Functional
SKILLS
FUNCTIONAL SKILLS
ENGLISH
DELIVERY GUIDE
Entry 1 09495
Entry 2 09496
Entry 3 09497
Level 1 09498
Level 2 09499
Version 2
FUNCTIONAL SKILLS ENGLISH
CONTENTS
Introduction 4
Qualification information – Units
Entry 1 Unit 1
Coverage and range
(E1S1) Understand the main points of short explanations
7
(E1S3) Respond appropriately to comments and requests
8
(E1S5) Ask simple questions to obtain specific information8
(E1R1) Read and understand simple regular words and sentences
9
(E1R2) Understand short texts on familiar topics and experiences
9
(E1W1) Use written words and phrases to present information
10
(E1W2) Construct simple sentences using full stops
10
(E1W3) Spell correctly some personal or very familiar words
11
Entry 2 Unit 2
Coverage and range
(E2S1) Identify the main points of short explanations and instructions
(E2S2) Make appropriate contributions that are clearly understood
(E2S5) Ask and respond to straightforward questions
(E2R1) Understand the main events in chronological texts
(E2R2) Read and understand simple instructions and directions
(E2R3) Read and understand high frequency words and words with common spelling patterns
(E2R4) Use knowledge of alphabetical order to locate information
(E2W1) Use written words and phrases to record and present information
(E2W2) Construct compound sentences using common conjunctions
(E2W3) Punctuate correctly, using upper and lower case, full stops and question marks
(E2W4) Spell correctly all high frequency words and words with common spelling patterns
12
13
13
14
15
16
17
18
19
20
21
Entry 3 Unit 3
Coverage and range
(E3S2) Use techniques to clarify and confirm understanding
(E3S3) Give own point of view and respond appropriately to others’ point of view
(E3S4) Use appropriate language in formal discussions/exchanges
(E3R1) Understand the main points of texts (E3R2) Obtain specific information through detailed reading
(E3R3) Use organisational features to locate information
(E3R4) Read and understand texts in different formats using strategies/techniques appropriate to the task
DELIVERY GUIDE
2
22
23
24
25
26
27
27
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
(E3W2) Sequence writing logically and clearly (E3W3) Use basic grammar including appropriate verb-tense and subject-verb agreement
(E3W4) Check work for accuracy, including spelling
28
29
30
Level 1 Unit 1
Coverage and range
(1S1)
(1S2)
(1S4)
(1R1)
(1R2)
(1R4)
(1W4)
(1W5)
Make relevant and extended contributions to discussions, allowing for and responding to others’ input
Prepare for and contribute to the formal discussion of ideas and opinions
Present information/points of view clearly and in appropriate language
Identify the main points and ideas and how they are presented in a variety of texts
Read and understand texts in detail
Identify suitable responses to texts Use correct grammar, including correct and consistent use of tense
Ensure written work includes generally accurate punctuation
31
32
33
33
34
35
35
36
Level 2 Unit 1
Coverage and range
(2S1) Consider complex information and give a relevant, cogent response in appropriate
37
language
(2S2) Present information and ideas clearly and persuasively to others
38
(2S3) Adapt contributions to suit audience, purpose and situation
39
(2S4) Make significant contributions to discussions, taking a range of roles and helping to 39
move discussion forward
(2R1) Select and use different types of texts to obtain and utilise relevant information
40
(2R2) Read and summarise, succinctly, information/ideas from different sources
40
(2R3) Identify the purposes of texts and comment on how meaning is conveyed
41
(2R4) Detect point of view, implicit meaning and/or bias
41
(2R5) Analyse texts in relation to audience needs and consider suitable responses
42
(2W2) Present information on complex subjects clearly and concisely
42
(2W3) Use a range of writing styles for different purposes
43
(2W5) Punctuate written text using commas, apostrophes and inverted commas accurately
44
(2W6) Ensure written work is fit for purpose and audience, with accurate spelling and
44
(2W7) Grammar that support clear meaning45
Appendix 146
Appendix 247
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3
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
INTRODUCTION
This Delivery Guide has been developed to provide practitioners
with a variety of creative and practical ideas to support the
delivery of this qualification. The Guide is a collection of lesson
ideas with associated activities, which you may find helpful as
you plan your lessons.
OCR has collaborated with current practitioners to ensure that
the ideas put forward in this Delivery Guide are practical, realistic
and dynamic. The Guide is structured by level, unit and learning
objective so you can see how each activity helps you cover the
specification.
We appreciate that practitioners are knowledgeable in relation
to what works for them and their learners. Therefore, the
resources we have produced should not restrict or impact
on practitioners’ creativity to deliver excellent learning
opportunities.
Whether you are an experienced practitioner or new to the
sector, we hope you find something in this guide which will help
you to deliver excellent learning opportunities.
If you have any feedback on this Delivery Guide or suggestions
for other resources you would like OCR to develop, please email
[email protected].
PLEASE NOTE
The activities suggested in this Delivery Guide MUST NOT be
used for assessment purposes.
The timings for the suggested activities in this Delivery Guide
DO NOT relate to the Guided Learning Hours (GLHs) for each
unit.
Assessment guidance can be found within the Unit document
available from www.ocr.org.uk.
The latest version of this Delivery Guide can be downloaded
from the OCR website.
DELIVERY GUIDE
4
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
QUALIFICATION INFORMATION – UNITS
Entry 1
Entry 2
(E1S1) Understand the
main points
of short explanations
(E2S1) Identify the
main points of short
explanations and
instructions
(E3S1) Follow the main
points of discussions
(1S1) Make relevant and (2S1) Consider complex
information and
extended contributions
to discussions, allowing give a relevant, cogent
for and responding to response in appropriate
others’ input
language
(E1S2) Understand and
follow instructions
(E2S2) Make appropriate
contributions that are
clearly understood
(E3S2) Use techniques
to clarify and confirm
understanding
(1S2) Prepare for and
contribute to the formal
discussion of ideas and
opinions
(2S2) Present
information and ideas
clearly and persuasively
to others
(E1S3) Respond
appropriately to
comments and requests
(E2S3) Express simple
feelings or opinions
and understand those
expressed by others
(E3S3) Give own point
(1S3) Make different
of view and respond
kinds of contributions to
appropriately to others’
discussions
point of view
(2S3) Adapt
contributions to suit
audience, purpose and
situation
GLH 45
GLH 45
Entry 3
GLH 45
Level 1
GLH 45
Level 2
GLH 45
(2S4) Make significant
contributions to
discussions, taking a
range of roles and
helping to move
discussion forward
(E1S4) Make
contributions to be
understood
(E2S4) Communicate
information so that the
meaning is clear
(E3S4) Use appropriate
language in formal
discussions/exchanges
(1S4) Present
information/points of
view clearly and in
appropriate language
(E1S5) Ask simple
questions to obtain
specific information
(E2S5) Ask and respond
to straightforward
questions
(E3S5) Make relevant
contributions, allowing
for and responding to
others’ input
(1R1) Identify the main
points and ideas and
how they are
presented in a variety of
texts
(2R1) Select and use
different types of texts
to obtain and utilise
relevant information
(E1R1) Read and
understand simple
regular words and
sentences
(E2S6) Follow the gist of
discussions
(E3R1) Understand the
main points of texts
(1R2) Read and
understand texts in
detail
(2R2) Read and
summarise, succinctly,
information/ideas from
different sources
(E1R2) Understand short
texts on familiar topics
and experiences
(E2R1) Understand
the main events in
chronological texts
(E3R2) Obtain specific
information through
detailed reading
(1R3) Utilise information
contained in texts
(2R3) Identify the
purposes of texts and
comment on how
meaning is conveyed
(E1W1) Use written
words and
phrases to present
information
(E2R2) Read and
understand simple
instructions and
directions
(E3R3) Use
organisational features
to locate information
(1R4) Identify suitable
responses to texts
(2R4) Detect point of
view, implicit meaning
and/or bias
. . . continued
5
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
Entry 1
Entry 2
Entry 3
Level 1
Level 2
(E1W2) Construct simple
sentences using full
stops
(E2R3) Read and
understand high
frequency words and
words with common
spelling patterns
(E3R4) Read and
understand texts in
different formats using
strategies/techniques
appropriate to the task
(1W1) Write clearly and
coherently, including an
appropriate
level of detail
(2R5) Analyse texts in
relation to audience
needs and consider
suitable responses
(E1W3) Spell correctly
some personal or very
familiar words
(E2R4) Use knowledge
of alphabetical order to
locate information
(E3W1) Plan, draft and
organise writing
(1W2) Present
information in a logical
sequence
(2W1) Present
information/ideas
concisely, logically, and
persuasively
(E2W1) Use written
words and phrases to
record and present
information
(E3W2) Sequence
writing logically and
clearly
(1W3) Use language,
format and structure
suitable for purpose
and audience
(2W2) Present
information on complex
subjects clearly and
concisely
(E2W2) Construct
compound sentences
using common
conjunctions
(E3W3) Use basic
grammar including
appropriate verbtense and subject-verb
agreement
(1W4) Use correct
grammar, including
correct and consistent
use of tense
(2W3) Use a range of
writing styles for
different purposes
(1W5) Ensure written
work includes generally
accurate punctuation
(2W4) Use a range of
sentence structures,
including complex
sentences, and
paragraphs to organise
written communication
effectively
(1W6) spelling and that
meaning is clear
(2W5) Punctuate
written text using
commas, apostrophes
and inverted commas
accurately
GLH 45
GLH 45
(E2W3) Punctuate
correctly, using upper
and lower case, full stops
and question marks
GLH 45
(E3W4) Check work
for accuracy, including
spelling
(E2W4) Spell correctly
all high frequency
words and words with
common spelling
patterns
GLH 45
GLH 45
(2W6) Ensure written
work is fit for purpose
and audience, with
accurate spelling and
(2W7) grammar that
support clear meaning
DELIVERY GUIDE
6
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
ENTRY 1
Unit 1 (E1S1) Understand the main points of short
explanations
Suggested activity title
Suggested activity
Suggested
timings
Links to other
coverage and
range
Links to
Progression
units
Introductory activity
At the beginning of a course of learning,
use the opportunity of introductions to help
learners identify and convey key information
about themselves. Teachers could ask
learners to work in pairs. Person A introduces
themselves to Person B, giving their name and
where they live/the name of their previous
school/college/workplace, for example.
