Level 2 Esolsow

L2 ESOL - scheme of work
Faculty:
LearningArea
Coursetitle/Code:SkillsforSuccessinEnglishLevel2[PTD+PTE]
Level:Level2
LengthofCourse:35weeks
Term(s):3
AwardingBodyCourseReference:City&GuildsL2ESOL
Aim:SpeakingandListening,ReadingandWriting
Week
Educationaldiscovery
Gettingstarted
Context LearningOutcome(s)
/Topic
Summariseinformation
fromthenewcoursenew
coursehandbook
Usearangeofquestion
types
tosuitarangeofsituations
includingpastevents.
Respondtoquestionsona
rangeoftopics.
Establishstudents
learningstyles.
Agreeonexistinglevelof
tenseknowledgeandusage.
Establishcurrentlearning
needsinall4skills
Settargetsasaresultof
theirdiagnostictests
Makerelevant
contributionsandhelpto
movediscussionsforward
ESOL
Curriculum
Reference
Rt/L2.8a
Sc/L2.1a
Sc/L2.3b
Sc/L2.4a
Sc/L2.2a
Sc/L2.4a
Grammar / Vocabulary
/Pronunciation
Completetenseoverview
/diagnostic
Leisureandwork
vocabulary
Nationalities
Introductionto
phonetics:phonetic
alphabet.
TERM1(firsthalf)
LearningActivities
Teaching +
Learning
Resources
Inductionandtourofcampus.
Gettoknowyouactivities
Dictionariespaper
basedandonline.
www.skillsworkshop.org(searchforgettingtoknow)
Plentyofshortactivities/warmerse.g.Ice VAKquestionnaire
breakers,parlourgames,BlindDates.
paperbased.
Readthroughcoursehandbookandanswer
questionsaboutthecourseusing
CuttingEdge
informationfromit.
Upper
Write10questionstofindoutmoreabout Intermediate.
Module1p.69
yourpartnerslifeupuntilnow.
UsearangeofVAKactivitiestogauge
learningstylepreferencesforlearners
http://www.businessballs.com/vaklearningstylestest.htm
http://learningstylesonline.com
Ww/L2.2a
Rt/L2.7a
Lr/L2.2b
Sc/L2.4a
Sd/L2.1a
Revisionofallpresent
tensese.g.Present
Simpleforfuture
Educationrelatedlexis
e.g.postcompulsory,
prospectus,etc.
Compareandcontrast
shortandlongvowel
sounds.
Spellingstrategies
Doubleconsonantslinked
toabove&pronunciation
practice
Discusspastexperiencesoflearningand
whatworkedanddidnotwork.
Diagnosticallyassess(DA)all4skills
http://www.excellencegateway.org.uk/page.aspx?o=166124
Extendedpieceofwritingtoselfcorrect,
peercorrectandteachercorrect.
IntroduceErrorCorrectionCode(ECC)to
usethroughoutthecoursetoenhance
learnerindependence,comprehensionand
goodpractice.
Discussionactivitiesaroundeducational
backgroundandotherlearningexperiences
Readingcomprehensionofcurrent
educationalissuesfromTES
GroupTutorialsandILP
Assessment
Method+
Type(F/S)
Independent
Study+
Homework
Gapfills
Writeashort
profileofa
classmate
Discussion
Pairwork
Q&A
Writtenwork
Peer/teacher
correction
Monitor+
Feedback
DiagnosticTests
SkillsforLife
www.tes.co.uk
CuttingEdge
Upper
Intermediate.
Module1p1013
UseECC
when
markingDA
Gapfills
Discussion
Pairwork
Q&A
Peer/teacher
correction
Writtenwork
Monitor+
Feedback
Pieceofwriting
selfevaluating
studyneeds
resultingfrom
DA
February 2014. Level 2 Adult ESOL. Kindly contributed by Ronald Anderson, Newham College of Further Education. Search for Ronald on skillsworkshop.
For related resources and further curriculum links visit the download page for this resource at www.skillsworkshop.org
Page 1 of 16

Week
Compareandcontrastways
newspapersreportitems
Skim,scanandreadindetail
toobtaininformation
Discussroleandpowerof
thepress
Sd/L2.1a
Useappropriatephrasesfor
interrupting
Persuadeclassmatesto
adoptyourpointofview
Expressopinionsusing
evidencetosupport
comments
Agreeinganddisagreeing
politely
Useproofreadingtorevise
writingforaccuracyand
expression.
Selectthelevelofdetailto
includeinsummaries
Lr/L2.1a
VirtualLearningv
ClassroomLearning
Curriculum
Reference
Otherformsofmedia
i.e.internet,T.V.,radio.
ESOL
Newspapers
andtheinfluenceofthemedia
/Topic
Usedifferentreading
strategiestofindinfo.
Expressviews,opinionsand
feelingstosuitthesituation
Engageindiscussion
supportingtheiropinions
withevidence.
Useformatandstructureto
organisewritingfor
differentpurposes.
Rt/L2.7a
Rt/L2.7a,
2.3a,4a
Lr/L2.3a
Rs/L2.1a
Rt/L2.1a,2a
Rt/L2.5a,6a
Sd/L2.1a
Sd/L2.3a
Sd/L2.2d
Sd/L2.4a
Wt/L2.3a
Sc/L2.1a
Sd/L2.3a
Sd/L2.4a
/Pronunciation
TERM1(firsthalf)
LearningActivities
Revisionofthestructure,rulesand
applicationofthepassivevoice.
Activitiespractisingthepassivevoice
Learnersreflectontheirdiagnosticresults
andsetrealisticshort/longtermtargetsfor
thisacademicyear.
Studentsdiscussvariouscurrentaffair
itemsinthepapersandcompareand
contrastthemannerofreporting.
www.timesonline.co.uk
Writeanarticleinajournalisticstylefora
newspaper.www.bbc.co.uk
Revisionofpasttenses+ Completeamatchingexerciseforpolite
furthercomparisonsand
phrasesforinterrupting
superlativese.g.not
Discussrelativeeffectivenessofdifferent
nearlyasas
formsofmediausingnewlylearntphrases
Nothinglikeas.as.
Learnersmakeuseoftechnologyinthe
Sorrytointerrupt/butt
classroomtoaccessmediae.g.BBCiPlayer
in
forwatchingnewsvideosandBBCradio.
Ifwecouldmoveon.
Discussissuesraisedandtheirpreferences.
AsfarasIamconcerned Comparethesamenewsitemandhowitis
CouldIpossibly?
reported(style,language)inthedifferent
Itseemstomethat,
typesofmedia.
Accordingto
Selectoneofthenewstopicslookedatand
Practisecadence
writeasummaryusingthestructures
coveredsincethestartofthecourse
Furtherrevisionofpast
Groupsdiscussideasonvirtuallearning
tenses
andhowthingsmayprogressinthefuture
Usingrelativeclausesfor Classsurveyonlearnerpreferences
complexsentences
regardingvirtualandclassroomlearning
Formaldiscoursemarkers Writeshortreportbasedonsurveyresults
e.g.Although,despite,
Studentsloginandsampleavarietyof
however
virtuallearningcontexts.
Passivevoice
Newspaperlanguage
includingunderstanding
headlinenewsincluding
implicitpassives
e.g.Fugitiveshot.
Formaldiscoursemarkers
e.g.Nevertheless
Wordandsentence
stressforemphasis
http://www.bbc.co.uk/webwise/0/
www.breakingnewsenglish.com
www.learndirect.co.uk
Teaching +
Learning
Resources
Assessment
Method+
Type(F/S)
Independent
Study+
Homework
Widevarietyof
tabloidand
broadsheet
newspapers.
[paperbasedand
online]
CuttingEdge
Upper
Intermediate.
Module12
Pair&small
groupwork
Discussion
Markwritten
work
Gapfills
Q&A
Peer/teacher
correction
Monitor+
Feedback
Furtherwriting
ofnewspaper
articles
Bringinarticles
frompapersfor
nextlesson
www.reuters.com
www.skynews.com
Monitorand
feedback
Gapfills
Worksheets
Discussion
Pairwork
Q&A
Writtenwork
Peer/teacher
correction
Followanews
itemofinterest
andreportback
bygivingamini
presentationin
week10
Preparationfor
City&Guilds
Presentation
skills
Complete
summaryifnot
finishedinthe
lesson.
Gapfills
Worksheets
Pairandsmall
groupwork
Discussion
Q&A
Writtenwork
Peer/Teacher
correction
Completethe
report
Accesswebsites
forfurtherself
study.
CuttingEdge
Upper
Intermediate.
Module12
ReadingExtra
OUP
Page 2 of 16

