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UNIT 3: Practising Language Use

Learner Workbook

Name

Learner ID
UNIT 3: Practising Language Use

Demonstrate Knowledge of the Adult ESOL Core

Curriculum (AECC)
In this unit you will:
1. Demonstrate knowledge of the Adult ESOL Core Curriculum
2. Understand how to support speaking and listening activities
3. Understand how to support reading activities
4. Understand how to support writing activities

Additionally you will be able to:

• Greater awareness of the skills required for the one level of the class you will be
supporting
• Demonstrate knowledge of text types, audience and purpose

Outcome Date of
Completion
Outline Key Components of the Adult ESOL Core Curriculum (AECC)

Outline Progression within the AECC

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Table of Contents

The ESOL Core Curriculum

Key Components of the Adult ESOL Core Curriculum (AECC)

Progression within the AECC

Skills Developed at least 3 Different Levels

Supporting Speaking and Listening

Facilitating Role-play

Significance of Thinking Time

Relationship between Accuracy and Communication

Supporting Reading Activities (exercises will be developed for learners)

Gist Reading Techniques and demonstrate understanding

Demonstrate use of Text Features

Demonstrate the use on Contextual Cues

Demonstrate use of Reference Material for Grammar and Vocabulary Understanding

Supporting Writing Activities

Model use of Structures in Writing Activities

Supporting Learners with Different Literacy Experiences.

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Task 1A: Outline Key Components of the Adult ESOL Core Curriculum

Write your responses in the boxes provided

Using a simple diagram, provide an outline of the ESOL Core Curriculum. Paste/draw the
diagram in the box provided. Your teacher will instruct you on what other aspects to cover.

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Alternatively the links could be given to them before the lesson and elicit the required
information. Provide this to the learners to discuss and write their responses.

What is the primary aim of the AECC?

Who is this qualification primarily aimed at?

What are the components of the qualification?

Are there any other skills covered?

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Task 1B: Outline Progression within the AECC

Circle the Expert

Your teacher will lead you in a discussion on what the progressions are within the AECC. Then
explain in your own words what the progressions are within the AECC

Task 1C: Skills Developed in at least 3 Different Levels

You will be given some links and reading material to research on the skills developed in each
of the three Entry Levels within the AECC. You will be assigned a specific Entry level to read
in depth. As you read, make detailed notes on what the main and sub-skills are and look up
some examples.
You will be required to bring your notes for a classroom discussion where you will present the
details of the level that you had researched.
Write your notes in the box provided below

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Task 2: Supporting Speaking and Listening

Outcome Date of
Completion
Facilitate Role-play

Discuss the significance of Thinking Time

Explain the relationship between Accuracy and Communication

Task 2A: Facilitate Role-play

Team-up with another learner and discuss the following questions. Then write a summary of
our discussions in the box provided below. You will also take part in a plenary discussion with
your teacher.

What is role-play and why is it important in an ESOL language learning context?

Is there a time you would not use role-play as a learning strategy? Why?

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UNIT 3: Practising Language Use

Write a script for a role-play for the level you will be supporting
Work with the same partner as in the previous task. Then choose a level from Entry 1 to Entry
3. Look up the Speaking and Listening component in the AECC and decide which skill/s you
would focus on in the role-play. Then, working with your partner, write a script for a role-play
which should not be more than 3 minutes. Think about a role you are currently doing e.g. a job
you’re doing at the moment and think about the following:
• The context
• The roles
• The outcome
Once you’ve prepared the script, prepare a Role-play Help Sheet for the learners for whom
you’ve prepared the role-play script. Your teacher will lead you in preparing for how to
facilitate a role-play. Submit your help sheet as part of the evidence for your portfolio along
with your script.

Peers role-play.
The scripts you have prepared will be swapped with another pair in the class. They will act
out your scripted role-play. Provide them with your Role-play Help Sheet.
Make notes on the effectiveness of:
• The script
• The Help Sheet

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Feedback: The Star Fish Evaluation Model

Using your notes above, complete the Starfish Feedback Model and evaluate the effectiveness
of the facilitating of the role-play in terms on What you would do more of; What you would
keep doing; What you would do less of, Start doing and Stop doing. Complete below.

Task 2B: Discuss the Significance of Thinking Time

You will discuss the why thinking time/wait time is an important learning technique.
Two video recordings will be played for you to discuss and answer some questions. Match
the following words to their meanings first before you watch the video.

Counter intuitive What someone already knows or learnt

Reinforced To make good use of
Utilise to get back information from memory
Prior learning guidance to students on what to do during wait time
Recall process The opposite of what is expected or seems obvious
Short circuits To make stronger or better support
Narrated wait time Hard to deal with
Awkward Making something routine
Habituation To cut short a process more quickly than usual

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Watch the video recordings played by your teacher. Make notes for your discussion.

Following your discussion, answer the following questions:

What according to the speakers in Think Time/Wait Time?

What happens if Think time is not given? What is short-circuited?

What the benefits of given time to think before answering?

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What is the benefit of narrated wait time? Give an example.

How long should a wait time be?