Person B then asks Person A one piece of
additional information about themselves - this
could be what their favourite subject is, what
their job entails, whether they have a pet etc.
They then swap over and Person B introduces
themselves to Person A and Person B asks
Person A one piece of additional information
about themselves.
10 minutes
E1S2, E1S3, E1S4,
E1S5
Unit 4: LO 1,2,3
Active listening
Teachers could introduce the importance of
active listening to learners. Learners work
in pairs. Person A tells Person B about their
favourite place. Person B shows he/she is
interested and listens carefully. They then
discuss and note down how Person B showed
how he/she was actively listening, considering
body language, silences and how Person B
responds. Teachers could ask for learners’
observations and list these active listening
techniques. The teacher could add to the list
30 minutes
where necessary (these could include: silence,
allowing the person to speak, not doing
something else, eye contact, nodding, saying
‘yes’ or ‘mmm’, leaning forward, repeating
or paraphrasing words to show agreement,
asking questions, for example). Learners could
do the exercise again, so that Person B now
tells Person A about their favourite place,
and Person A uses the active listening skills
discussed.
E1S2
Unit 4: LO 1,2,3
Explaining a preference
Teachers could ask learners to discuss in
pairs their favourite TV programme. Prompt
them to use active listening skills and to
ask appropriate questions. Learners could
feedback to the class what they have learned
about their partner’s favourite TV programme.
During feedback teachers could explore what
appropriate questions were used; for example
identifying ‘What..?’ and ‘Why..?’ questions.
E1S2, E1S3, E1S4,
E1S5
Unit 4: LO 1,2,3
7
20 minutes
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
ENTRY 1
Unit 1(E1S3) Resond appropriately to comments and
requests
Suggested activity title
Suggested
timings
Suggested activity
Teachers could ask learners to respond to
prepared questions. They should explain
that learners need to respond as clearly as
possible. In pairs, learners should prepare five
questions they want to ask their partner about
Responding to questions their weekend. They should respond to the
30 minutes
for information
questions as clearly and concisely as possible.
Teachers could ask learners to explain what
they have learned about their partner’s
weekend. They could explore whether the
responses were clear and related to the
questions asked.
Links to other
coverage and
range
Links to
Progression
units
E1S4
Unit 4: LO 2
Unit 1(E1S5) Ask simple questions to obtain specific
information
Suggested activity title
Suggested activity
Suggested
timings
Asking questions for
information
Teachers could give learners a list of
ingredients for making a recipe. Learners
could then write down questions they need
to ask in order to make the recipe. As a
class, share the questions and explore which
questions are the most effective in finding out
how to make the recipe.
30 minutes
DELIVERY GUIDE
8
Links to other
coverage and
range
Links to
Progression
units
Unit 4: LO 3
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
ENTRY 1
Unit 1(E1R1)Read and understand simple regular
words and sentences
Suggested activity title
Suggested activity
Suggested
timings
Links to other
coverage and
range
Links to
Progression
units
Shared reading
Teachers could project a simple text, such as a
straightforward advertisement, onto a screen
and ask learners to suggest what kind of text
it is and where they might find it or who
might have written it. After reading together,
ask learners some key information retrieval
questions, using ’What...?’, ‘Who..?’ etc. Explore
possible answers and annotate the screen
with relevant words.
30 minutes
E1R2
Unit 1: LO 1,2
Reading to sentence
punctuation
To encourage the identification and
understanding of sentence structure and
punctuation when reading aloud, teachers
could encourage learners to read a sentence
at a time around a class. This also adds to the
pace of the learning and can be less daunting
for unsure learners. Don’t forget to take part
yourself, reading slowly and clearly, in order
to model reading aloud effectively for your
learners.
20 minutes
E1R2
Unit 1: LO 1
Unit 1(E1R2)Understand short texts on familiar topics
and experiences
Suggested activity title
Suggested activity
Suggested
timings
Links to other
coverage and
range
Links to
Progression
units
Key descriptors
Teachers could use an extract from a simple
information text which suits their learners,
describing an animal of their choice. Ask
learners to draw the animal and label with key
descriptors from the text.
20 minutes
E1R1
Unit 1: LO 1,2
9
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
ENTRY 1
Unit 1(E1W1) Use written words and phrases to
present information
Links to other
coverage and
range
Links to
Progression
units
Key vocabulary
Teachers could introduce a simple process,
such as how the postal service works, and give
learners key vocabulary to help them to write
30 minutes
about the process precisely. They should then
write a concise description of the process,
using the new vocabulary where possible.
E1W2, E1W3
Unit 26: LO 1
Word order
Teachers could introduce the concept of
word order in simple sentences – for example,
nouns used as subjects begin sentences,
but used as objects they come at the end of
the sentence, adjectives describe nouns, etc.
Teachers could then give words for sentences
in the wrong order, or cut up, and ask learners
to write out the sentence in the correct order.
Encourage them to explore why they have
made their choices and to articulate the rules
they have followed. Then ask them to write
their own simple sentences describing what
they did when they woke up this morning.
E1W2
Unit 26: LO 1
Suggested activity title
Suggested activity
Suggested
timings
30 minutes
Unit 1(E1W2) Construct simple sentences using full
stops
Suggested
timings
Suggested activity title
Suggested activity
Simple sentences
After teaching learners about the need for
simple sentences to have a subject, verb and
object, teachers could give them a number of
‘sentences’, some of which are not accurate
sentences, and ask them to identify the correct
20 minutes
ones, and why an incorrect one is incorrect.
For example, they might say, ‘The man ran
after the boy.’ is correct. They might say, ‘The
boy.’ Is an incomplete sentence, because there
is no verb or object.
Nouns, verbs, adjectives
After teaching the concept, teachers could
give learners cards which consist of nouns,
verbs and adjectives. Learners could first of all
sort them into the three categories, then use
them to make up their own sentences. They
could then replace the adjectives they have
used, with their own adjective.
DELIVERY GUIDE
10
30 minutes
Links to other
coverage and
range
Links to
Progression
units
E1W3
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
ENTRY 1
Unit 1(E1W3) Spell correctly some personal or very
familiar words
Suggested
timings
Links to other
coverage and
range
Links to
Progression
units
Suggested activity title
Suggested activity
Personal spelling
dictionary
Teachers could encourage learners to keep
a spelling dictionary of their own and when
they come across a word they don’t know,
write it in their personal dictionary. Using the
Look, Cover, Spell, Check method, they could
be given regular opportunities to learn the
spellings they have difficulties with.
Spelling ‘Snap’
Teachers could select words with similar
spelling patterns, such as: ‘ea’, ‘ee’ , ‘ou’, ‘or’,
‘au’ etc. and learners could play ‘Snap’ in
pairs, matching the same-spelling words.
Encourage them to say the words as they
‘Snap’.
15 minutes
Unit 26: LO 2,5
Homonyms ‘two, too, to’
Teachers could explain the homonyms, two,
too and to (‘two’ means 2, ‘too’ means also or
very or more than enough, and ‘to’ is used in all
other cases). Learners could complete a cloze
20 minutes
with different sentences using these words
and filling in the gaps, so that they have to
decide which ‘two, too or to’ fits. For example,
‘He travelled ___ Northampton.’
Unit 26: LO 2,5
11
Unit 26: LO 2,5
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
ENTRY 2
Unit 2(E2S1) Identify the main points of short
explanations and instructions
Links to other
coverage and
range
Links to
Progression
units
Chat show introductions
Teachers could ask learners to work in pairs to
introduce each other in a chat show. Person
A could be a chat show host, Person B is
the guest. They will then swap roles, so the
preparation is the same for both. Both parties
prepare the questions they would like to ask
in order to introduce the other person at the
beginning of the show. They should then take
turns to ask their questions of their partner
and note or remember their answers. Finally
30 minutes
teachers could ask them to introduce their
guest to their chat show, giving their name
and other details they have found out. This
could be done to the rest of the class. Ask
other learners to comment on what is done
effectively – eg informative, clearly spoken,
precise vocabulary. Teachers could introduce
the concept of register where learners show
an awareness of audience and purpose
relating to the chat show format.
E2S2, E2S3, E2S4,
E2S5, E2S6
Unit 9: LO1, 2.
Unit 10: LO 1
Discussion rules
Teachers could introduce the concept of
discussions – they could ask learners to
define what a discussion is, and how it differs
from a conversation or a lecture, for instance.