Week
6
Commu
nity
Life
Makingcomplaints
[prepareslearnersforTask3ofC&G
S&LExam]
/Topic
ESOL
Curriculum
Reference
Usearangeofsentence
structurewhichisfitfor
purpose
Wt/L2.4a
Listenforandidentify
relevantinformationona
rangeoftopics
Presentideasinalogical
way
Followandcontributetoa
discussion
Listenforphonological
detail
Lr/L2.3a
Expressyourselfclearlyand
politelyinaformalcontext
whencomplaining.
Makerecommendations.
Presentinformationina
logicalsequenceusing
paragraphswhere
appropriate.
Useinversionscorrectlyfor
expressingyour
dissatisfaction.
Sd/L2.1a
Ws/L2.1a
Sc/L2.1a
Lr/L2.2d
Lr/L2.2e
Sc/L2.1a
Wt/L2.3a
/Pronunciation
TERM1(firsthalf)
LearningActivities
Vocabularyfor
Insmallgroups/pairsstudentsevaluate
technology
therelativeeffectivenessofvirtuallearning
Practisestresspatternsin Discussthebenefitsofclassroomlearning
multisyllabicwords.
Learnersmatchwordswithsimilarstress
patternsandpractisethem.
2nd conditionalfor
UsinglocalnewspapersandTimeOut
imaginarysituations
online,findoutandplananactivity
Phrasalverbsrelevantto
together.http://www.timeout.com/london
communitylife
Usingthesecondconditional,discuss
Idiomaticexpressions
variousoptions.http://eolf.univfcomte.fr
Collocations
Listenreadanddiscussinterestingtopics
Homonymswithdifferent thataffectuslocallyandinternationally
pronunciation
Agreeanddisagreepolitely
i.e.ou
ListentonativeEnglishspeakerstoidentify
patternsinintonation,wordandsentence
stress.
Phrasalverbsfor
effectivecomplaining
Idiomaticexpressions
Complexstructures
includingrelativeclauses
Inversionsforemphasis
i.e.NeverinmylifewillI
eatthereagain!
Respondtoandcriticiseconstructively
www.skillsworkshop.org(searchforcomplaintletter)
Compareandcontrastuseofformaland
informallanguage
Makingpoliterequestsforinformation
Studentscompleteagapfillingactivityto
introducethemtothestructureanduseof
inversions.
Students(Ss)practisefurtherexamplesof
inversionsbothorallyandinwriting.
Writeaformalletterofcomplaintfocussing
ontheformat.Thisisidealpreparationfor
bothtask3oftheC&GS&Lexamin
December,andthewritingpaperinTermE.
Teaching +
Learning
Resources
Assessment
Method+
Type(F/S)
Independent
Study+
Homework
Pairandsmall
groupwork
Discussion
Markwritten
work
Discussion
Q&A
Writtenwork
Peer/Teacher
correction
Monitor+
Feedback
Realia
Monitorand
examplesof
feedback
complaintletters Gapfills
Worksheets
CuttingEdge
Pairandsmall
Upper
groupwork
Intermediate.
Discussion
Module8page86 Writing
89
activities
Cutting Edge
Upper
Intermediate.
Module10
Findoutwho
yourlocalMPis
andcontact
detailsin
preparationfor
theletterof
complaintnext
week
Complete
letters
Makeuseof
reallife
situations
tocomplain
about.
Page 3 of 16