As a student yourself, do you think if the teacher gives you adequate wait time helps you to
improve quality of your answers.

Task 2C: Explain the relationship between Accuracy and Communication

Your teacher will lead you in some group discussions. Write a summary of what accuracy
and communication are and what the relationship between the two are.

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Task 3: Supporting Reading Activities

Outcome Date of
Completion
Demonstrate Gist Reading Techniques

Demonstrate use of Text Features to Derive Meaning

Demonstrate the use on Contextual Cues to Derive Meaning

Demonstrate use of Reference Material for Grammar and Vocabulary

Understanding

Task 3A: Demonstrate Gist Reading Techniques

You will take part in a discussion. Then answer the following questions.
What does Reading for Gist mean?

What is Skimming?

What is Skimming?

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Inside-Outside Circle- Finding the Gist of a Text

You will participate in a Gist finding activity. Your teacher will provide the worksheets. Once
the activity is completed, summarise the gist of the article in 20-30 words.

Task 3B: Demonstrate the Use of Text Features

Complete the mind-map below on the different purposes of texts. An example is given.

Instruct

Purpose
of texts

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How Texts Present Ideas – Test 1 on Textual Features

HELP SOME OF THE WORLD’S MOST MARGINALISED PEOPLE LEAD SOLUTIONS

TO CLIMATE CHANGE.

PEOPLE POWERED CLIMATE PROJECTS

Eco Fuel- Charcoal Briguettes

The poorest people in the world are facing the climate crisis right now. But the power is in your
hands to help build a fairer, kinder climate-friendly future.
A gift from you today could help Oxfam work with communities around the world to learn new
skills in climate friendly technologies, just like the women making greener, cleaner, and eco-fuel
briquettes in northern Uganda.
Helping people cook food and stay warm and means there is far less need to cut down trees
from the surrounding forests for firewood

Donate here: ___________ Your gift could help!

Reference: People powered projects | Oxfam GB (downloaded: 4/04/2024)

1. What is the purpose of the text? Why?

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2. Why do you think the writer used the specific picture seen above in the text?

3. Apart from the image, name two organisation features that the writer uses in his text.

HISTORY Honours

Liverpool FC is one of the world’s most successful football clubs with 51 major men’s honours.
Our women’s team has also been crowned English champions twice, while the FA Youth Cup
has been won on four occasions by the Reds.

League Titles
1900-01, 1905-06, 1921-22, 1922-23,
1946-47, 1963-64, 1965-66, 1972-73,
1975-76, 1976-77, 1978-79, 1979-80,
1981-82, 1982-83, 1983-84, 1985-86,
1987-88, 1989-90, 2019-20

Liverpool have won a phenomenal 19 top-flight league titles, with Jürgen Klopp leading the
Reds to their most recent in the Premier League in 2019-20.

This text was taken from the Liverpool Football’s Website (An Extract)

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UNIT 3: Practising Language Use

1. Is this text descriptive, informative or persuasive?

2. Why are different font sizes used in this text? Why is the first sentence in Red.?

3. What is the effect of using a table to list the League Titles?

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UNIT 3: Practising Language Use

How Texts Present Ideas – Test 1 on Textual Features

A traditional English Cake you will enjoy!!

1. Preheat the oven to 350°F.

2. Gather the following ingredients:
• 1 cup all-purpose flour
• 1/2 cup sugar
• 1/4 cup butter
• 1 teaspoon baking powder
• 1/2 teaspoon salt
• 1/2 cup milk
• 1 egg
• 1 teaspoon vanilla extract

3. In a mixing bowl, combine the flour, sugar, baking powder, and salt.
4. Melt the butter in a separate bowl and let it cool slightly.
5. Add the melted butter, milk, egg, and vanilla extract to the dry ingredients. Mix until well
combined.
6. Pour the batter into a greased baking dish.
7. Bake in the preheated oven for 25-30 minutes or until a toothpick inserted in the center
comes out clean.
8. Allow the recipe to cool before serving. Enjoy your delicious homemade treat!

1. What type of text is this and what is its purpose?

Give two examples of the text that supports your answer in No 1

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2. What punctuation marks are used in this text and what are their purposes?

How Texts Present Ideas – Test 1 on Textual Features

1. Who is the audience of this text?

2. What type of text is this? What is the purpose of this text?

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3. Identify four features used by the writer to organise the content.

4. Give two features of this text that might convince the reader to apply for the job.

Task 3C: Demonstrate the use of context to predict the meaning of words

Test 1: Use the context to fill in the gaps in the text below. A list of words are provided in the
box below for you to use to complete the text.

enforce product misleading weight report

believe while consumers serious services

Misleading Advertising

Misleading advertising is a common practice in the business world, and it can have
(1) consequences for both consumers and companies.
(2) there are laws in place to prevent false or deceptive advertising,
these regulations are often difficult to (3), and many companies
continue to make exaggerated claims about their products or (4)

One of the most common forms of (5) advertising is the use of

before-and-after photos in weight loss ads. These ads typically show a person who has
lost a significant amount of (6), but they fail to mention that the
person also followed a strict diet and exercise program. As a result, many consumers

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UNIT 3: Practising Language Use

(7) that they can achieve similar results simply by using the
advertised product, when in reality, the (8) is unlikely to have any
effect at all.