Learners might suggest things like, number
of people involved, different opinions of
participants, taking turns at speaking, etc. In
order to prepare them for positive discussion
work, ask learners in groups of 4/5 to decide
on five rules for effective discussions. Give
them a card to write down their rule after
they have all discussed and agreed the rule.
At the end discuss groups’ rules and which
ones appear to be the most important, as well
as clarifying why the rule is important. This
should be followed up by an opportunity for a
brief discussion on, for example, what makes
a good shop assistant. At the end, ask the
groups if they followed their rules and what
difficulties they experienced.
30 minutes
(activity)
30 minutes
(follow up)
E2S1, E2S2, E2S3
E2S4, E2S5, E2S6
Unit 9: LO 1,2,3
Summing up
Teachers could show learners a short film text
which explains something (use YouTube and
tailor your choice to your learners’ interests
and contexts). Ask them to write down the
main points of the explanation they have
heard in note form.
20 minutes
E2W1
Unit 9: LO 1.
Unit 10: LO 1
Suggested activity title
Suggested activity
DELIVERY GUIDE
Suggested
timings
12
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
ENTRY 2
Unit 2(E2S2) Make appropriate contributions that are
clearly understood
Suggested activity title
Suggested activity
Suggested
timings
Links to other
coverage and
range
Links to
Progression
units
Selecting a holiday
Teachers could provide a range of holiday
brochures for learners to look at and read
in groups of 3. Some learners will use the
pictures and highlights, others may use more
detailed information. Ask learners to decide
on one place they would like to go and to
prepare a brief description of the place and
why they have chosen it. After everyone in
the group has given their description and
opinion, the group could have a discussion,
following the rules previously decided upon,
about whose description and opinion was
the most convincing. As a group, they could
decide on one place from the three suggested
to go on holiday!
30 minutes
(activity)
15 minutes
(discussion)
E2S1, E2S3, E2S4,
E2S6, E2W1
Unit 9: LO 1,2,3.
Unit 10: LO 3
Unit 2(E2S5) Ask and respond to straightforward
questions
Suggested
timings
Suggested activity title
Suggested activity
Driving lessons enquiry
Teachers could ask learners to work in pairs
and imagine Person A wants to begin driving
lessons. Person B is the receptionist of the
driving school. Learners could improvise a
telephone call to a driving school to find out
20 minutes
details of cost, times, prerequisites etc. They
can perform this as an improvisation, but allow
learners a time limit to prepare their questions
and answers.
13
Links to other
coverage and
range
Links to
Progression
units
E2S4
Unit 9: LO 2.
Unit 10: LO 6
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
ENTRY 2
Unit 2(E2R1) Understand the main events in
chronological texts
Links to other
coverage and
range
Links to
Progression
units
Sum it up
Teachers could use a text relating to their
learners’ context, for example, a set of
instructions for a hairstylist to style someone’s
hair. The teacher could cut up the different
stages and ask learners to sequence the
15 minutes
instructions in the correct order. Similarly, give
the learner the instructions and ask them to
half the amount of words/sentences/points,
so that they only include the most important
information.
E2R2, E2W1
Unit 6: LO 1
Headlines
Teachers could give learners a short
newspaper article on a relevant subject
without the headline, and ask them to
produce their own headlines which sum up
the article appropriately. Emphasise the need
for brevity and point out how unnecessary
words can be missed out (for example, ‘Boy
rescues cat’ is not grammatically correct –
ask them why - the word ‘the’ is missing)
and explain that this is a stylistic feature of
headlines to help keep them short. This could
be developed further by asking them to
create headlines for other short texts relevant
to learners’ contexts or real life. For example,
looking at a leaflet about healthy eating,
learners could devise their own headings for
different sections.
E2W1
Unit 6: LO 1
Suggested activity title
Suggested activity
DELIVERY GUIDE
Suggested
timings
14
10 minutes
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
ENTRY 2
Unit 2(E2R2) Read and understand simple
instructions and directions
Suggested
timings
Links to other
coverage and
range
Suggested activity title
Suggested activity
Giving Instructions
Teachers could give learners a set of
instructions for, say, building a table, or using
a washing machine, or something relevant
to their context. Learners should read them
carefully and ensure they understand them.
They could then fold a piece of paper into six
40 minutes
squares and imagine they are trying to convey
the instructions to someone who can’t read
or speak English. They can use images and/or
diagrams, numbers and letters of the alphabet
to convey chronology, and very short simple
words only.
E2R1, E2R4, E2W1
Crazy Snakes and
Ladders
Teachers could introduce different imperatives
to learners. Instruction words such as ‘give’,
‘slice’, ‘shake’ etc. Ask them to think of some
of their own. Then read a set of instructions
for playing Snakes and Ladders, see appendix
2, or another game suited to their learners.
50 minutes
Learners can highlight all the imperatives.
They should then write their own instructions
in pairs for playing ‘Crazy Snakes and Ladders’.
They can make the game as crazy as they
want. Then the pairs can swap rules and
follow the instructions of the other pair.
E2R1
15
Links to
Progression
units
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
ENTRY 2
Unit 2(E2R3) Read and understand high frequency
words and words with common
spelling patterns
Suggested
timings
Suggested activity title
Suggested activity
Matching patterns
Teachers could ask learners to write down on
small pieces of cards words with common
spelling patterns, eg race, place, grace, lace,
and catch, latch, batch, hatch, match and
house, loud, mouse, proud, about etc. In pairs,
learners could mix the words up and play a
matching game. They could use the same
cards by turning them all over. Each player
takes it in turns to turn two cards the right way
up. The aim is to match to another word with 15 minutes
the same spelling pattern, so the players need (per activity)
to remember where they see words. When
a player turns a word over and remembers
where another word with the same pattern
is placed (having turned it over previously
themselves or seen their partner turn it over),
they can turn over the one they think matches.
If they are successful, they keep the cards. The
person with the most cards at the end of the
game is the winner.
Colour words within
words
Teachers could ask learners to see if high
frequency words or words with common
spelling patterns can be broken down into
other words, for example ‘bat’ is in ‘batch’, ‘out’
is in ‘about’. Learners could write the words
down in their own spelling dictionaries,
together with definitions, using different
10 minutes
colours to highlight the patterns. For example
the ‘out’ in ‘about’ could be red, with the
rest of the word written in black. This helps
learners to remember, but also to spot spelling
patterns and encourage the breaking down of
words.
Read and check
Using the list of high frequency words at
Appendix 1, teachers could ask learners to
work in pairs. Each person has a copy of
the sheet with the high frequency words
on. Person A reads one of the words aloud
at random and Person B finds the word then
spells out the word to Person A, who checks it.
10 minutes
After learners become confident, Person A can
go on to compose a sentence with the word,
and Person B decides if the word has been
used correctly. If they are both happy, they
can both tick the word on their sheets. Use
time limits of 5 and 10 minutes per person to
give momentum to this activity.
DELIVERY GUIDE
16
Links to other
coverage and
range
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Progression
units
E2W4
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
ENTRY 2
Unit 2(E2R4) Use knowledge of alphabetical order to
locate information
Suggested activity title
Suggested activity
Suggested
timings
Alphabet Game 1
Teachers could revise the alphabet with
learners by asking them to write down the
alphabet in lower case and then in capitals.
Point out the differences and when each
should be used, if necessary. In pairs give
learners a set of cards, each with a letter from
the alphabet marked. Mix the letters up and
place face-down in the middle. Each learner
takes turns to pick one up and place it in front
of them both in an appropriate place, with
the aim of placing them all in alphabetical
order. As learners progress, you could give
them a time limit, or introduce an element of
competition through seeing which pairs can
finish first.
30 minutes
Alphabet Game 2
Teachers could give learners words with
letters in the wrong order. They should put
them into alphabetical order so that the word
becomes a word, eg ‘pat’ becomes ‘apt’, ‘rat’
becomes ‘art’, ‘car’ becomes ‘arc’. Teachers
could then give a number of words or
synonyms and ask learners to put them into
alphabetical order. For example: hot, cold,
lukewarm, freezing, scalding would become:
cold, freezing, hot, lukewarm, scalding. This
30 minutes
could be developed further by giving words
with similar beginnings to fine-tune their
understanding of the alphabet and how it
is used to categorise – learners could put
words such as the following into alphabetical
order: nose, nail, rose, raise, slow, snow etc to
practise second letter observation. The same
could be done with third letter examples: bee,
been, beef, beech, ran, rang, rank, rant etc.
Reference books
Dictionary and thesaurus practice is best
done little and often. As a starter for a week,
teachers could give a list of words for learners
to define for the first ten minutes of a lesson.
Make the words pertinent to your learners or
the concept under current study to make this
a worthwhile exercise. Teachers could give
words for learners to look up against the clock, 10 minutes
and just write down the page they were found
on. Another starter activity using a thesaurus
could be to ask learners to write down three
adjectives to describe themselves or someone
they know. Using a thesaurus they should
look up their word and find two alternatives
that would work as well or better.
17
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range
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Progression
units
E2W4
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
ENTRY 2
Unit 2(E2W1) Use written words and phrases to
record and present information
Suggested activity title
Suggested activity
Suggested
timings
Links to other
coverage and
range
Fast food information
Teachers could initiate a discussion about
different fast food outlets, the food they offer,
service and how popular they are. Use this
as a basis for learners to write an information
text about one of their choice. Give them
headings such as the following, to help them
structure their information: Name of fast
food outlet/Menus or food on offer/Service/
Cost. Emphasise that learners need to write
accurately, using simple and compound
sentences. Encourage learners to follow a
checklist to self-assess or peer-assess their
work – focus on the use of full stops and
simple and compound sentences.