Week
ExamTechniques
Languageforparticipationinthespeaking
andlisteningexams
/Topic
ESOL
Curriculum
Reference
Grammar/Vocabulary
/Pronunciation
OverviewoftheC&G
Speaking+ListeningExam
GoodandBadPractice
Sc/L2.3a
Negativeagreementto
useindiscussionsection
oftheS/LExam.
Rhetoricalquestions
(preemptingtheirusein
theformalcomplaint
letterlater.)
Sspractisenegativeagreementbothorally
and,toaidconsolidation,inwrittenform.
Theyusethisformwhenengagingintheir
C&Gdiscussionactivity.
Sspractiserhetoricalquestionstobeused
intheirpresentationsovernextfewweeks.
Ssfillinsentenceswhichstartwith
inversionstructures.Theythenusethese
freelyintheirownsentencesand,certainly
fortheset1ss,intheirdiscussions,
presentationsandcomplaintphonecall
http://fullspate.digitalcounterrevolution.co.uk/grammar/inversionsquiz.html
Useformallanguageand
registerwhere
appropriate.
Usestrategiestoassure
e.g.bodylanguageand
appropriatephraseology
Expressopinionswith
evidencetosupportit.
Usesuitableopeningand
endinggambitsand
overallstructure
effectively.
Sc/L2.5a
Pacingofpresentations
toensureclear
enunciationandstress,
bothinsentencesand
individualwords.
Pronunciationofvowels,
particularlytheschwa
andsoundtoavoid
confusion.
Formingnouns,gerunds
andadjectives.
Somessfinishtheirdiscussionsfromlast
week,otherspreparetheirpresentations.
Theymayneedhelpwithtechnicaldetails,
suchasPowerPointorotherITaid.
Pronunciationworkwilltakeplacebetween
sessions.Wordbuildingworksheetstobe
distributedandsupervisedtoensureallss
arefullyengaged.
Sc/L2.3b
TERM1(secondhalf)
LearningActivities
Teaching+
Learning
Resources
Assessment
Method+
Type(F/S)
Independent
Study+
Homework
Worksheets
Pairandsmall
groupwork
Discussion
Writing
activities
Studentslisten
outforthe
structureswe
havepractised
thisweekwhen
goingabout
theireveryday
business(on
TV,ontheradio
orotherforms
ofmedia).
Worksheets
Pairandsmall
groupwork
Discussion
Writing
activities
Studentswill
reflectontheir
discussionsand
presentations
andfollow
programmeson
TVortheradio
topractise
imitatingnative
English
pronunciation.
http://www.eslgold.com/grammar/inversions.html
LanguageforPresentations
C&Gexams
Sd/L2.1a
http://www.phon.ucl.ac.uk/home/wells/phoneticsymbolsforenglish.htm
BBCphonetic
alphabet
Interactive
phoneticchart:
CuttingEdge
UpperImmediate
Module2
Exactstructureoftheactivitieswilldepend
onthestudentsavailableasanaudience,to
meetexaminationrequirements,andthe
totallengthofthepresentations.
Page 4 of 16

Week
City&GuildsS/LExams
Presentationscontinued
11
C&GS/LExams
DiscussionsandPresentationsContinued
10
/Topic
Beabletoincorporate
previousknowledgeof
narrativetensesand
continuousaspects
effectively
Successfuluseofnarrative
discoursemarkerssuchas:
Allofasudden,eventually
Thefollowing4weekswill
notintroduceanymajor
newstructuresasthe
focusisoncompletionof
theS/Lexam.Astheextra
workwillbesupervised
butnotdirectlytaught,
studentswillpractisetheir
writingandbuildingon
theirtenseaccuracy.
Beabletoincorporate
previousknowledgeof
narrativetensesand
continuousaspects
effectively.
ESOL
Curriculum
Reference
Grammar/Vocabulary
/Pronunciation
TERM1(secondhalf)
LearningActivities
Whilstsomestudentsfinishtheir
discussionsfromlastweek,theotherswill
preparetheirpresentations.
suchaspowerpointorotherITaid.
thesessionsandworksheetsonword
buildingwillbedistributedandsupervised
toensurethatallthemembersoftheclass
arefullyengaged.
Theexactstructureoftheactivitieswill
dependonthestudentsavailableasan
audience,tomeetexamination
requirements,andthetotallengthofthe
presentations.
Wt/L2.6 6a Competentuseofverb
formsinthenarrative
Ws/L2.22a.
whichwillinvolve
revisionoftense
summaryinweeks12. Theymayneedhelpwithtechnicaldetails,
Continuousaspectin
othertenses:past
continuousandpresent& thesessionsandworksheetsonword
pastperfectcontinuous,
futurecontinuous.
arefullyengaged.
Practiceofthe
contractionofthe
auxiliaryintensesused
whenspoken.
presentations.
Wt/L2.6 6a
Competentuseofverb
formsinthenarrative,
Ws/L2.22a.
whichwillinvolve
revisionoftense
summaryinweeks12.
Continuousaspectin
othertenses:past
continuousandpresent
&pastperfect
continuous,future
continuous.
Practiceofthe
contractionofthe
whenspoken.
Teaching+
Learning
Resources
Assessment
Method+
Type(F/S)
Independent
Study+
Homework
CuttingEdge
Upper
Intermediate:
Module3
(Cont.
Worksheets
Pairandsmall
groupwork
Discussion
Writing
activities
CuttingEdge
Upper
Intermediate:
Module3(Cont.)
Worksheets
Pairandsmall
groupwork
Discussion
Writing
activities
Studentswill
findbooksto
read,whether
borrowedfrom
alibrary,each
otheror
bought.They
willattemptto
schedulea
realisticreading
slotintotheir
timetable.
Page 5 of 16

Week
Beabletoincorporate
previousknowledgeof
narrativetensesand
continuousaspects
effectively.
City&GuildsS/LExams
Presentationscontinued
13
City&GuildsS/LExams
Presentationscontinued.
12
/Topic
Beabletoincorporate
previousknowledgeof
narrativetensesand
continuousaspects
effectively.
ESOL
Curriculum
Reference
Grammar/Vocabulary
/Pronunciation
Wt/L2.66a
Competentuseofverb
formsinthenarrative
whichwillinvolve
revisionoftense
summaryinweeks12.
Continuousaspectin
othertenses:past
continuousandpresent&
pastperfectcontinuous,
futurecontinuous.
Practiceofthe
contractionofthe
whenspoken.
Ws/L2.22a
Wt/L2.66a
Ws/L2.22a
Wt/L2.66a
Competentuseofverb
formsinthenarrative
whichwillinvolve
revisionoftense
summaryinweeks12.
Continuousaspectin
othertenses:past
continuousandpresent
&pastperfect
continuous,future
continuous.
Practiceofthe
contractionofthe
whenspoken.
TERM1(secondhalf)
LearningActivities
arefullyengaged.
presentations.
arefullyengaged.
presentations.
Teaching+
Learning
Resources
Assessment
Method+
Type(F/S)
Independent
Study+
Homework
CuttingEdge
Upper
Intermediate:
Module3(Cont.)
Worksheets
Pairandsmall
groupwork
Discussion
Writing
activities
CuttingEdge
Upper
Intermediate:
Module3(Cont.)
Worksheets
Pairandsmall
groupwork
Discussion
Writing
activities
Page 6 of 16

