62577221-Messages-l1-Ped-Scheme-of-Work-Part-1-Sema-Za-Rabota-So-Messages-1

Messages Book 1 EAL Scheme of Work, A1 Entry Level / Breakthrough

EAL A1 Entry Level Scheme of Work

Messages Book 1, Beginners English Module 1 “Facts”

Messages Book 1 EAL Module 1 “Facts”

A1 Entry / Breakthrough Level Module 1: Facts Unit 1: What do you remember? Unit 2: Are you ready?

©Cambridge University Press 2008 PHOTOCOPIABLE Module 1 “Facts”

About the module: The module is divided into two units. The first is to discover what

English, if any, the students already know by making short sentences and giving personal information. The second unit builds on the first and also requires students to ask and give personal information.

• Geography • Rhythm drill: word stress

Listening and reading skills:

• Punctuation • Listen to and understand a song • Read a letter in English • Life and culture: Alphabet world • Read an e-mail • Listen to an interview for a student survey • Listen to a radio quiz • Life and culture: The UK

Learning outcomes: Grammar:

• I’m / I live / I’ve got • He / She ….. His / Her • Classroom language • Can: asking for permission and help • Be: affirmative, negative, questions, short answers • Questions with “What”, “Where”, “Who” and “When” • Singular and plural nouns


Module 1 “Facts”

Vocabulary and pronunciation:

• Numbers and dates • The alphabet • Things in the classroom • Members of a band • Interests and activities • Countries and cities

Where the module fits in Each “Messages” module is divided into two units. Each unit is further subdivided into three steps. Students are introduced to the learning outcomes and are then taken through a series of related exercises. They are expected to compile a portfolio of personal information at the end of each module entitled “All about me”. This coursework is based on the language covered earlier. Also at the end of each module, students’ progress is assessed in a review. A record card is then completed by each student and is kept with the portfolio. Expectations At the end of this module: most students will: be able to form simple sentences in which they give

personal information. They will be able to communicate in the classroom in English, ask questions, and understand spellings, numbers and dates. They will be able to use simple negatives, and be able to talk and answer questions about their interests and activities.

some students will not have made so much progress and will: only be

able to answer simple questions relating to their name, road, town, and being at school.

some students will have progressed further and will: be able to speak

Communicative Tasks:

• Introductions • Ask and answer questions about other people • Write a letter to an English friend • Ask for and give information • Write about an imaginary band • Describe interests • Talk about cities and countries • Play a quiz game

This module is expected to take approximately 15 hours Resources Resources include:

• “Messages 1” Student Book • “Messages 1” Workbook • “Messages 1” Teacher’s Book • “Messages 1” Teacher’s Resource Pack • “Messages 1” Audio CD • “Infoquest” www.cambridge.org/elt/messages/infoquest • www.cambridge.org/elt/messages/teacherquest • www.cambridge.org/elt/messages • A1 Reader: “Bad Love” • A1 Reader: “Blood Diamonds” • A1 Reader: “Dirty Money” • A1 Reader: “Don’t stop now” • A1 Reader: “Help!” • A1 Reader: “Hotel Casanova” • A1 Reader: “Inspector Logan” • A1 Reader: “John Doe” • A1 Reader: “Just like a movie” • A1 Reader: “Let me out”

http://www.cambridge.org/elt/messages/infoquest

http://www.cambridge.org/elt/messages/teacherquest

http://www.cambridge.org/elt/messages



more fluently giving not only their name and age, but also their birthday and those of others in their family. They will be able to speak in some detail about their interests and activities. They will be able to express opinions and give descriptions of their town and school.

Prior learning It is assumed that students who study using “Messages 1” will have little or no English language skills. By following Book 1 for a maximum of 90 hours, they will acquire the necessary survival language in order to be able to cope in most lessons. Out-of-school learning Students could extend their “All about me” coursework by adding information about their home countries and cities. They could research and include extra details about their activities and interests.

• A1 Reader: “Next door to love” • A1 Reader: “Parallel” • A1 Reader: “The big picture” • A1 Reader: “The Penang file” • A1 Reader: “Three tomorrows”

Future learning It is assumed that students will continue to work through the six

“Messages 1” modules before being fully integrated into mainstream lessons.