40 minutes
E2W2, E2W3
DELIVERY GUIDE
18
Links to
Progression
units
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
ENTRY 2
Unit 2(E2W2) Construct compound sentences using
common conjunctions
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units
30 minutes
E2W1, E2W3
E2W4, E2R3
Unit 8: LO 1
Complete the sentence
To practise forming compound sentences,
give learners sentences to complete. Either
give the conjunction, as in ‘I went to school
and.....’ or ‘I didn’t know whether I wanted to
have pasta for lunch or.....’ Or you could give
learners the beginnings of sentences and
they select a conjunction from ‘and’, ‘but’, ‘or’.
‘I arrived at the shops at 10am....’ or ‘I saw my
friend across the road.....’
15 minutes
E2R3
Unit 8: LO 1
Using simple and
compound sentences
Teachers could ask learners to write an
account of a short journey they have taken.
Give them about ten minutes for the task,
and they should use a combination of short
and compound sentences to create variety
in their writing. Remind learners of the need
for accuracy in punctuation, capital letters at
the beginning of sentences and the use of
the past tense. When they have finished, ask
learners to swap accounts with their partners.
Their partner should highlight in different
colours, simple and compound sentences.
Are similar numbers of simple and compound
sentences used? The teacher could use one
or two examples to explore the effectiveness
of combining both types of sentence, and
how they can make a text flow and aid
understanding.
25 minutes
E2W1, E2W3
Unit 8: LO 1
Suggested activity title
Suggested activity
Suggested
timings
Introducing compound
sentences
Teachers could give learners a number of
simple sentences. For example: ‘I visited the
doctor. He asked me about my problem.
He asked me if I smoked. He asked me if I
suffered from asthma. He examined me. It
didn’t take long. He looked at my throat. He
listened to my lungs. He was pleased with
the results. He gave me a simple prescription.
The prescription will help me.’ They could ask
learners to say whether these sentences are
accurate. They may be able to identify that
they are accurate but sound stilted because
the sentences are all short. Introduce the
concept of compound sentences, and the
words ‘and’, ‘but’, and ‘or’. Model combining
the sentences using these conjunctions,
and discuss the effect. Explain these are
compound sentences and they can be used
to add variety to sentence structure. Writing
is improved by using both simple and
compound sentences. Ask learners to write
about their own recent visit (to a place of their
choice), using both simple sentences and
compound sentences.
19
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
ENTRY 2
Unit 2(E2W3) Punctuate correctly, using upper and
lower case, full stops and question
marks
Suggested activity title
Suggested activity
Suggested
timings
Links to other
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range
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units
When is a question not a
question?
Teachers could ask learners to write down
some simple statements. For example: The
book is here. You feel well. You like this. I
know how to do it. Ask learners to speak the
statements aloud in groups or to the class.
Explore how each sentence makes sense as a
complete idea and how the inflection of the
voice shows this. Ask learners how we show
this in writing? Reinforce the importance
of using full stops in punctuation to replace
pauses and inflections in our speech which
make it easy to signpost the end of a unit of
sense. Ask learners to write down a number
of questions, then say them aloud. What
difference is there in the inflection of their
voice? How do we show this difference
in writing? Discuss the importance of the
question mark in indicating a question in
writing. Ask them to check if they have used
a question mark in the questions they wrote
down. Go back to the original statements
from the beginning. Ask learners to read
aloud the statements, turning them into
a question by changing the inflection in
their voices. Learners could then write the
sentences down as questions, remembering
to use question marks. Ask learners to
write down a conversation between two
people who haven’t seen each other for a
long time. They should focus on asking and
answering questions, and using full stops
and question marks accurately. It is useful
to allow the opportunity for learners to read
their conversations out with a partner, and to
notice and reinforce the change in inflection
between questions and answers.
40 minutes
E2W4, E1S4
Unit 8: LO 3
DELIVERY GUIDE
20
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
ENTRY 2
Unit 2(E2W4) Spell correctly all high frequency words
and words with common spelling
patterns
Suggested
timings
Suggested activity title
Suggested activity
Letter blends
Teachers could introduce the importance
of common letter blends in words. Give
examples, such as ‘art’ can be used at the
beginning of words in artist, article, artichoke.
It can also be used at the end of words in
part, dart, tart and impart, smart, chart, heart.
Give learners a number of letter blends for
30 minutes
beginnings and endings of words and ask
them to make up words with them. For
example: tra, ass, ell, ner, igh, oth, mar, ain,
ter, tion, str. Give a time limit and then ask
learners to check their spellings in a dictionary.
It is useful to explore which letter blends rarely
begin words, and which rarely ends words.
21
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units
E2R3
Unit 8: 4,5
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
ENTRY 3
Unit 3(E3S2) Use techniques to clarify and confirm
understanding
Suggested
timings
Suggested activity title
Suggested activity
Clarifying and checking
Teachers could give learners an ambiguous
instruction. For example, ‘Turn your head to
see the pumpkin!’ Encourage them to come
to an understanding of what the teacher
wants. Write the responses down on the
board. Encourage them to notice 1) how they
might repeat the instruction as a question, 2)
how they might ask for clarification of part of
the instruction – ‘What pumpkin?’, ‘Where is
the pumpkin?’, ‘Turn my head which way?’ 3)
how they might repeat parts of the question
30 minutes
they understand ‘Right, so turn my head...’
4) how they might ask for the instruction
to be repeated 5) how upon coming to an
understanding of the instruction they might
re-phrase the instruction in their own words.
Ask learners in pairs to give directions to their
partner to a place of their choice. Partners
should use some of the techniques discussed
to clarify and show understanding of the
directions. They can, of course, swap roles.
DELIVERY GUIDE
22
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units
E3S4, E3S5
Unit 15: LO 1,2.
Unit 17: LO 2
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
ENTRY 3
Unit 3(E3S3) Give own point of view and respond
appropriately to others’ point of view
Suggested activity title
Suggested activity
Suggested
timings
Links to other
coverage and
range
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Progression
units
Expressing point of view
Teachers could ask learners to work in pairs on
a role play where they have to express their
point of view. A formal scenario might be
Person A (the learner) arriving late for work/
school/college and explaining why they are
late to Person B (your employer or teacher).
Person B should respond appropriately. An
informal scenario might be Person A arriving
home very late and explaining why they have
arrived home very late to Person B (parent/
carer/partner). Learners should consider
formality, appropriate questioning and rephrasing to clarify and confirm understanding
and the expression of a point of view
appropriately.
30 minutes
E3S1, E3S2
E3S4, E3S5
Unit 15: LO 2.
Unit 16: LO 2,3.
Unit 17: LO 6
Vox pop
For a simple introduction to expressing a
point of view, teachers could ask learners to
work in pairs to imagine a scenario where
their opinion is being asked in a filmed ‘vox
pop’ for TV news. Teachers could prepare a
question relevant to their learners: ‘What do
you think of the local library closing down?’,
‘Do you feel safe on the streets at night?’, ‘Is
internet shopping ruining our high streets?’
Person A is the interviewer, Person B gives
their opinion. This could be developed so
20 minutes
that Person A thinks of their own question,
or responds to Person B with more probing
questions. Learners swap places so they
have the opportunity to try both roles. It is
important to remind learners of key ideas,
such as speaking clearly with appropriate
intonation, using phrases such as ‘I believe..’, ‘I
think ...’, ‘In my opinion...’, using formal language
and supporting their point of view with at
least one reason.
E3S4
Unit 15: LO 2.
Unit 16: LO 2,3.
Unit 17: LO 6
Spending £250
Teachers could say to learners that the class
has £250.00 to spend on resources for their
Functional Skills English lessons. In groups
of 3 and 4 they should 1) each give a case
for spending the money whichever way
they wish, explaining why this would be a
good way of spending the money and 2)
after listening to everyone’s point of view,
the group discusses and comes to a decision
together as to how the money should be
spent. This activity could be used to discuss
other possible ways of spending an amount
of money, for example which charity learners
might want to donate to, or something
particularly relevant to learners.
E3S1, E3S2
E3S4, E3S5
Unit 15: LO 2
23
30 minutes
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
ENTRY 3
Unit 3(E3S4) Use appropriate language in formal
discussions/exchanges
Suggested activity title
Suggested activity
Suggested
timings
Links to other
coverage and
range
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Progression
units
Match the greeting
To highlight different levels of formality in
language, ask learners to match the following
greetings to different people (teachers, parents,
friends, neighbour, shopkeeper, bus driver,
doctor etc) - Hi, Good morning, Hello, Safe,
Alright? Can learners add to these greetings
and decide who they might be used with? In
pairs ask them to think of different words for
goodbye. Then ask them to create a short
improvisation of an encounter in a formal
and informal situation. For example, phoning
a Doctor’s receptionist for an appointment,
meeting a friend in the street. Ask learners to
share their improvisations with the class, and
highlight good use of relevant formal/informal
language.
30 minutes
E3S5
Unit 15: LO 2.