Week
TheMind(cont.)
15
TheMind
14
/Topic
Lit/ESOL
Grammar/Vocabulary
Curriculum /Pronunciation
Reference
Researchfocus:Gender
differencesinthebrain.
Debatecontroversialsex
stereotypesregarding
classicalresearchofbrain
differences.
ProjectonSinglesex
versusCoEdschooling.
Understanding
challengingtextsofa
scientificnature.
Rt/L2.3a
Writingaformalletter
(preemptingtheirwriting
examinterms5/6)
Idiomfocusonmindand
connectedwords.
Increasefluency
bylisteningtomusical
lyrics.
Beabletopredictwords
inhighlyidiomatic
English.
Sc/L2.5a
Sc/L2.5
Rt/L2.5a
Rt/L2.5a
Wt/L2.88a
Ws/L2.2a
Lr/L2.1b
Lr/L2.1b
Competentuseofand
revisionofthepassive
includinggetand
causativeform.
Deducingthemeaningof
newvocabularyand
idiomaticexpressions
fromthecontext.
Expandingthestudents
vocabularyofdescriptive
wordspertainingto
characteristicsand
personality.
Enunciatingclearlyto
ensureclassmates
comprehension.
Interviewingtechniques,
successfulquestion
formationandaskingfor
clarification.
Presentingapartners
resultsanddiscussing
them.
Passiverevisited,
structureanduse.
Formalityofpassive
flexibilityofturning
formalpassiveintomore
everydayactive.
Mindidioms
Paraphrasingformaland
informalphrases.
TERM2(firsthalf)
LearningActivities
Discussionofgenderdifferences,usingsuitable
languageforcontrasting,i.e.Whereasmen.or
while/whilstetc.
Scanreadingalongarticletoanswerquestions
Studentsusethecontextofthearticletofindthe
meaningsofnewwords&phrases.
Studentsmatchadjectivestogapsandalsopractise
usingthenewadjectivesinsentencesoftheirown.
Teaching+
Learning
Resources
CuttingEdge
Upper
Intermediate
:Module4
Assessment
Method+
Type(F/S)
Worksheets
Pairandsmall
groupwork
Discussion
Writing
activities
Studentslook
upthissubject
ontheinternet
orinlibraries.
Journals
providemore
uptodate
researchofa
seriousnature,
suchas:British
Journalof
Educational
Psychology(see
linkleft)
Worksheets
Pairandsmall
groupwork
Discussion
Writing
activities
Monitoring
andfeedback
oflyrics.
Studentsdo
someoftheir
ownresearch
intoIQtesting,
ontheinternet
orelsewhere.
www.igtest.com
canprovide
somefun...but
isitIQtheyare
testing?
www.skillsworkshop.org(searchforadjectivescloze)
Studentsdiscusssurprisingbrainfactsandthen
quizeachotheronwhethertheyarerightorleft
brained
ProjectonSinglesexversusCoEdschooling.
Successratesforeachsexatsingleandcoed
schools.www.britishjournalofeducationalpsychology.cpm
Studentsmakenoteofeachothersanswersfrom
thequiz.Theylistentoananalysisoftheresults
andmarkleftorrightbraincharacteristics.Each
studentexplainstohis/herpartnerwhattheir
resultsmean.Studentsdiscussvariousaspectsof
theresearchinsmallgroups.
StudentsreadapassageaboutIQorganisation
MENSAusethistoexplorethepassive.
Studentspractisethepassivewithagapfilling
exercise.www.breakingnewsenglish.comTheythenturn
theformalpassiveintoinformalactive.
Studentswriteaformalletterofcomplaint.
Studentsidentifymindidiomsandthenusethem.
Checkednextweekwithanactiviscopegame!
Studentslistentoasongandpredictthemissing
lyrics.www.youtube.com
CuttingEdge
Upper
Intermediate
:Module4
Independent
Study+
Homework
Page 7 of 16

Week
Gettingitright
18
Unusualachievements(cont.)
17
UnusualAchievements
16
/Topic
Lit/ESOL
Grammar/Vocabulary
Reference
Consolidationofprevious
workandrefresherof
wordbuilding,
vocabulary,passive
structures.
Correctuseofperfect
tensesinthepast,
presentandfuture.
Readingand
comprehensionoftextsto
prepareforreadingexam
inthespring.
Ww/L2.1a
Talkingeffectivelyabout
anachievement
Listeningforinformation
aboutachievements.
Usingthepresentperfect
simpleandcontinuous
effectivelyandaccurately.
Studentswillsummarisea
textorally
Sc/L2.4c
Improvingskillsinunder
standingadvancedtexts.
Familiarisingthelearners
withC&GreadingLevel2
onlineexam.
Rt/L2.5a
Ws/L2.4a
Lr/L2.1a
Rt/L2.7a
Effectiveuseofthe
passivevoiceand
causativeform.
Comparisonofperfect
tenses,presentperfect,
pastperfectandfuture
perfecttolinktwotimes.
TERM2(firsthalf)
LearningActivities
Project:GreatHistoricalAchievements
Smallgroupsworktocompilesurveystoassess
existingknowledgeofandinterestinhistorical
achievements.
Studentswillcarryoutthesurveybothwithinand
outsidetheclassandwriteuptheirresults.
Theywillpresenttheirresultstotherestofthe
classandthendecidewheretheirgroupsinterests
lieinordertopreparetheirproject.
http://www.dtcardinals.org/pages/uploaded_files/GRAMMARWEBSITES.pdf
Lr/L2a
Rt/L2.7a
Sc/L2.1a
Rt/L2.8a
Rt/L2.7a
Teaching+
Learning
Resources
Handouts
Dictionaries,
paperbased
andonline.
NewCutting
Edge/Upper
Intermediate
module5
Assessment
Method+
Type(F/S)
Gapfills
Listening
boxesto
complete
aloneorin
pairs.
Monitorand
feedback.
Ssfillingapsandmakejudgementswhethertouse
activeorpassivebewareofintransitiveverbtraps!
Usingtheirpastcomprehensionpassages,theywill
findvariouslanguageaspectstorevise.
Studentslistentopeopletalkingaboutthingsthey
oncehaddoneorgotdoneandidentifyfeeling.
Listeningforbothgistandaccurateinformation
NewCutting Worksheets
Differentiationof
Studentswillengageindiscussions,making
Edge/Upper Pairandsmall
presentperfectsimple
presentationsabouttheirachievements.
Intermediate groupwork
andcontinuous.
Theywilllistento3differentscenariosand
module5
Pronunciationof
Discussion
completesentenceswithspecificinformation
questiontagsinrealand
Writing
Studentswilllistentopeopletalkingaboutfamous
rhetoricalquestions.
activities
historicalcharacterswhohavemadeadifferenceto
Vocabulary:Verbnouns
Gapfilling.
ourworld.www.breakingnewsenglish.com
combinations
Self/peerand
Theywillsubsequentlyusethevocabularygleaned
collocations.
teacher
fromthelisteningexercisetopreparetheirown
Idiomsandphraseswith
correctionof
presentationsabouttheirownachievements.
first.
basicerrors
EmphasisonACCURACY
Secondconditionalfor
Prereadingtasksandreadingforgistfordangerous NewCutting Worksheets
advicegiving.
Edge/Upper Pairandsmall
situations.e.g.earthquake.
Structureswiththe
Inpairsstudentsofferadviceandmakesuggestions Intermediate groupwork
introductoryverb
usingcomplexstructureslikeprepositionalphrases module5
Discussion
suggest.
andmodalverbs.
Writing
Prepositionalphrases.
Detailedreadingforadvancevocabularyand
activities
Usingmodalverbs.
findingsuitablesynonyms.
Gapfilling
Independent
Study+
Homework
Revisionlistof
activeto
passiveandvice
versa.
Revision
sentencesto
activate
dormantvocab.
Preparationfor
presentations
Preparationfor
presentations.
Dialogue
writingto
consolidatethe
structuresfor
givingadvice.
Page 8 of 16