“Britishness” The following elements of Britishness are taught in this Module:

• Manners • Special days • The United Kingdom • Landmarks • Refugees • Superstitions

“Irishness” There is an extra element of Irishness available for this Module:

• The Republic of Ireland



Learning objectives Students should learn

Possible teaching activities

Learning outcomes Students

Points to note

to ask and answer basic questions when meeting and greeting someone. how people meet and greet in the UK compared with their own country. to say and write the alphabet.

Students meet and greet other students previously unknown to them. Students practise the phrases, shaking hands in groups of four. Students ask other students for their name. Song. Use video/authentic television of people introducing themselves, e.g. game shows. alphabet games, songs, chants. Simulate telephone introductions and spell out names.

conduct conversations using “hello” “how are you” etc. respond to the question “Who is this”? note down or circle a name from your own country. understand pronunciation of the alphabet and pronounce and use letters for themselves, responding to the question, “How do you spell it?”

Citizenship: when highlighting cultural differences, such as how people meet and greet, teachers should try to break down national stereotypes. Students should learn to celebrate diversity and to see the benefits of other people’s customs where they differ from their own.






Points to note

to give and respond to basic greetings and instructions.

Demonstrate greetings with gestures. Teacher models with someone unknown to class, e.g. older student. Show pictures of famous faces to elicit answer to “What is your name?” Photographs of famous people on paper plates can be effective for presentation of the model conversation. Use video or audiotapes of authentic exchanges. Show link between phrases/sentences and words, pointing to the written forms as they are spoken aloud. Students practise the phrases, shaking hands in groups of four.

conduct brief conversations as questioner/respondent from memory.

Students could copy model conversations to practise aloud and learn at home. Encourage active learning, e.g. covering up key words, getting parents to help.






Points to note

to understand and use basic questions and answers to give personal information, including numbers.

Teach numbers 1–20. Write the numbers on the board in random order, and then erase them. Ask students to reinstate the numbers from memory. Count against the clock; do simple mental arithmetic; give initial or final sound of number, students complete. Build knowledge of numbers into phrase “I am … years old”. Extend numbers up to 31 using similar activities. An introductory activity can be to use the students’ own birthdays to present the months. Display an IAW grid with two columns headed Name and Birthday. The second column has the birth dates of students in the class. Slowly reveal the dates and ask, “Whose birthday is on the 9th March?” and so on, filling in the names of the students. Rehearse the names of the months with an identification

understand and respond to numbers in simple plurals in classroom instructions. ask and answer, “How old are you?” orally and in writing. respond to page number instructions. ask and answer around the class, “When is your birthday?” and understand dates. say and write dates.

For the activity using the internet remind students of effective search techniques on the internet or when using paper-based sources.



game, and then extrapolate the form for giving the date. Ask the students to practise in pairs. Students conduct a survey around the class, asking, “When is your birthday?” collecting at least five dates and check their answers on the IAW or board. Ask each student to say their own birthday. Then ask them to arrange themselves in birth date order and say the date out loud. Use the internet or other sources to find birth dates of famous people. Play “Who am I?”: students ask each other, “When is your birthday?” and give the answer appropriate to a particular famous person. Students identify the person from an OHT/worksheet and greet the person accordingly. Teach how to give dates using a calendar. Students practise orally and in writing.






Points to note

to understand and use the words for classroom objects. how to use the indefinite and definite articles. techniques for remembering vocabulary and spelling.

Guessing games (hidden flash cards, objects pictured at an unusual angle, slow reveal on overhead projector or being revealed from behind another object on the interactive whiteboard). Students share strategies for memorising the spellings and meanings of the words, e.g. similarities to own language, colour-coding. Picture bingo: students can take the part of the bingo caller. Pair work asking for classroom objects. ‘Hotter and colder’ game with hidden objects.

respond to “Is it a…?” questions with “yes / no”. respond to “Is it a … or …?” with “It’s a …”. respond to “What’s this?” with “It’s a…”. ask for objects with “I’d like a … please” and “a … please” and “have you got a … please?” with “Yes, I’ve got…”.