Unit 17: LO 4
Teachers could ask learners to work in groups
of 3 or 4 to produce a list of situations which
require formal language (classroom, interview,
news programmes etc) and informal language
(at home, socialising, Facebook etc). Ask
learners to work in pairs to perform role plays
exploring the use of formal and informal
language. Role play 1 –Person A wants to
write a note and has lost his pen. He asks
Person B to lend his pen, uses it and gives it
back. Person A is yourself. Person B is (1) a
member of your family and (2) an employer or
teacher. Rehearse and act out both scenarios,
using an appropriate level of formality. Role
play 2 – Person A has run through a door
without noticing that Person B is on the other
side holding a cup of tea. The tea is spilt, the
cup broken and Person B is cross but not hurt.
Person A apologises. Person A is yourself.
Person B is (1) a member of your family and (2)
an employer or teacher. Rehearse and act out
both scenarios, using an appropriate level of
formality.
40 minutes
E3S1, E3S2
E3S5
Unit 15: LO 2.
Unit 17: LO 4
Formal/
Informal
situations
DELIVERY GUIDE
24
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
ENTRY 3
Unit 3(E3R1) Understand the main points of texts
Suggested activity title
Suggested activity
Suggested
timings
Links to other
coverage and
range
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Progression
units
Menu organisation
Teachers could give learners key titles from
an extensive menu (suitable for their learners)
from a hotel or restaurant, for example
‘Appetisers’, ‘Lunch specials’, ‘Vegetarian
Options’ etc. Give learners random lists of
dishes, such as ‘Pear and avocado salad’,
‘Lemon sorbet‘ etc. Ask learners to place the
dishes under the most appropriate titles. They
could go on to order their meal as a speaking
and listening activity.
20 minutes,
plus 20
minute
speaking
and
listening
activity
E3R3, E3S4
Unit 11: LO 1
True or false
Teachers could prepare some true/false
statements on a straightforward leaflet or
other text relevant to learners. Write the
statements on the board, and ask learners to
45 minutes
skim read the leaflet/text to find out if they are
true or false. Ask learners to prepare their own
true/false statements on a relevant text, and
test their partners.
E3R2, E3R4, E3W3
Unit 11: LO 1,2, 3
25
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
ENTRY 3
Unit 3(E3R2) Obtain specific information through
detailed reading
Suggested activity title
Suggested activity
Suggested
timings
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range
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units
Highlighting
information
Teachers could give learners highlighter
pens to aid them in looking for information
from texts. This avoids lots of writing
but encourages retrieving information,
and ensures reading for understanding is
focused upon. For example, in a leaflet on a
forthcoming event, ask learners to highlight
significant information, such as location, date,
time, main attractions/director of a play etc.
Encourage the use of looking for key words
as an aid to this task. Another example might
be reading a timetable for buses or trains
and asking learners to highlight significant
information for a return journey, such as the
line/route needed, location of stop time out
and time return.
20 minutes
E3R1, E3R3
E3R4
Unit 11: LO 1,2,3
Complete five key facts
table
Teachers could give learners a leaflet on a
health issue, for example, ‘How to look after
your heart’ (various leaflets are freely available
at pharmacists and doctors’ surgeries). Ask
them to prepare two columns (1) List 5 key
facts to look after your heart and (2) List
5 things that are bad for your heart/List 5
problems which can arise if you don’t look
after your heart etc. They can record their
findings in note form.
30 minutes
E3W1
Unit 11: LO 1,2
DELIVERY GUIDE
26
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
ENTRY 3
Unit 3(E3R3) Use organisational features to locate
information
Suggested activity title
Suggested
timings
Suggested activity
Cut up an article from a newspaper text,
breaking down the headline, by-line, writer’s
name, picture, caption and cutting up the main
body of the article into paragraphs. Learners
have to re-compose the article – they can
stick it onto paper. This encourages looking
Features of a news article
at organisational features of a newspaper and
reading/understanding of the main points
in order to sequence the body of the text.
Teachers could introduce some key features of
newspaper texts here, such as the conventions
of beginnings and endings in newspaper texts.
Predicting texts
Teachers could give learners the title of a text,
such as ‘Sale now on’, ‘How to operate’, ‘Healthy
eating’ or some other relevant text. Learners
could then explore what the text might be
about, ‘predicting’ things like the format,
purpose, audience, content and possible
vocabulary. Give learners the whole text and
discuss whether their predictions match.
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30 minutes
Unit 11: LO 4
30 minutes
Unit 11: LO 4
Unit 3(E3R4) Read and understand texts in different
formats using strategies/techniques
appropriate to the task
Suggested
timings
Suggested activity title
Suggested activity
Personal spelling checks
After learners have completed a number of
writing tasks and teachers have highlighted
spelling errors by underlining and marking in
the margin, teachers could give learners time to
identify their personal common spelling errors.
Allow them to look up the correct spellings and
write a list of words relevant to them that they
need to learn. Give learners two techniques for
learning these words, for example: using visual
30 minutes
aids, such as drawing an ear around the word
‘ear’ in ‘hear’, or learners could design their own
mnemonic, such as Make Others Do Everything
Loudly (model). Teachers could give learners a
sample of work by another learner, or exemplar
material with spelling errors. Ask them to check
for spelling errors and write the corrections.
They should have a dictionary to check the
spellings.
27
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units
Unit 11: LO 3
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
ENTRY 3
Unit 3(E3W2)Sequence writing logically and clearly
Suggested activity title
Suggested activity
Suggested
timings
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coverage and
range
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Progression
units
Organisation
of letters
Teachers could give learners a straightforward
formal letter appropriate to their learners. They
could match cards with features of the letter
(sender’s address/addressee/date/salutation/
close/introduction/middle/end) to the
correct part of the letter to highlight how it
is organised. Ask learners to plan their own
letter (giving them an appropriate purpose) in
a similar format, using all the features they have
identified. Ask learners to swap their letters
and check each others’ work for accuracy of
organisation and sequence.
30 minutes
E3W1, E3R3, E3R4
Unit 14: LO 3
Planning a recount text
Teachers could introduce some simple time
connectives to learners, for example: Firstly/To
begin with, then/next, later/afterwards, Finally/
In the end. Teachers could model planning and
writing of a short text about a special day they
experienced. After noting a few ideas, model
50 minutes
sequencing by giving each idea a number.
Then discuss with learners which connectives
could be used to help the reader follow the
text logically. Ask learners to prepare their own
piece of writing on a special day, following the
model teachers have demonstrated.
E3W1
Unit 14: LO 1
DELIVERY GUIDE
28
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
ENTRY 3
Unit 3(E3W3) Use basic grammar including appropriate
verb-tense and subject-verb agreement
Suggested
timings
Links to other
coverage and
range
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Progression
units
Suggested activity title
Suggested activity
Verbs and tense
Teachers could revise the structure of simple
sentences and remind learners that they usually
contain a subject, verb and object. Ask learners
how they can identify the verb in a sentence?
They might say because it’s an action, it follows
the subject etc. If they don’t offer the response,
also tell them that the verb can be in different
tenses and so the spelling changes. Model the
40 minutes
present/past/future tenses using a regular verb
such as ‘to make’. Ask learners to do the same
with the regular verbs suggested. Teachers
could give learners two pieces of text – one
which uses the present tense and one which
uses the past tense. Ask learners to highlight
all the words in present/past tense in different
colours.
Unit 13: LO 1,2
Irregular verbs
Teachers could remind learners of regular verbs
in the present/past/future tense. Give learners
some irregular verbs (go, do, be, choose, begin,
buy, feel etc). Ask learners in pairs to write
down the present/past of these verbs, then
share and correct as a class. Ask learners to
write simple sentences using the verbs.
30 minutes
Unit 11: LO 2,3
Recognising tense in
different texts
Teachers could give learners a range of
simple texts using different tenses. This could
include a postcard, an email explaining a
new procedure or rule, a letter of complaint,
a report etc. Ask them to identify the verbs
and tenses used. Teachers could use the
opportunity to explore other tenses that
learners will be aware of, such as imperatives
and modal verbs. Highlight to learners how
different text-types use different tenses. Ask
them to plan and write the first paragraph
of their own examples of the texts they have
studied.
50 minutes
29
E3W1, E3W2,
E3R4
Unit 13: LO 1
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
ENTRY 3
Unit 3(E3W4) Check work for accuracy, including
spelling
Suggested
timings
Suggested activity title
Suggested activity
Plurals
Teachers could give learners nouns in singular
and plural forms on separate small cards, which
they have to match – eg Box - boxes. Ask them
to identify the plural rule each follows (start
with add ‘s’, but include add ‘es’, ‘ies’, ‘ves’, and
irregular plurals, such as child/children). This
can be followed by learners working in pairs: tell
them to turn all the cards face down and take it 40 minutes
in turns to explain the plural rule for each word
turned over. The cards could be separated into
singular and plurals. Divide singular words
between them and ask learners to write down
the plural. After this, ask learners to write down
a shopping list for someone’s birthday party,
using plurals.
Topic spellings
Teachers could focus on complex spellings
relevant to the learners’ context, for example, in
a business environment, words like: business,
quantity, association, experience, manufacturer,
ratio, commission, balance, gross, purchase,
variable, competition, guarantee, quality,
scheme, annual. Offer learners two different
ways of learning these spellings, for example,
breaking words down into smaller parts (quantit-y), breaking words down to their root words
(vari-able). They could write the breakdowns
in different colours (root word in red, rest of the
word in blue, or difficult segments of words
in red, for example). Colour helps to fix the
spelling in learners’ minds.