Week
Events&Celebrations
20
Gettingitright(cont.)
19
/Topic
Tobeabletousecomplex
structurestogiveadvice
andmakesuggestions
Increasedawarenessof
useandnonuseof
articles.
Improvenotetakingskills
&techniquestograspthe
essenceofalecturein
ordertopreparethe
studentswhowishto
continuetheireducation
atUKuniversities.
Learningtoreadinorder
toreplacemissing
informationinasimilar
waytotheexam.
Describeimportant
events.i.e.recenttuition
feedemonstrationsin
London.
Improvewritingskills
usingrelativeclauses.
Listentoeachothers
descriptionsofown
countrycelebrations.
Lit/ESOL
Grammar/Vocabulary
Reference
Sc/L2.3a
Ws/L2.1a
Ws/L.2.1a
Ww/L2.2a
Sc/L2.4a,b
Ws/L2.4a
Ws/L2.2a
Lr/L2.4a
Lr/L2.3a
TERM2(firsthalf)
LearningActivities
Teaching+
Learning
Resources
Assessment
Method+
Type(F/S)
Pronunciation:stressfor StrictlytimedreadingtasksinpreparationforC&G
Monitoring
emphasisandintonation
Examforterm2
andfeedback
forgivingadvice.
Reviewarticlesand
NewCutting Worksheets
Workinginteamscompletingquestionusing
makingquestions
correctarticles.Theneachstudenttowritethreeor Edge/Upper Pairandsmall
Intermediate groupwork
moresimilarquestions.
module5
Discussion
Writing
activities
Completegeneralknowledgequiz
Gapfilling
Monitoring
andfeedback
Definingandnon
Insmallgroupsstudentsdiscussandcompare
definingrelativeclauses
personalexperiencesofeventsandcelebrationsin
andtheuseofcommas.
theircountry.
Phrasesandidiomsusing Studentsexpandontheirearlierworkwithextreme
take
adjectivesandintensifiers.
Moreadvanced
quantifiers:i.e.agreat
dealofandother
countableand
uncountabledifferences.
Extremeadjectivesre
visited.
Softeningadverbsand
adjectivestoimprove
politenessandgive
appropriateregister.
Discussion
Writing
activities
Gapfilling.
Monitoring
andfeedback.
Independent
Study+
Homework
Practicemini
checkto
consolidate
structures
learntthis
week.
Internet
researchof
February
Festivals
Makingofwall
postersforthe
classroom.
(Virtual)
TriptoRiode
Janeiro,Venice,
Patras,forthe
carnivals.
Studentsdesign
andmaketheir
ownmasks.
Page 9 of 16
Speakingtospeculate
Readingforinformation
Planningactivities
Vocabularyexpansion
Readingforspecific
information
Readingformeaningand
speculatingwith
meaning
Readingtodetect
specificinformation
Givingopinionsand
exchangingviews
Jobadverts
Whatpeopledo
22
LearningOutcome(s)
Powergames
Awomansplace
Week
21
Context
/Topic
Discussingandproposing
opinions
Analysingvocabulary
/findingmeanings.
Expandingvocabulary
Describingpeopleand
situations
Listeningfordetail
Speculatingabout
situations
Transactionalletter
writingandnoticing
characteristics
Readingtocomprehend
andinsertrelevant
information
ESOL
Grammar/Vocabulary
Reference
Comparisons:
Lr/L2.6a
Comparativeand
Sd/L2.2a
superlativeadjectives
Sd/L2.2a
e.g.good/better/best.
Sd/L2.1c
Jobrelatedadjectives:
e.g.diligent,
hardworking,open
minded
Vocabulary:gender,
opportunities,
discrimination.
RW/L2.2a
Rt/L2.5a
Sc/L2.2b,
3a,4b
Wt/L2.1a
Rt/L2.5a
Wt/L2.1a
Vocabulary:Iamwriting
to....,Iwouldliketo
applyfor.....,Ilook
forwardtohearingfrom
you
Spelling:longwordsand
wordsinthecontextof
applyingforajoband
designingaCV.
Punctuation:the
parenthesis,speech
marks,semicolons.
Grammarreview:
presentsimple,present
continuous,thepresent
perfectandpresent
perfectcontinuous
Employmentvocabulary:
vocabularyinthecontext
ofjobsandgettingajob.
Phrasalverbs:e.g.jump
over,comealongwith.
TERM2(second half)
LearningActivities
Speakingabouttelevisionshabits
Analysingtelevisionprogrammes
Planninganeveningsviewingtimemanagement
skills
Multiplechoicereadingandvocabularyanalysis
Comparisonsgapfill
Comparativeandsuperlativeadjectiveword
building
Matchingvocabulary
Multiplechoicereadingcomprehensionand
vocabularyanalysis
CertificateinSkillsTowardsEnablingProgression
(StepUp)Deadlineforcompletion21/03
Discussingjobvalues
Orallydescribecareers,routesandpresences
Discussingjobpreferences
Listentoatextandmatchjobswithspeakers
Matchingphrasalverbstomeanings
Discussingjobsfromthelisteningexercise
Matchingrulestopresenttensesandusingsamein
conversation
Exercisesusingthepresentsimpleandpresent
continuous
Dictionaryworkwithemploymentvocabulary
Notingthedetailsanddiscriminatingbetweengood
andbadexamplesoftransactionalletterexercise
Writingthetransactional(job)letter
Readingcomprehensionandsentenceinsertion
exercise
ExploreaVictorianhouseonlineattheGeoffrye
Museumhttp://www.geffryemuseum.org.uk/learning/
VisittheGeoffryeMuseum
Learnergivesfeedbackonlearningforthepast
threeweeks
Teaching+
Learning
Resources
New
Headway
Upper
Intermediate
Worksheets
Flipcharts
Computers
WB
New
Headway
Upper
Intermediate
Worksheets
Flipcharts
Computers
IWB
VLE
Computers
Assessment
Method+
Type(F/S)
Q&A
Jobseeking
Skills
Usingwriting
formeaning
Discussion
Writtenwork
Observation
Peer
correction
Verbal
feedback
Q&A
Discussion
Writtenwork
Observation
Peer
correction
Verbal
feedback
Verbal
feedback
Independent
Study+
Homework
Preparea
presentationon
howtoensure
genderequality.
Writea
responsetoa
jobadvertin
formofa
coveringletter
foryourCV.
Written
feedbackon
visit
Page 10 of 16

