w ith clients o f the Benefits Agency

F o r a n a p p l i c a t i o n f o r m c a l l

M a r i a C a r d o s a o n : 0 3 6 1 -2 2 3 4 5 5 3

TEAC H IN G ASSISTANT O A K W O O D SCH O O L

Children with Special Educational Needs (SEN) 12.50 an hour

12 hours per week The school is looking for an enthusiastic,

creative person to join our team.No experience necessary - full training

available for the right applicant.You will assist a range of SEN children ranging

from mild to severe learning difficulties. You must be able to work with children from

ages 5-9.

For further information and an application form visit the school website: www.oakwoodschool.co.uk

Security O fficer - Asco Supermarket16,000 inc pens ion

Job Purpose: To de tec t cu s to m e r o r s ta ff d ishones ty Key Responsibilities: A p p re he n d / search cus tom ers o r s ta ff in vo lve d in d ishones ty C ontact and g ive in fo rm a tio n to th e p o lice W rite re po rts a b o u t secu rity in c id e n ts

We are lo o k in g fo r a person w ith a t least 5 years experience in se cu rity w h o is a good c o m m u n ic a to r and a b le to w o rk u n d e r stress.

Please e -m a il a le t te r o f a p p lic a tio n to sec@ asco.co.uk

File 6 Use after File 6D m 50-60 mins

14 Sabha's problem pageLearner objectivesBy the end of this lesson, learners will have practised reading and answering problem page letters, and asking for and giving advice, using different modals and the first conditional.

Materials- One worksheet per learner

ProcedureTASK 1

Ask learners to read the texts quickly, underlining the expressions with get in italics.

Check general understanding of the texts with some basic comprehension questions.

Groups use context to identify meanings of get, and think of a phrase / word that could be substituted.

Whole class to feedback and check (see answer key on right). Remind learners to record these new expressions.

TASK 2 Tell learners they are going to write a letter in pairs,

giving advice in answer to letter 1. Ask learners to include different modals (in negative

as well as positive forms) and at least one first conditional.

Demonstrate first with whole class and elicit some advice in response to a different problem. Write some of the example sentences on the board for them to use as a model.

Monitor pairs, giving suggestions for advice they might give in answer to letter 1 if necessary.

Check letters, and feedback general errors to whole class.

TASK 3 Divide the learners into A and B groups. Explain they are going to do a role-play, asking for

and giving advice based on letter 2. Learners from group A prepare to explain the

problem and ask for advice. Tell them they will need to remember the general situation described in letter2, but can add to it.

Tell learners from group B they need to think of some general advice based on the problem in letter 2.

Learners work in A-A B-B pairs, to prepare and rehearse.

Monitor, giving general suggestions if necessary, and encouraging self- and peer-correction.

Pair learners A-B for role-play. Repeat process with letter 3, with learners in opposite

roles.

Differentiation- Get learners to match expressions with get to

meanings in answer key.- Learners focus on one letter - set detailed reading

task, and get learners to write own letter using this as a model.

Extension- Learners write and answer letters to each other with

hypothetical or real problems.- Bring in letters from a real problem page for learners

to read and answer.

TASK 1Expressions with get:got upset = became upsetget into = be admittedget on well with = have a good relationshipgot a job = offered a jobgot my wages = received my wagesget the message = understandgot here = arrived

ESOL Curriculum Reference:R t/E 3 .2a Understand and d is tingu ish the

d iffe re n t purposes o f texts at th is level Ws/E3.1a W rite using co m p lex sentences Sd/E3.1e M ake suggestions / g ive advice

36


Sabha's problem page

Problem, page...

Dear Sabha

O u r 1 4 -ye a r-o ld d a u g h te r b e g a n to d is like school last year, b u t d id n o t te ll us why. Last w e e k she got upset and fin a lly to ld us tw o g irls a t schoo l w e re bu lly in g her. They call her nam es and ta ke her lunch m oney. I am very w o rr ie d a b o u t m y d a u g h te r as she does n o t w a n t to go to school now .

M y husband w a n ts .to ta lk to th e head te ache r b u t m y d a u g h te r is to o scared. Her b ro th e r is a n g ry and w a n ts to ta lk to th e bu llies. I do n o t w a n t her to leave th e school because it is a g o o d one and w as d if f ic u lt to get into. B e fore th is she en joyed schoo l, and still gets on very well with her fo rm teacher.

W h a t do you th in k w e shou ld do?Mrs B Farsad

Dear Sabha

Tw o years ago I got a job as a carer in a nu rs ing hom e. I really liked m y jo b b u t th e n th in g s changed.

A m o n th ago m y boss asked m e to w o rk late. This w as d if f ic u lt because I have tw o ch ild ren , b u t I agreed. N o w m y boss asks m e to w o rk la te regularly. The p ro b le m is w h e n I got my wages th e re w as no m oney fo r th e extra hours.

I spoke to m y boss a b o u t it b u t he said I agreed to w o rk la te, and shou ld n o t expec t to be paid fo r a 'fe w h ours ' extra.I do n o t re m em b er ag ree ing to th is and do n o t have a co n tra c t.

Can you advise m e w h a t to do?Anita Kowalski

Dear Sabha

U ntil last year I lived a q u ie t, happy life w ith m y fam ily. Then som e n e w peop le m o ve d in n e x t d o o r a n d e v e ry th in g changed.