DELIVERY GUIDE
30
30 minutes
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Progression
units
E3S2, E3S3, E3W2
Unit 13: LO 3
Unit 13: LO 3
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
LEVEL 1
UNIT 1 (1S1) Make relevant and extended
contributions to discussions, allowing for
and responding to others’ input
Suggested activity title
Suggested activity
Suggested
timings
Links to other
coverage and
range
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Progression
units
Local meeting
Teachers could introduce a project relating to
their learners, such as a campaign for a zebra
crossing near to a local school or the opening
of a supermarket. Begin by giving learners key
roles for a local meeting that will take place at
a designated time and place, with a question
such as ‘Does .... need a zebra crossing?’ At the
meeting all parties will put forward their point
of view on the topic and need to prepare their
presentations. Learners could work in groups
of 4 or 5 and could undertake such roles as
a parent, a teacher, a local resident, a local
authority planning representative, chairperson
etc. Learners could begin by researching key
information which will help support their role’s
point of view and help them respond to the
question; they can also create anecdotes and
facts to support their case. At the meeting,
everyone has an opportunity to speak in turn
and for others to respond to the speaker in
role. This could be followed up by being a
reporter for the local newspaper and writing
up an account of the meeting and the
discussions which took place, giving a suitable
headline to the article.
40 minutes,
plus 40
minutes
writing
1S2, 1S3, 1S4
1R3, 1R4
1W1, 1W2, 1W3
Unit 23: LO 1.
Unit 22: LO 2.
Unit 24: LO 2,3
Complaining
Teachers could give learners a scenario where
they need to make a complaint/deal with
a complaint. For example, in the summer
roads into the city centre have been closed
to make repairs. This is resulting in journeys
taking twice as long as drivers are diverted
and because of the volume of traffic on other
roads. In groups learners could discuss the
problems this might cause for drivers, ways
this could be solved (using public transport
etc), and the reasons the local council might
give to justify their actions. Learners could
then in pairs improvise the complaint by a
driver to a representative of the local council.
This could be followed up by learners writing
their own letter of complaint. Teachers could
point out the need for formality, objective
tone, sound reasons and courtesy necessary
in order for the complainer to be taken
seriously. They could suggest that the ending
of the letter should suggest what response is
required by the complainant.
30 minutes
plus 30
minute
writing
activity
1S2, 1S3, 1S4
1W1, 1W2, 1W3
Unit 22: LO2.
Unit 23: LO 1.
Unit 24: LO 2,3
31
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
LEVEL 1
Suggested
timings
Suggested activity title
Suggested activity
Building up detail in
explanations
In order to develop more detailed
contributions in talk, teachers could give
learners a number of statements about a topic
suitable for their learners. For example: Rules
for hairdressing salons – Implements should
be washed and sterilised. Floors should be
swept clean. Towels and gowns should be
washed thoroughly. Dangling jewellery
should not be worn. Gloves should be worn
when using chemicals. Cover cuts or wounds.
30 minutes
Give one learner one rule and ask them to
develop the rule in detail, giving reasons, in
order to make an extended contribution.
Other members of the class can contribute
where necessary, asking relevant questions
and making additional points. This could
be further developed in role plays where a
customer asks the hairdresser questions of
their choice which demand full and detailed
answers.
Links to other
coverage and
range
Links to
Progression
units
1S2, 1S3, 1S4
Unit 22: LO 2.
Unit 24: LO 2,3
UNIT 1 (1S2) Prepare for and contribute to the formal
discussion of ideas and opinions
Suggested activity title
Suggested activity
Suggested
timings
Links to other
coverage and
range
Links to
Progression
units
Appraisals
Teachers could ask learners to prepare for an
appraisal/target setting meeting with their
employer/teacher. Individuals should prepare
to talk about 3 things they have achieved in
the previous year, giving examples of what
they have done. They should also prepare
3 targets for the coming year and details of
how they might achieve them. Teachers
could supply the questions for the format
of the interview (‘So, tell me about your
achievements this year?’, ‘And what targets
would you like to achieve in the coming
year?’) but learners could improvise their own
questions in order to elicit full and detailed
responses from their partner.
30 minutes
1S1, 1S3, 1S4
Unit 22: LO 3.
Unit 24: LO 1
DELIVERY GUIDE
32
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
LEVEL 1
UNIT 1 (1S4) Present information/points of view
clearly and in appropriate language
Suggested activity title
Suggested activity
Suggested
timings
Links to other
coverage and
range
Links to
Progression
units
Planning an event
Teachers could ask learners to prepare a
charity event for their school/workplace, for
example, a fun run, a coffee morning, dressdown day. They need to research their charity
and what it does. They should be encouraged
to plan by identifying the key information
they need, in a class brainstorm. They should
prepare a short, informative speech to explain
to their school/workplace how the event
will work. They could follow this up with an
informative poster on the event, containing
key information.
50 minutes,
plus 20
minute
writing
activity
1R1, 1R3
1W1, 1W2, 1W3
Unit 22: LO 1.
Unit 24: LO 4
UNIT 1 (1R1) Identify the main points and ideas and
how they are presented in a variety of
texts
Suggested activity title
Suggested activity
Matching quotations
Teachers could ask learners to read a relevant
text and give them pre-prepared subheadings.
Learners could find a quotation from the text
which matches the subheading. For example,
in a company report discussing the year’s
performance, you could have subheadings
such as ‘Profits’, ‘Time period’, ‘Success factor’,
‘Challenges’. Allow opportunity to discuss
learners’ choices and explore any differences
in choices. This could be developed so
that learners prepare a short email to staff,
summing up the main points of the report for
their general information.
Reading for a purpose
Teachers could assign to learners the role of
Head Carer in a care home for the elderly.
They have been given funding to take the
residents away on a day trip. The Head Carer
has a brief to find somewhere that is suitable
for their needs, and is safe and entertaining.
Give learners a number of advertisements or
descriptions of outings from travel brochures
or newspapers. They should read these
carefully and use their ideas to design a trip
for their residents. Learners could then write a
formal invitation letter to residents, describing
the trip, its benefits and dates and times it will
take place.
33
Suggested
timings
Links to other
coverage and
range
Links to
Progression
units
40 minutes
Plus 20
minutes
writing
activity
1R2, 1R3,
1W1, 1W2, 1W3
Unit 18: LO 1,2
20 minutes,
plus 30
minute
writing
activity
1R2, 1R3, 1R4
1W1, 1W2, 1W3
Unit 18: LO 1, 2
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
LEVEL 1
UNIT 1 (1R2) Read and understand texts in detail
Suggested activity title
Suggested activity
Suggested
timings
Links to other
coverage and
range
Links to
Progression
units
Matching job
specification
Give learners a relevant or general job
description, which identifies essential
qualifications, skills and personal qualities,
preferred qualifications, skills and personal
qualities, and desirable skills, qualifications
and personal qualities. Ask them to prepare a
letter of application which honestly addresses
the description. Ask learners to review each
50 minutes
others’ applications. They should look at the
areas of qualifications, skills and personal
qualities, and decide whether their partner
has addressed the requirements (1) precisely
and concisely, (2) rather generally and vaguely,
or (3) not addressed them at all. As a class,
explore the importance of addressing the
potential employer’s requirements.
1R3, 1R4
1W1, 1W2, 1W3
Unit 19: LO 1.
Unit 25: LO 1
Assimilating
information
Teachers could ask learners what they
want from a credit card. They might give
responses such as cheap borrowing, used in
all shops, ability to pay back in full or in small
instalments, low interest rate etc. Give learners
a flyer or advertisement for a credit card. Ask
40 minutes
them to write down 5 key facts about the
credit card and decide whether they think it
is good value. Explore learners’ responses and
how well they have looked at ‘small print’ or
language which cloaks less attractive aspects
of the facility.
DELIVERY GUIDE
34
Unit 19: LO 1.
Unit 25: LO 1
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
LEVEL 1
UNIT 1 (1R4) Identify suitable responses to texts
Suggested activity title
Suggested activity
Suggested
timings
Links to other Links to
coverage and Progression
range
units
Competition
responses
Teachers could give learners an example
of different competitions and ask learners
to respond appropriately. These could be
competitions that give information about a
holiday destination, for example and ask a
question which requires close reading of the text.
Or they could ask for the reader to compose a
relevant slogan etc. It could be a competition
that requires a response in the form of a text or
telephone call, or a postal or email response.
20 minutes
1R2, 1W1, 1W2,
1W3
Unit 18: LO 1
Completing forms for a
purpose
Teachers could give learners a text which requires
a form to be completed. This could be an order
form for a product, an internet survey monkey
questionnaire, an application for a loan, customer
feedback questionnaire etc. Ask learners to
identify the purpose of each text and respond
appropriately.
20 minutes
1R2, 1W1, 1W3
Unit 18: LO 1
UNIT 1 (1W4)Use correct grammar, including correct
and consistent use of tense
Suggested
timings
Links to other Links to other
coverage and qualifications
(Progression Awards)
range
Suggested activity title
Suggested activity
Tense in different texts
Teachers could explore the uses of tenses in
different texts by giving samples for learners to try
and identify what kind of texts they come from.
For example:
The delightful Charlie is training to be a dentist and
loves paragliding...
You will love the taste!..
Please find enclosed a copy of the order form...
The stars flickered like candles in a dark cave...
Ryan Smith learned to play the guitar when he was
only 5 years old....
15 minutes
Don’t go, don’t go
Stay a while, stay a while
I love you so, I love you so...