When introducing classroom objects, it is useful to plan a sequence of activities which progresses from single word level to statement level to short dialogue level, so that students can rapidly use newly acquired language for real purposes in the classroom. When setting a ‘learning homework’ teachers should help students by recommending different approaches, and the time to take over it, as well as indicating how it will be assessed, e.g. Will spelling be important or just meaning? Precise guidance on what is required in a homework is important.






Points to note

how to ask for help if required and understand the teacher’s brief enquiries.

Set up deliberate problems and situations to elicit specific phrases. Teacher demonstrates how to express a problem by acting the part of a student. Presentation/repetition games where the teacher speaks very quickly or very softly.

understand and reply to general queries. use words and phrases of everyday classroom context.

This is a good opportunity for teachers to try to praise or reward students for using the target language spontaneously.




Points to note

numbers 1–20 and how to use them to express their age and the number of classroom objects. strategies for memorising numbers.

Number games. Counting games, counting against the clock; chanting (slowly, softly, loudly). Pair work asking and answering the question “How old are you?” Students are given objects sealed into envelopes; they feel the packet to identify what is inside and try to count how many objects there are.

ask the question “How old are you?” orally and in writing and answer. use numbers in sentences. ask and answer the question “How many pens?” with “There are X pens”.

Ideas for number games might be sought from primary schools teaching the National Numeracy Strategy, e.g. answering with number cards; waiting five seconds before putting hands up.






Points to note

to construct simple sentences by combining a small range of phrases with a noun or series of nouns.

Cumulative sentence game, e.g. “I went to market to buy ...”. Pointing as a whole class: “Where is the…?”

build up sentences in spoken and written English.

It is important, even at this early stage, to show students that they are able to generate their own sentences by combining different elements.




Points to note

that they must match subject and verb forms, and how to do so in these contexts (first and second person singular only).

Encourage students to spot the differences in verb forms for first and second person singular using examples encountered so far.

understand and use verb forms correctly.



Learning Outcomes Students

Points to note

how to give the date (days, months and numbers up to 31). how to ask for and give birth dates.

Counting/number games and songs. Giving rugby scores using British teams and newspaper photos. Students say on which day certain TV programmes are broadcast. To introduce the months of the year, present the birth dates of famous American and British stars, showing a picture of each person and giving the date in figures, e.g.

understand and note down a number from 1 to 31. write the day and date when required, including for each piece of work. ask and answer the question “When is your birthday?” understand dates and people's birthdays.



3/9/72. Students progress to listening to a tape of famous men and women, e.g. sports personalities, giving details of their birthdays. Students listen and identify who is talking. Students arrange themselves into birth date order around the class. Students can note their own birthdays on a card in figures. These can then be used for birthday bingo. Students ask and answer around the class, in the form of a survey, the question “When is your birthday?” They then choose three of their answers and fill them in on their three-in-a-row bingo card, e.g. 3.9 / 9.4 / 20.10.




Points to note

correct pronunciation and intonation for the words and phrases covered in the module. to use their knowledge of the complexity of English sound/spelling and stress rules.

Aural discrimination exercises: students guess sounds or words by watching the teacher’s or another student’s mouth movement. To practise rising intonation to form questions, students work in

have satisfactory pronunciation and intonation for the language covered in this module. frame a question by raising the voice.

Pronunciation and vocabulary for classroom commands should be taught progressively throughout the module.



the way English can use intonation to form a question.

pairs constructing questions which require the answer yes or no.




Points to note

to use a steadily increasing number of phrases to conduct classroom business, including working with a partner.

Students answer the register in English. Deliberately set work for which students must request certain materials. Introduce the language of pair work, e.g. “Who starts? You or me?”

understand instructions. use some everyday words and phrases.

Students need to learn task-specific language, including the teacher’s instructions, in order to be able to sustain the use of English in the classroom. Planning requires systematic analysis of students’ language needs.



Entry Level Assessment Review Module 1: Facts Unit 1: What do you remember? Unit 2: Are you ready?

Messages Book 1 Staff EAL Mark Sheet Module 1 “Facts”

Student Name 1. T

he E

nglis

h Alpha

bet

2. N

umbe

rs

3. D

ates

4. C

an I

…pleas

e?