M y n e ig hb o u rs are very noisy. They play loud m usic, som e tim es u n til 10 p .m . W e have tr ie d also p u tt in g on loud m usic b u t th e y ju s t d o n 't seem to get the message and tu rn the irs up louder. The ir ch ild ren also m ake a lo t o f noise in th e garden a t w e e ke nd s w h e n I am try in g to relax. I sh ou ted a t th e m b u t th e y d id n o t take any no tice . M y w ife ca lled th e po lice b u t w h e n th e y got here th e y said th e re w as n o th in g th e y cou ld do. N o w w e are th in k in g o f ta k in g th e m to co u rt. Is th is a g o o d idea?

Daniel Moore

37

File 7 Use after File 7A 60-90 mins

15 Senior citizensLearner objectivesBy the end of this lesson, learners will have practised using and distinguishing between the present perfect and past simple.

Materials TASK 1

- One copy of profile 1 for each learner

TASK 2 & 3- One copy of profile 2 per pair

TASK 4- Copy of profile 3 for half the class, and profile 4 for

other half- Plain A4 paper

Vocabularysenior citizen, ambulance, retire, twin, firm (noun), solicitor, barrister, judge, traffic warden, clerk

ProcedureTASK 1

Pre-teach / elicit vocabulary for profile 1 (senior citizen, retire, ambulance) and give profile 1 to all learners.

First elicit sentences about Patricia Murphy in the past simple, e.g. She was born / left school / came to the UK in ..., etc.

Then elicit sentences describing her general experiences in the present perfect, e.g. She has had two children / had different jobs / visited Australia.

Then elicit some sentences which describe situations which began in the past and continue until the present, e.g. She has been retired / married since / fo r ....

Get learners to work in pairs, describing her life using the structures demonstrated.

TASK 2 Pre-teach / elicit vocabulary for profile 2 {firm,

solicitor, twin, barrister, judge) and give out one copy of profile 2 per pair.

Ask pairs to write eight sentences: four in past simple and four in present perfect.

Monitor, correcting errors of form. Feedback, writing examples on the board from

around the class.

TASK 4 Pre-teach / elicit vocabulary for profiles 3 and 4

( traffic warden, clerk). Pair learners A and B. Ask learners to draw a wavy line lengthways on a

sheet of A4. A learners write Neelam Choudhury on their sheet,

and B learners write Mehmet KeQeli. Give them the dates along the main lifeline for their

respective profiles, and ask them to write these on the wavy lines.

Give out profile 3 to A learners and profile 4 to B learners - ensure they do not look at partners profile.

Tell learners they need to ask as many questions as possible in the present perfect and past simple to complete the lifeline for their senior citizen.

At the end, learners can look at each others completed profiles to check.

Differentiation- Write question cues on the board, marking which

tense these are. For example:How long ...? (Present perfect)When ...? (Past simple)

- Get developing writers to focus on one profile, writing sentences and gradually building up a short biography.

Extension- Learners do own life lines, and write short biography

for a class project on life stories. Alternatively, if learners do not wish to write about their own past, they could research that of a person they are interested in on the Internet or in the library.

- When completed, learners could swap to ask questions about, and describe, each others lives (or those that have been researched).

ESOL Curriculum Reference:W s/E 3 .2a Use basic sentence g ram m ar

accurate lyL r/E 3 .5 b Respond to requests fo r in fo rm a tio n S c/E3.3b Ask questions to ob ta in persona l o r

factua l in fo rm a tio n

TASK 3 Use profile 2 to elicit question forms in both tenses,

e.g. Has he ever been married? When did he get married?

Practise question and response with profile 2, encouraging initial question in present perfect, and follow up in past simple.

38


Senior citizens

a J o SI I - ?CC OO r"~ _Q

OcOQu

CD

00E

oOc __O to=> o^

D_CODo_ cuE

_Da>a)

Z

39

File 7 Use after File 7C $ 50-60 mins

16 Choosing a schoolLearner objectivesBy the end of the lesson, learners will have practised reading, discussing, and producing a summary of school performance tables.

Materials- Table A for half the learners, and table B for the other

half

Vocabularyperformance tables, absence (authorized, unauthorized), Key Stage 2, L4+, % increase, general pass rate, previous year, national average

ProcedureTASK 1

Divide class in half. Prepare learners for the reading by asking for their

experiences on choosing schools. Elicit or pre-teach performance tables, ensuring they

understand the concept. Write remaining vocabulary on the board - ask

learners what they think the vocabulary means, and write their suggestions without comment.

Give half class table A and other half table B, asking them to find the vocabulary and check meaning by asking concept check questions.

Feedback, checking learners understand the information in each column of the table, i.e.:National average - the average results for the whole country.Authorized absence - parents ask for and receive permission for childs absence in advance or notify the school of illness.Unauthorized absence - when the child is absent without the parents doing either of the above.English, Maths, Science - shows the percentage of children passing Key Stage 2 at Level 4 or above in these subjects.Previous year - shows by what percentage the results have improved since the previous year.L4+ - percentage of pupils achieving level 4 or above. Level 4 is the level expected of most 11-year-olds.

TASK 2 Put learners with the same table in groups of four. Learners answer questions on worksheet. Monitor, ensuring they know how to use the grid. Correct with groups individually.

TASK 3 Tell the class they are going to write a summary of

the information in their tables using different tenses. Elicit some examples and write these on the board.

For example:_____school had bad results in Maths but goodresults in English._____school has improved since last year._____school is improving the fastest._____school has the best / worst English results.

Erase the examples and set a time limit for each group to produce six sentences.

Monitor and check with groups individually.

TASK 4 Pair learners A and B. Ask learners to verbally summarize the information

in their table for each other. Monitor and note any errors for a correction /

feedback slot at the end of the lesson.

Differentiation- Set further questions to check and reinforce

understanding before TASK 2.- Give learners mode

Documents

New English File ESOL Teacher's Resource Book Entry 2-3.pdf