I am a good learner and can perform well under
pressure...
And so it happened that the princess came upon
her prince...
Ask learners to select two of your examples to
develop further, focusing on continuing to use the
tense used.
Unit 20: LO 1, 2
Peer marking
Teachers could ask learners to produce a piece
of writing and ask a partner to mark their work,
focusing on accuracy of punctuation.
Unit 19: LO 1,4
35
10 minutes
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
LEVEL 1
UNIT 1 (1W5)Ensure written work includes generally
accurate punctuation
Suggested activity title
Suggested activity
Suggested
timings
Contractions
Teachers could give learners a number of
words which can be contracted and used less
formally. For example, must not, cannot, is not,
should not, will not, shall not. Give learners the
example of ‘have not’ and ask them to contract
the other examples. Share as a class. Ask them
what rule can be followed in these contractions,
and elicit from them the way the words are put
together and an apostrophe is used to replace
the missing letter. Encourage learners to realise
that ‘not’ words always become n’t. Go on to
ask learners to contract other words, such as: it
is, he is, they are, you are, he will, I will, will not,
shall not. Ask learners to explore where they
might see the full and contracted versions and
explore the level of formality associated with
each by giving them some sentences which
they should identify as either formal or informal.
For example: I do not believe the victim of this
crime has been compensated. She told him she
didn’t like him. You mustn’t do that! Etc.
30 minutes
Homophones
Teachers could give learners a number of
homophones on cards with definitions on
different coloured cards. In pairs learners could
match the homophone to the correct definition.
Learners could identify any homophones they
find particularly difficult and make up their own
homophone rhyme to help them remember
in future. For example: When try to write, I like
to get it right. Alternatively, adding a picture
to each card can be helpful for learners who
visualise. For example, they could draw a pen
beside the word ‘write’ and a tick beside the
word ‘right’. However, it is the learner’s own
choice which will help them to remember more
effectively.
30 minutes
Complex sentences
Teachers could introduce complex sentences by
asking learners to identify main and subordinate
clauses in complex sentences. Point out to
learners that words such as who, whose, which,
that, where, after, although, if, while etc often
indicate a complex sentence. Teachers could
give learners sentences to complete for practice.
For example. I went to the dentist, although......
While she was staring at the door,.... When I saw
him, ....... If you don’t want to see the result,.....
20 minutes
DELIVERY GUIDE
36
Links to other Links to
coverage and Progression
range
units
Unit 20: LO 1, 2
E1S1, E1S4
Unit 20: LO 1, 2
Unit 20: LO 1, 2
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
LEVEL 2
UNIT 1 (2S1) Consider complex information and give a
relelvant, cogent response in appropriate
language
Suggested
timings
Suggested activity title
Suggested activity
Match the crime
Teachers could find 5-10 newspaper articles
which describe crimes and the punishments
given them. Ask learners to work in groups
of 4 or 5 and give learners a list of crimes and
punishments without any other information
in a random order and ask them to match the
crime to the punishment. For example, there
might be crimes such as ‘In possession of drugs’,
‘Post office robbery’, ‘Hit and run, killing a child’
etc. The punishments would be the actual
punishments from the crimes noted but learners
need to select the punishment they thing fits
the crime. The teacher could then give the list of
the crimes but next to them indicate ‘Mitigating 1 hour
circumstances’, which is extra information
from the newspaper article, for example for
‘In possession of drugs’ you could add that the
accused was holding someone’s bag for them,
or whatever the article might say. Learners
could then discuss whether they would change
their decisions about the punishments decided
upon. Finally, teachers could give learners the
newspaper articles for them to find out for
themselves which crimes were given which
punishments. Did they agree? They could go on
to write to their MP about the unfairness of one
or more of the punishments given.
37
Links to other Links to
coverage and Progression
range
units
2S2, 2S4,
2R1, 2R2,
2W2, 2W3,
2W4
Unit 29: LO2.
Unit 31: LO 2,3
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
LEVEL 2
UNIT 1 (2S2) Present information and ideas clearly and
persuasively to others
Links to other Links to
coverage and Progression
range
units
Suggested activity title
Suggested activity
Suggested
timings
Asking for help
Teachers could suggest to learners that it is
five years from now and, reading the local
newspaper they learn that their old friend from
school/college/current workplace has won the
lottery! They themselves have fallen on hard
times and decide to phone their old friend and
ask for some help. Explore with learners how
they might approach this task. Learners might
consider things like appealing to a shared past,
using anecdote to share a time when they
helped their friend or were particularly close,
the use of flattery, composition of a realistic and
persuasive circumstances such as lost their job
to care for a child, been through an expensive
divorce etc. In pairs learners should rehearse
and improvise the telephone conversation
in front of the class. Ask learners to identify
persuasive techniques that worked. Comment
on any features of the improvisation which
undermined the persuasiveness. This could
be further developed by asking learners to
write a letter to their lottery-winner friend that
persuades them to lend them some money.
1 hour
2S3, 2S4
2W3, 2W4
Sales pitch
Teachers could ask learners to prepare a sales
pitch, in the style of The Apprentice, on an
object of their choice or the teacher’s choice, or
on something very ordinary, such as a pencil! At
the end everyone could vote on whose product
pitch was the most persuasive. Highlight good
use of persuasive language, audience empathy
and engagement, clarity of expression and
convincing information etc as it is used.
40 minutes
2S3
DELIVERY GUIDE
38
Unit 30: LO 4.
Unit 31: LO 1
Unit 30: LO 4.
Unit 31: LO 1
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
LEVEL 2
UNIT 1 (2S3) Adapt contributions to suit audience,
purpose and situation
Suggested activity title
Suggested activity
Suggested
timings
Links to other Links to
coverage and Progression
range
units
Arguing a point of view
Teachers could select a newspaper article or
feature article, or extract from a TV programme
which gives a strong point of view on an issue
or experience. Ask learners to consider the
issue or experience from different points of
view, giving appropriate roles. For example, a
newspaper report on a customer being asked
to leave a supermarket for wearing pyjamas and
slippers to the store. Allocate roles to learners
of: other customers, the manager of the store, a
shop assistant at the store, a friend or relative of
the customer wearing pyjamas etc. They could
discuss whether the wearing of pyjamas should
be allowed in-store and everyone should give
their point of view and argue a case in role.
20 minutes
2S1, 2S2, 2S4
Unit 29: LO 1.
Unit 30: LO 2,3
UNIT 1 (2S4) Make significant contributions to
discussions, taking a range of roles and
helping to move discussion forward
Suggested
timings
Suggested activity title
Suggested activity
Open and closed
questions
Teachers could explore the nature of open
and closed questions and the circumstances
in which they might be used. Learners could
watch an extract from a talk show and make
notes of the kinds of questions asked. Which
ones try to elicit more information? Which
create empathy? Which encourage the
expression of feelings? Similarly they could think
of an exchange in a shop where a customer is
50 minutes
taking back a faulty item. What differences do
they notice in the types of questions asked?
In pairs Person A is the questioner and Person
B speaks on a topic of their choice. Person A
practises using open questions to elicit as much
information as possible from Person B. Person B
should avoid any elaboration, and simply answer
the question asked, to make Person A work hard
at their questioning.
39
Links to other Links to
coverage and Progression
range
units
2S1, 2S3
Unit 29: LO 3.
Unit 2: LO 1
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
LEVEL 2
UNIT 1 (2R1) Select and use different types of texts to
obtain and utlise relevant information
Suggested
timings
Links to other Links to
coverage and Progression
range
units
Suggested activity title
Suggested activity
Theatre flyer
Teachers could give learners a number of
reviews on a theatre production or other event.
Ask them to prepare a flyer on the production or
event to persuade people in their place of work
or study to attend. They should include relevant 30 minutes
practical information, such as where and when
it will take place, but also persuasive slogans,
quotations, images and text. Learners should
show awareness of audience and purpose here.
2R2, 2R5,
2W3
Unit 25: LO 1
Researching and
summarising
Teachers could ask learners to research a topic
area of relevance or interest to them. They
should identify: 1) what they already know
and 2) what they need to know and 3) how
they might find out. They should then seek
out information, using skills of skimming and
scanning to refine their search and identify texts
and extracts for closer analysis. They should
then go on to select information, summarising
into note form what is useful for them.
Learners could be asked to prepare a report
to colleagues/designated audience on their
research topic.
2R2, 2R5
Unit 25: LO 1
40 minutes
plus 40
minutes
writing
activity
UNIT 1 (2R2) Read and summarise, succinctly,
information/ideas from different sources
Suggested activity title
Suggested activity
Suggested
timings
Cloze
Teachers could give learners a detailed, complex
report or review relevant to their learners. They
could prepare a cloze activity which summarises
the report/review. Miss out relevant and key
words which are significant. Avoid giving
learners the words from a list; make them think!
40 minutes
Relaying and
summarising
information
Teachers could give learners a relevant detailed
report/article which learners are asked to
summarise and send to their team/class in an
40 minutes
email. Begin by asking them to highlight the
key information in the report. Give a word count
which suits the task.