5. T

he v

erb

“be”

6. P

lura

l no

uns

7. P

repo

sition

s in, on

, at

8. C

apital let

ters

9. C

lass

room

lan

guag

e



Messages Book 1 Student Record Card Module 1: “Facts”

I am a beginner A1 Entry Level

Module 4: Inside and outside

Module 5: Today and tomorrow

Module 6: Looking back

Module 3: Daily life

Module 2: Things and people

Module 1: Facts

First name: ………………………………………………………………………………. Last name: ……………………………………………………………………………… Tutor Group: ………………

In this module you have learnt: • To make sentences in English • To tell the class about yourself • To talk to your teacher in English • To understand a letter in English • To ask and answer personal questions • To understand and use numbers • To say the date • To spell words in English • To ask for permission and help • To ask for and give information • To write about an imaginary pop group • To ask and answer questions about your interests • To talk about facts • To play a quiz game

I am no longer a beginner A2 Level 1 / Preliminary



--- 1. The English alphabet

2. Numbers

3. Dates

4. Can I … please?

5. The verb “be”

6. Plural nouns

7. Prepositions

8. Capital letters

9. Classroom language

--- Listening

Reading

Speaking

Writing

--- “All about me” portfolio



Messages Book 1, Beginners English Module 2

“Things and People”

Messages Book 1 EAL Module 2 “Things and People”

A1 Entry / Breakthrough Level Module 2: Things and People Unit 3: What have you got? Unit 4: Descriptions

©Cambridge University Press 2008 PHOTOCOPIABLE Module 2 “Things and People” Page 1

About the module: The module is divided into two units. The first introduces everyday

vocabulary for objects which most students possess. The second concerns asking about and describing objects and people.

• /h/ and links between words • Stress in sentences

Listening and reading skills:

• Listen for specific information • Read an announcement • Story: “The Silent Powers” Chapters 1 and 2 • Life and culture: Collections • Read a “Happiness recipe” • Listen to personal descriptions • Listen to and understand a song • Life and culture: London


• Have got • A, an, some, any • Possessives, ‘s • Possessive adjectives • This / these / that / those • What is / are … like? • Has got • Adjectives


Module 2 “Things and People” Page 2 ©Cambridge University Press 2008 PHOTOCOPIABLE


• Everyday things • Families • Rhythm drill: plural nouns • Appearance and personality • The body • I’ve got a headache / cold

Where the module fits in Each “Messages” module is divided into two units. Each unit is further subdivided into three steps. Students are introduced to the learning outcomes and are then taken through a series of related exercises. They are expected to compile a portfolio of personal information at the end of each module entitled “All about me”. This coursework is based on the language covered earlier. Also at the end of each module, students’ progress is assessed in a review. A record card is then completed by each student and is kept with the portfolio. Expectations At the end of this module: most students will: be able to name the objects they bring to College.

They will be able to name and write about the members in an extended family. They will be able to describe people’s character and appearance and say how they feel.

some students will not have made so much progress and will: be able

only to name classroom objects, people in an immediate family and some parts of the body. They will only be able to say whether something is good or bad, but will not be able to progress to descriptions.

Communicative tasks:

• Talk about possessions and things you use at school • Say who something belongs to • Write a description of a family • Ask about and describe things • Write a “Happiness recipe” • Describe someone’s appearance and personality • Write about an imaginary person


• “Messages 1” Student Book • “Messages 1” Workbook • “Messages 1” Teacher’s Book • “Messages 1” Teacher’s Resource Pack • “Messages 1” Audio CD • “Infoquest” www.cambridge.org/elt/messages/infoquest • www.cambridge.org/elt/messages/teacherquest • www.cambridge.org/elt/messages • A1 Reader: “Bad Love” • A1 Reader: “Blood Diamonds” • A1 Reader: “Dirty Money” • A1 Reader: “Don’t stop now” • A1 Reader: “Help!” • A1 Reader: “Hotel Casanova” • A1 Reader: “Inspector Logan” • A1 Reader: “John Doe” • A1 Reader: “Just like a movie”






some students will have progressed further and will: be able to write a full description of their families including details such as likes and dislikes, appearance, and character. They will be able to talk about illnesses and give a brief report of an accident which has resulted in an injury. They will be able to comment on healthy and unhealthy lifestyles.