To protect themselves from misleading advertising, (9) should

always read the fine print and do their own research before making a purchase. They should
also (10) any instances of false or deceptive advertising to the
appropriate authorities.

Read the text below and using the context answer the questions below it.
As soon as I arrived in Vietnam, I felt as if I had been transported to another world. The
vibrant colours, the constant noise of scooters whizzing by, and the mouth-watering smell of
street food filled my senses. I was instantly captivated by the energy and chaos of this exotic
country.
One of the first things that struck me about Vietnam was its stunning natural beauty. From
the breathtaking limestone karsts of Halong Bay to the lush green rice terraces of Sapa,
every corner of the country seemed to offer a new and awe-inspiring landscape. I spent hours
hiking through the mountains, taking in the stunning views and immersing myself in the
tranquillity of the countryside.
But it was the people of Vietnam who truly stole my heart. Despite the language barrier, I
found the locals to be incredibly warm and welcoming. They were always quick with a smile
or a friendly wave, and their genuine hospitality made me feel right at home. Whether I was
exploring the bustling streets of Hanoi or relaxing on the pristine beaches of Nha Trang, I was
constantly reminded of the incredible spirit and resilience of the Vietnamese people.
My time in Vietnam was an unforgettable journey of discovery, and I left with a deep
appreciation for its rich history, vibrant culture, and stunning landscapes. It is a place that will
forever hold a special place in my heart, and I can’t wait to return one day and explore even
more of its wonders.

1. The writer says ‘as if I had been transported to another world.’ What emotion is he
expressing?

2. What word would best substitute the word ‘vibrant’ in line 1 in the text?

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UNIT 3: Practising Language Use

3. The word ‘chaos’ in line 3 is used to describe Vietnam. Is it a positive or negative

comment? How do you know?

4. What do the words ‘stunning’ and ‘breathtaking’ in lines 4 and 5 mean?

5. The word ‘tranquillity’ can best be replace by which one of the words below?
• Enormity
• Serenity
• Complexity

6. The word ‘Despite’ is used in line 8. Why?

7. What do the following words mean?

Incredibly (line 9)

Busting (line 10)

Resilience (line 12)

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UNIT 3: Practising Language Use

Task 3D: Demonstrate use of Reference Material for Grammar and Vocabulary
Understanding

1. Using a reference material explain the meaning of the following words:

• Extraneous
• delineate

What reference material did you use?

2. Halyna is having problems using the Present Perfect correctly. Suggest two reference
materials she could use to help her understand this grammar point better. One reference
should be a Grammar book and the other should be a credible website.

3. Safoora who is in a Level 2 class is looking for reference material to get a list of linking
devices to use in her writing assignment, particularly linking devices to show ‘contrast’
and ‘additions’. Suggest three reference materials.

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UNIT 3: Practising Language Use

Task 4: Supporting Writing Activities

Outcome Date of
Completion
Model the use of structures in Writing

Support learners with different literacy experiences

Task 4A: Model the use of structures in Writing.

1. What is the purpose of structure in Writing?

2. What are the elements of good structured Writing? List a few.

3. Demonstrate the good use of structures. Your teacher will discuss some sentence
structures with you.
Write a simple sentence.

Write a compound sentence.

Write a complex sentence.

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4. Organise the following text into 3 paragraphs. Put a bracket where you think the two new
paragraphs should start.

Today’s world is full of technology. We look at screens a lot. We do not write in hand so much
anymore. Handwriting seems less important. But is it? Experts say that writing in hand is very
important, especially for children. Handwriting helps the brain develop well. Neat handwriting
can even help children get better grades in school. Writing helps children connect letters with
sounds. It is different from typing on a computer. Writing with a pencil and paper may be
better for memory. It helps improve thinking. So, handwriting is still important for children to
learn and practice.

Task 4B: How to Support Learners with Different Literacy Levels

1. Discuss in pairs the differences in ESOL learners’ backgrounds, experiences and literacy.
You could ask some ESOL tutors to share information with you. Write your responses in
the box provided below.

2. For each of the learners below suggest by listing at least 3 ways of supporting their
language learning with a special focus on Writing.

Nasir is about 35 years old and cannot read or write in English. He only speaks Arabic and
only has partial knowledge of the Arabic script because of his gaps in learning. He has
been in the UK for two years now and has a job. He would like to learn English so he can
understand people at work.

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Pablo is 16 years old and has only barely completed his secondary school in his home
country. He speaks some English and his initial assessment clearly indicates that he is at
Entry 2 because he has had some online tuition with a private English tutor. He can write
some simple sentences and knows some common words well.

Indra is a professional accountant in her home country and her initial assessment indicates
that she is at Level 1 bordering on Level 2. She has a fairly good vocabulary but struggles
with writing. Her ambition is to do a Master in Business at a university in the UK.

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End of Unit

Feedback by Assessor

Signed Assessor: Date:

Feedback by learner

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 L1 Volunteering
UNIT 3: PRACTISING LANGUAGE USE

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