Week
Interviewskills
24
Analysingjobadverts
23
Context
/Topic
LearningOutcome(s)
ESOL
Grammar/Vocabulary
Reference
Presentperfect
Recogniseand
Rt/L2.2a
continuous:usingthe
understandvocabulary
Rt/L2.4a
presentperfect
associatedwithjob
continuoustoindicatean
Wt/L2.1a
advertisements
actionconnectedtothe
Skimandscantextfor
Wt/L2.1b
present:Ihavebeen
specificdetail
singing.
Analysingajobadvert
Differentpresenttenses:
andassimilatingrelevant
presentsimple,
information
continuous,perfect
Designingajob
Actionverbs:canbe
advertisement
usedinacontinuous
Listeningtoidentify
tense.E.g.come,sing,
specificinformation
dance,jumpetc.
Describingskillsand
Stateverbs:cannotbe
experience
usedinacontinuous
Usinglanguageto
tensee.g.like,prefer,
expressstrengthsand
mean,need,know,
preferences
belong,own.
AnalysingCVsand
Formallanguage.
associatedvocabulary
Collocations:verbs+
Readingplanningand
organisingaCV
prepositionsandnouns+
preposition
Identifyingassociated
Imperatives:e.g.put,
Rt/L2.1a
vocabularyandfinding
mix,insert,stir,return.
Rs/L2.1a
meanings
Interviewvocabulary:
Distinguishhowlanguage Sc/L2.4a
e.g.enterprising,
isusedtoexpress
enthusiastic,
Lr/L2.1b
achievement
accomplished,acted,
Useformaland
adapted,administered,
courteouslanguagein
experienced
context
Politerequests;using
Presentpersonal
modalse.g.may,could,
should.
information
TERM2(second half)
LearningActivities
Teaching+
Learning
Resources
New
Identifyingrelevantjobrequirementsandphrases
Headway
usingSfLmaterialandrealia
Upper
Jobrelatedvocab:actor,accountant,airsteward,
Intermediate
architect,personalassistant,shopassistant,
banker,barman.
Analysingrequiredcriteriafromjobadvertisement CVtrueor
false(own
Usingidentifiedwordsandphrasestodesignown
material)
jobadvertisement
Learningfromalisteningactivitywhatarethe
Grammar&
necessaryskillsandexperiencerequired
vocabulary
Matchingexercisetoexpresslikesanddislikes
For2ndcert.
www.uknetguide.co.uk
www.kent.ac.uk
www.prospects.ac.uk
English
Planningandorganisingacoveringletter
grammarin
IdentifyingCVcontentforplanning/organisingone use
MatchingphrasestoCVexercise
IdentifyingactionverbsforCVuse.
WritingyourownCVandcoveringletter
ICT:designanelectroniccopyofaCV.
Makeuseofjobrelatedvocabularyanddescribing
previouslyheldjobs.
Learnergivesfeedbackonlearningsofar
Wordsearch:interviewswww.wordsearchfun.com
Interviewdosanddonts:trueorfalse
Writemaininterviewtipsfromavideoclip
http://www.diamondrg.com/JobAdvice8321.html
www.learnenglishtoday.com
Readapersonspecificationandanalysingcriteria
Planandwriteadraftofownpersonspecification
Proofreadapartnerspersonspecification
ICT:obtaininginformationfromtheinternet
New
Headway
Upper
Intermediate
ESOLSfL
Materials
Level2
Worksheets
Assessment
Method+
Type(F/S)
Q&A
Discussion
Writtenwork
Observation
Peer
correction
Verbal
feedback
Q&A
Discussion
Writtenwork
Observation
Peer
correction
Verbal
feedback
Independent
Study+
Homework
Designajob
advertforany
jobofyour
choice.
Page 11 of 16

Week
Context
/Topic
25
Presentinformationand
ideaslogically
Extractrelevant
information
Identifydifferentwaysin
whichmeaningcanbe
interpreted
Givingshorttalks
LearningOutcome(s)
Presentinformationand
ideasinalogical
sequenceandinclude
detailanddevelopideas
whereappropriate
ESOL
Grammar/Vocabulary
Reference
Rangeofwhquestionsin
thecontextofajob
interview
Phrasalverbs:comein,
comealong,comewith,
lookat
SLc/L2.4
Rt/L2.5
SLlr/21.3
SLd/L2.5
Usedifferentreading
strategiestofindand
obtaininformation
Usestrategiestoclarify
andconfirm
understanding,e.g.facial
expressions,body
languageandverbal
prompts
Respecttheturntaking
rightsofothers
Expressingopinionsand
viewsthroughwriting
26
Followandcontributeto
discussions
Identifythemainpoints
andspecificdetail
Infermeaningfrom
imageswhichisnot
explicitinthetext
Usedifferentreading
strategiestofindand
obtaininformation
SLd/L2.1
Rt/L2.3
Rt/L2.5
Rw/L2.2
Ws/L2.2
Conditionalstatements
Firstconditional:IfIhave
enoughmoney,Iwillgo
toJapan.
Secondconditional:IfI
hadenoughmoney,I
wouldgotoJapan.
Thirdconditional:IfIhad
hadenoughmoney,I
wouldhavegoneto
Japan
Useconditionalstorefer
tothefuture
Learnarangeofnew
vocabularyrelatedto
digitaltechnology
Linkersusing:adding,
connecting&contrasting
Useofconnectivesand
discoursemarkers
Makingcomparisonsand
contrast
P35FirstCertificateGold
ConsolidatePresent
PerfectTens
TERM2(second half)
LearningActivities
Roleplayjobinterview
Studentstopractisegettinginformationabouta
companyontheinternetbeforeattendingan
interviewwiththem.
Teaching+
Learning
Resources
Flipcharts
Computers
WB
VLE
Assessment
Method+
Type(F/S)
Listeningtocomparedifferencesoftwotime
periods
Quiztoreinforcelistening
UseoffirstconditionalUseofsecondconditional
Useofthirdconditional
Introducingopinions
Giveashorttalktoaknown
Presentinformationandideasinalogicalsequence.
Completeclozeexerciseonconditionalstatement
Completeworksheetontextreadinclass.
Learnergivesfeedbackonlearningforthepast
threeweeks
Planforthe
InsideOut
future
upper
Assessment:
intermediate
developing
page52
speakingand
Worksheets
listeningskills
Flipcharts
Givingopinion:agreeinganddisagreeing
Page62FirstCertificateGold
Listentoadiscussionaboutexpressingopinion.
ESOL
Materials
Level2
Pages69
First
certificate
GoldPage
5867
http://www.bbc.co.uk/skillswise
www.eslcafe.com
Page62FirstCertificateGold
Introduceargumentativeframework
Howtoputforwardargumentsandopinions
Writesentencesusingconnectivesanddiscourse
markers.
Independent
Study+
Homework
Designarange
ofquestionsfor
amockjob
interview
Writeanessay
anopinion
essay.
Computers
WB
Dictionaries
Reflection
andplanning
(Beingan
Independent
Learner)
E.g.Outline
prosandcons
ofanytopic
ofinterest
Writeanarticle
foran
international
youngpeoples
magazine.
Page63First
CertificateGold
Page 12 of 16