DELIVERY GUIDE
40
Links to other Links to
coverage and Progression
range
units
Unit 25: LO 1, 2
Unit 25: LO 3
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
LEVEL 2
UNIT 1 (2R3) Identify the purposes of texts and
comment on how meaning is conveyed
Suggested activity title
Suggested activity
Suggested
timings
Links to other Links to
coverage and Progression
range
units
Form, content and
language comparison
Teachers could give learners three texts with
different purposes on similar subjects – to inform,
to entertain, to persuade – for example an
information text on a celebrity, a gossip piece on
a celebrity, a review on a celebrity. Ask learners to
highlight any differences in form (headline, use of
pictures etc), content, and language (for example,
formal/informal, tense, adjectives, punctuation,
long/short sentences) used. They should give
feedback on their findings in groups of 3 or 4,
collecting ideas from others to add to their own
observations. Teachers could then pick out key
ideas in a class plenary at the end.
40 minutes
2R4
Unit 25: LO 2.
Unit 26: LO 1, 2
UNIT 1 (2R4) Detect point of view, implicit meaning
and/or bias
Suggested
timings
Suggested activity title
Suggested activity
Facts and opinions
Teachers could ask learners to define a fact
and opinion. Elicit from them that facts can
be proved to be true. In pairs give learners
a number of statements which they have to
decide are either a fact or opinion. For example:
London is the capital city of England. Chicken
curry is improved by the addition of coriander.
Jane Austen wrote Pride and Prejudice.
40 minutes
Teenagers love horror movies. Children should
be given strict rules. Explore their responses. Go
on to give learners a newspaper, and set them
a quest to find 10 facts and 10 opinions. Allow
opportunity to share ideas as a class, reflect
on more ambiguous examples and comment
on how language can be used to mislead or
promote a point of view.
Teachers could ask learners to collect a range of
texts relevant to their interest/role. For example,
travel industry workers could obtain a holiday
brochure, a piece of personal travel writing,
a review from Trip Advisor, a postcard from a
Examining points of view traveller, an advertisement etc. Ask learners to
40 minutes
prepare a table which indicates the following
for each text: 1) the target audience, 2) purpose
(to entertain, persuade, inform etc), 3) Find
quotations which show a clear point of view, 4)
Find quotations which show bias more subtly.
41
Links to other Links to
coverage and Progression
range
units
E2R1, E2R3
Unit 25: LO 4.
Unit 26: LO 3
2R1, 2R3, 2R5
Unit 25: LO 4.
Unit 26: LO 3
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
LEVEL 2
UNIT 1 (2R5) Analyse texts in relation to audience
needs and consider suitable responses
Suggested activity title
Suggested activity
Suggested
timings
Links to other Links to
coverage and Progression
range
units
Researching a purchase
Teachers could give learners the scenario that
their employer has asked them to research the
purchase of, for example, a new photocopier,
van, office furniture or alternative, for their
school/place of work. Explore with learners
the kinds of texts they might need to read
to find out more – advertisements, websites,
reviews, leaflets etc. They should collect facts
and information about the best choice for
their place of work or education. They will be
recommending a purchase and need to write
a convincing report on their choice, with good
reasons, to their employer.
40 minutes
plus 40
minutes
writing
activity
2R1, 2R2, 2R4
2W2, 2W3
Unit 27: LO 4
UNIT 1 (2W2)Present information on complex
subjects clearly and concisely
Suggested activity title
Suggested activity
Suggested
timings
Links to other Links to
coverage and Progression
range
units
Writing an argument
Teachers could ask learners to consider the
advantages and disadvantages of staying in full
time education after the age of 16. Brainstorm
ideas and reasons on the board and encourage
general discussion with supported reasons.
Learners could go on to write an argument
either for or against the idea, using 200 words.
This could be done in conjunction with looking
at effective argument techniques, such as the
use of emotive language, rhetorical questions,
patterns of three etc.
50 minutes
2W4
DELIVERY GUIDE
42
Unit 28: LO 3
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
LEVEL 2
UNIT 1 (2W3)Use a range of writing styles for different
purposes
Suggested activity title
Suggested activity
Suggested
timings
Links to other Links to
coverage and Progression
range
units
Simple and complex
sentences for effect
Teachers could give learners an extract from a
piece of writing which uses a mixture of short
and long sentences for impact – for example
an advertisement or piece of feature writing.
Ask them to highlight the short and long
sentences in different colours. Draw attention
to the fact that there are simple sentences and
complex sentences and encourage them to
discuss their effect. Remind learners of the use
of commas in complex sentences. Give them a
selection of simple sentences to begin a similar
advertisement/feature article. Ask learners
to re-write them, turning some of the simple
sentences into complex sentences, in order to
improve the quality of the writing. Ensure they
use commas in complex sentences accurately,
read out different versions and comment on the
effectiveness of them.
40 minutes
2R3, 2W5
43
Unit 28: LO 1
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGLISH
LEVEL 2
UNIT 1 (2W5) Punctuate written text using commas,
apostrophes and inverted commas
accurately
Suggested
timings
Links to other Links to
coverage and Progression
range
units
Suggested activity title
Suggested activity
Writing a conversation
Teachers could ask learners to write down their
first conversation of the day as a piece of text.
Encourage them to be accurate to the best
of their knowledge, reminding them to use
inverted commas and punctuation correctly.
Ask learners to peer mark in pairs, looking
at punctuation in particular. This should be
followed up by going over the main rules – new 50 minutes
speaker, new line; inverted commas round
speech; capital letters at the beginning of
speech punctuation within speech etc. Learners
could then re-write their dialogues, making any
corrections necessary. Teachers could mark
these individually to give targeted advice on any
outstanding problem areas.
2W4
Unit 27: LO 3
Contractions and
formality
Teachers could give learners a piece of formal
language which uses words which can be
contracted, such as ‘do not’ and ‘it is’ etc. Ask
learners to identify whether the writing is formal
or informal, and what makes it formal? This can
30 minutes
be a starting point to revise contractions such
as ‘don’t’ and ‘it’s’. Ask them to re-write the text,
making it less formal and more friendly (but still
fairly standard English; no slang). Explore the
effect of these changes as a class.
2W6, 2W7
Unit 27: LO 3
UNIT 1 (2W6)Ensure written work is fit for purpose and audience, with accurate spelling
Suggested activity title
Suggested activity
Suggested
timings
Links to other Links to
coverage and Progression
range
units
‘Text speak’
Teachers could ask learners to brainstorm
common abbreviations or slang used in text
messaging. Compile a list on the board and
ask learners to take turns in coming up and
writing the correct standard English term – for
example if they have suggested ‘u’, a learner
could come up and write ‘you’. Learners can
identify any personal problem spellings and
learn them independently. Use the opportunity
to emphasise to learners that abbreviations and
‘text speak’ will be penalised.
15 minutes
2W7
DELIVERY GUIDE
44
Unit 27: LO 1,2,4
DELIVERYUNIT
GUIDE
2
FUNCTIONAL SKILLS ENGISH
LEVEL 2
UNIT 1 (2W7)Grammar that support clear meaning
Suggested
timings
Suggested activity title
Suggested activity
Conditional Tense
Learners sometimes find the use of the
conditional tense difficult and this can become
evident when using the word ‘if’ in a complex
sentence. Teachers could introduce three kinds
of use: 1) Cause and effect sentences using
present/future tense, eg if you buy (present
tense) a new house, it costs (present) a lot of
money. If you buy (present) that house, it will
cost (future) a lot of money. 2) Hypothetical/
possible situations, not resolved, using past and
conditional tense, eg, if you bought (past) a car,
it would cost (conditional) a lot of money. 3)
40 minutes
Hypothetical/possible situations that are resolved,
using past perfect ‘had’ tense and past conditional
‘would have’, eg, if he had known (past perfect)
she was coming, he would have waited. (The
situation here is resolved; it cannot be changed).
If you had changed your tyres, it would have
prevented the accident. Teachers could follow
this introduction up by giving them sentences to
complete using each rule. Eg, if I don’t _____ my
milk, I ___ ___ thirsty. Alternatively, ask them to
compile sentences in pairs and swap with other
pairs to complete.
45
Links to other Links to
coverage and Progression
range
units
2W6
Unit 27:
LO 1,2,3,4
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGISH
ENTRY 2
APPENDIX 1100 high frequency words in order
the
that
not
look
put
and
with
then
don’t
could
a
all
were
come
house
to
we
go
will
old
said
can
little
into
too
in
are
as
back
by
he
up
no
from
day
I
had
mum
children
made
of
my
one
him
time
it
her
them
Mr
I’m
was
what
do
get
if
you
there
me
just
help
they
out
down
now
Mrs
on
this
dad
came
called
she
have
big
oh
here
is
is
went
when
about
for
be
it’s
got
asked
at
like
see
their
saw
his
some
looked
people
make
but
so
very
your
an
46
DELIVERY GUIDE
FUNCTIONAL SKILLS ENGISH
ENTRY 2
APPENDIX 2Instructions for playing Snakes and
Ladders
1. Begin by placing counters on the number ‘1’ space.
2. Player 1 roll the dice. Mover Player 1’s counter forward by the
number on the dice.
3. Player 2 roll the dice. Move Player 2’s counter forward by the
number on the dice.
4. Continue taking turns, moving in number order. Move from space
1 to 2 and so on until you reach space 100.
5. The player who reaches space 100 first is the winner.
6. If a player lands on a space at the botton of a ladder, move the
counter up to the top of the ladder.
7. If a player lands on a space with the mouth of the snake, move the
counter down to the bottom of the snake.
8. Reach space 100 by an exact roll of the dice and then you have
won the game.
47
DELIVERY GUIDE
Functional
SKILLS
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