Week
Context
/Topic
Gettingtothepoint
27
LearningOutcome(s)
Recognise& understand
vocabularyassociated
withdifferenttexttypes.
Useappropriate
strategiestoworkout
meaning
Usecorrectgrammare.g.
subjectverbagreement,
correctuseoftense
Traceandunderstand
themaineventsof
continuousdescriptive,
explanatoryand
persuasivetexts
ESOL
Grammar/Vocabulary
Reference
Usedifferentreading
strategiestofindand
obtaininformation
Plananddraftwriting
Plananddraftashortargumentativeessay.
1. Developargumentcoveringbothsides:for
andagainst.
2. Proofreadandrevisewritingforaccuracy
ofgrammar,spellingandpunctuation.
3. Writefinalcopyofargumentativeessay.
Teaching+
Assessment
Learning
Method+
Resources
Type(F/S)
Worksheets Asmallgroup
Flipcharts
discussion
Computers
abouta
WB
controversial
Dictionaries
newsitem.
Independent
Study+
Homework
Rt/L2.1
Rt/L2.2
Rt/L2.3
Rt/L2.5
Recognisehowlanguage Wt/L2.1
andothertextual
featuresareusedto
achievedifferent
purposes,e.g.toinstruct,
explain,describe,
persuade
Identifythemainpoints
andspecificdetail,and
infermeaningfrom
imageswhichisnot
explicitinthetext
TERM2(second half)
LearningActivities
Review/improveprior
grammarknowledge
Passiveandactive
transformation.E.g.
a.Theinstructionshave
beenchanged
b.Someonehaschanged
theinstructions
Connectives:e.g.
Contrasting
whereas|insteadof
Comparing
equally|inthesameway
Sequencing
next|then
Illustrating
forexample|suchas
Causeandeffect
because|so
Emphasising
aboveall|inparticular
Adding
and|also
Qualifying
however|although
Introducereportframeworkwww.essayinfo.com
1.
2.
Plananddraftashortreportonanytopic
Developreportbywayofstatingcause,effect
andsolution.
3. Proofreadandrevisewritingforaccuracyof
grammar,spellingandpunctuation.
4. Writefinalcopyofreport.
Chooseatopicofinterest.
Listentopresentations.
Useofconnectives
Useconnectivesinstatementsandidentifywhat
typeitis.
New
Reflection
Headway
andPlanning
Upper
(Time
Intermediate
Management)
Reflection
ESOLSfL
andplanning
MaterialsL2
(Reflectionon
ESOL
skillsand
Materials
Strengths)
Level2
WriteaReport
onthetopic
discussedin
class.
Worksheets
Flipcharts
Computers
WB
Dictionaries
Page 13 of 16

Week
Reviewwriting
films,books,etc.
31
Childhoodprosandcons
Writingfocusinpreparationfor
C&Gwritingexams
30
Wishingandhoping,
hypothetical
situations.
29
Copingwithdifficulties
28
/Topic
ESOL
Grammar/Vocabulary
Reference
Explaintoyour
classmateshowyou
managedtocopewitha
difficultsituation.
Theconsolidationofall
pasttensestonarrate
eventssuccessfully.
Sc/L2.4c
Musingaboutthefuture
using:
Ifonly
Iwish
Beabletohypothesize
aboutfutureoutcomes,
andquizpeopleontheir
behaviour.
Identificationofdiscourse
markersusedtodenote
twosidesofatopic.
Studentswillbeableto
usesampleprosandcons
essaytoplanandwrite
theirown.
Sc/L2.2c
Ww/L2.2a
Rt/L2.1a
Rt/L2.7a
Rt/L2.8a
Focusonwellconstructed Rs/L2.2a
andpunctuatedwritten
Ws/L2.4a
work.
Theyareableto
differentiatebetween
formalandinformal
Englishwhenwriting.
TERM3
LearningActivities
Teaching+
Learning
Resources
Assessment
Method+Type
(F/S)
Revisepasttenses
Thegroupnarrateastoryroundtheclass,each
addingtothestoryandtakingitinwhichever
HadtoversusMust
directiontheywant,usingcorrecttenses,
forinternalandexternal
mainlypastsimple,pastcontinuousandpast
obligation
perfect(simpleandcontinuous.)
Topractisemustandhaveto
Ssroleplayinpairs,orderingeachothertodo
thingsandrelatingthisobligationtoanother
person.
Wish+past
Studentsdecidewhatcharacteristictheyare
Ifonly+past
goingtotestforandconstructaquizina
simpletoanswerformat.
2ndConditional
Thiscanbedoneingroups,pairsor
individually,dependingonlearningstyles.
StrongerSScanhelpweakerones.
Real
Planningfor
passagesin
work/time
booksto
management
identifyand
andstrategies
recappast
toensure
tenses.
punctualityand
good
attendance.
Conditionalreviewandintroductionto3rdand
mixedconditionals.
Discussionaboutchildhoodasbest/worsttime
ofyourlife.
Replacingdiscoursemarkerswithsynonymsin
thetext.
Matchingprostocons.
Inpairs/smallgroups,discussionofa
controversialtopic.
Notemakingandpreparationforthetopic.
Essaywritinginclass.
Current
Emphasison
newspapers, seeingboth
journalsand sidesofan
magazines.
issueandbeing
abletodebate
successfully.
Cooperation
andturntaking
indiscussions
andcontrolling
angerwhen
provoked.
Worksheets
Sentences
without
commas.
Discoursemarkers
Contractedsentences
usingpastparticipleto
replaceclauses,for
brevity.
3rdandmixed
conditionals.
Punctuation in
Thestudentsworkthroughtasksheetsinpairs
particulartheuseof
orsmallgroupstosensitizethemto
commasindefiningand
punctuation.
nondefiningrelative
Studentsreadarealpageoffilmreviewsfrom
clauses.
TheEveningStandard.
Useofsemicolonandall
punctuationmarks.
Independent
Study+
Homework
Evaluationof
correcttensesin
oralactivity.
Shorttestto
establish
weaknessesinpast
tensesstudied
duringthe
previousterms.
Magazine
Quizzestobe
Stress
Quiz
markedand
management
Discusswaysto discussion
Websitefor
reducestressat monitoredfor
online
correctEnglish
homeandat
quizzes
usage.
work.
Notesanddrafts
ofprosandcons
essay.
Page 14 of 16

Week
Future
Reports
33
Complaint
forexampreparation
32
/Topic
Clearparagraphs.
Theyareabletousethe
passive,learntlastterm,
toaccentuatethe
formalityoftheirwriting.
Studentswriterealfilm
reviews
Expressdissatisfaction
anddisappointmentina
formalletterwith
appropriatelayout,
openingandending.
Studentswillbeableto
writeforcefullybut
politelywhenmakinga
complaint..
Studentswillknow
conventionsinformal
letterwriting.
SSwillbeabletotalk
aboutthefuturein
differentcontexts:
Predictions
Decisions
Definiteplans
Formalreportwritingfor
exampreparation
ESOL
Grammar/Vocabulary
Reference
TERM3
LearningActivities
Teaching+
Learning
Resources
Assessment
Method+Type
(F/S)
Discussstrategiesusedandtheorderingofthe
paragraphs.Decidewhichismostconvincing.
Studentsdecidewhichfilmtogoto.
Studentsplantheirownreview,paying
attentiontopunctuation.
Sd/L2.2d
Futureinthepast:Was
goingto,
Wouldetc
andoutrage.
Punctuationfocus.
(Not
coveredin
Skillsfor
Life)
Purefuture
Goingtofuture
Presentcontinuousfor
future.
Passiveasdevicefor
formalreports.
Independent
Study+
Homework
Passages
Focusonjob
where
applications
punctuation
andmakinga
hasbeen
goodfirst
removed.
impressionwith
writing
correctly.
Samplesof Safety,bothin
Studentsdiscussasituationwhentheyhadto
complaint
complain.Restaurant,hoteletc.
thehouseand
outatnight.
Studentslookatcomplaintletterexamplesand letters.
notesalientfeatures.
Listofuseful
Studentsdrafttheirownletters.
phrases.
Peerandteacherstudentcorrection.
Advanced
Completeforhomework.
Grammarin
Use.
Hewings,
Unit16
Completed
reviews.
SSdiscusstheirpredictionsforthefutureof
thisplanetoroftheirpersonallife,whichever
theyfindmoreinteresting.
SSlistentoJapaneseMichioKaku(Headway
PreInt.)Unit9,talkingaboutlifeinthefuture.
Studentsstudyreportsandnoteformat:
headings,subheadingsandstyle.
Studentschooseatopictoreporton,discussin
pairsandthenwrite,payingattentionto
formatandstyle.
Exercisestobe
completed.
Reporttobe
marked.
Articlefrom
Headway
Re:Lifein
thefuture
Unit8
Ssmake
resolutionsfor
healthyliving,
firstusingpure
futurethen
goingto
future.
Completedletters
ofcomplaint.
Page 15 of 16

Week
Givedetailedinstructions
todosomething,using
inversions
Sswriteabouttheirgoals
andpotential
achievementsafterthis
course.
Theybecome
comfortablewiththeuse
ofthefutureperfectand
futurecontinuous,
Bythetime
Thistimenextyear
Sc/L2.4d
Endofterm!
35
ESOL
Grammar/Vocabulary
Reference
Instructions
Goalsandachievements
34
/Topic
Ssusetheir IPLstogauge
theirperformance
throughtheyear.
Theyestablishwhygoals
werenotmetorwhat
couldhavebeen
improved.
Sc/L2.5
TERM3
LearningActivities
Futureperfect
SSareremindedofinversionconcept,rules
andtypicalexamples.
Futurecontinuous
Inversionsrevisitedfrom Theypractisestructureswithgrammar
lastterm.
exercises.
Workinginpairs.SSgiveeachother
instructionstocarryouttasks,tryingto
incorporateinversionsintoinstructions.
Ssdiscussinsmallgroupsandmake future
plans,includingSMARTgoalsfortheir
language/careerdevelopment.
Theyproduceapieceofwrittenwork,if
possibleaccompaniedbypictures,withthe
correctuseoffutureperfectandfuture
continuous.
Varietyoffuturetenses. SsworkinpairsandlookatcopiesoftheirILPs.
Theydiscusswhethertheyhaveachievedtheir
Revisionof:
goalsatthebeginningoftheyear/term.
Shouldhave
Theyalsolookattheirgrammarnotefilesto
Oughttohave
haveanoverviewofeverythingthattheyhave
covered.
Teaching+
Learning
Resources
Assessment
Method+Type
(F/S)
Sk.forLife
Ssmakegoals
unit2p4,6
fordietand
&12
exerciseusing
futuretimes
Advanced
withfuture
Grammarin
perfectand
Use:Units
continuous
1415
tenses
Sk.forLife
Ssmake
unit2p4,6
warningsusing
&12
inversions,to
adviseyoung
Advanced
childrenabout
Grammarin
dangersof
Use.M.
sex/drugs,etc.
Hewings
Units119&
120
Ownfiles
SSdiscusstime
andILPs
management
issues.
Independent
Study+
Homework
Exercisesfrom
grammarbookfor
marking.
Resultsof
exams.
References:
ESOLSkillsforLifeMaterials:http://www.excellencegateway.org.uk/sflcurriculum
ESOLAdultcurriculum:http://www.excellencegateway.org.uk/node/1516
AdultLiteracycurriculum:http://www.excellencegateway.org.uk/node/1515
ToobtainaneditableWordversionofthisresource:uploadandshareyourownresources(ordetailedfeedback)at
www.skillsworkshop.orgTHANKYOU
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L2 ESOL - scheme of work

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L2 ESOL - scheme of work

L2 ESOL - scheme of work

L2 ESOL - scheme of work

L2 ESOL - scheme of work

L2 ESOL - scheme of work

L2 ESOL - scheme of work

L2 ESOL - scheme of work

L2 ESOL - scheme of work

L2 ESOL - scheme of work

L2 ESOL - scheme of work

L2 ESOL - scheme of work

L2 ESOL - scheme of work

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