Prior learning It is assumed that students who study using “Messages 1” will have little or no English language skills. By following Book 1 for a maximum of 90 hours, they will acquire the necessary survival language in order to be able to cope in most lessons. Out-of-school learning Students could extend their “All about me” coursework by adding information about their home countries and cities. They could research and include information about a famous person from their own country and give their opinion as to his / her character.

• A1 Reader: “Let me out” • A1 Reader: “Next door to love” • A1 Reader: “Parallel” • A1 Reader: “The big picture” • A1 Reader: “The Penang file” • A1 Reader: “Three tomorrows”

Future learning It is assumed that students will continue to work through the following

five “Messages 1” modules before being fully integrated into normal mainstream lessons.

“Britishness” The following elements of Britishness are taught in this module:

• Family life • Birthdays • Pets • How much do things cost? • Musical artists


• How much do things cost?






Points to note

to talk and write about themselves, family, friends, pets and cartoon characters, including simple descriptions using is + adjective and possessives (first/second person). to use the modifiers “very” and “quite”.

Students build up sentences adding adjectives each time, e.g. I am tall..., I am tall and intelligent. Match written/spoken text to photographs of people or pictures of cartoon characters. Then ask students to write their own statements or short paragraphs for a matching game, using familiar characters or their own family details. The modifiers “very” and “quite” can be introduced as appropriate. Discuss family photographs in groups, introducing and describing other families/pets. Video presentation: students describe their family and pets in English using a piece of family video without the sounds. Students enter information about brothers, sisters and pets into a data file. The information can then be used to answer specific questions and present results. Individual student records can be added to during subsequent units.

show a photograph of family and say, “This is my family. The dog is called… He is nice but stupid.” write a similar short description of a family photograph using starter prompts or a model.

My / your can be introduced with known classroom objects. Students can be asked to describe famous families, e.g. from soap operas, rather than their own. Third-person accounts could be practised using text-manipulation software.



Students listen to/read first-person accounts and transfer them to third person using pronouns. Students use a simplified word list to check meanings and find new adjectives.




Points to note

to listen to or read about people talking about themselves, family, etc to consolidate language covered so far.

Students listen to English speakers talking about themselves and their family (using the kind of language covered in Units 1 and 2 and this unit) and complete a grid to show their comprehension, noting details such as names and ages of brothers and sisters, pets, etc. Students complete a true/false exercise. Students complete unfinished words in a text.

show that they understand items of information, e.g. My brother is four years old and is nice. He is called James.




Points to note

how to initiate and develop simple conversations by using a greeting,

Revise and practise questions and answers covered so far. Transcribe

initiate conversations with questions such as, “Hello. What is

Show use of connectives between nouns to form lists, and between



asking questions and using the connective “and”.

examples to the IAW, inserting large-scale AND and BUT, demonstrating the effects on the quality of language produced and on adjacent words. Highlight correct intonation in questions and statements. Ask students to draft and redraft a series of interview questions using a word processor. Build up a wall display of written descriptions (correct English redrafted using a word processor if possible) of students and families/pets, etc illustrated by photos. Students talk about their own/others’ families to a visiting teacher (or record commentaries, or use multimedia software or video camera if available).

your name?” “Have you got any brothers or sisters?” “What are their names?” answer with statements such as, “I’ve got a brother but no sisters. He is called John and he’s 14. He is intelligent and sporty.”

clauses to make extended statements. Do not assume that students will use these words automatically. Stress the value of extending what is said and written.




Points to note

to talk about healthy and unhealthy activities (some new, some encountered before).

Use cartoons/photos/video clips of different people doing different things which can be categorised as healthy/unhealthy.

show understanding of phrases such as, “He smokes lots of cigarettes”, “He does little sport” and use these phrases.



Say and mime new activities. Ask students to write down the activity under headings healthy/unhealthy. For students needing more support provide a list of activities from which they can select and copy. Students repeat phrases as if they were a heavy smoker, e.g. with a smoker’s cough, or as if they were very unfit, etc. Students describe what friends or different members of their family do. Other students in the class make a judgement: “That’s healthy/unhealthy”. Using written descriptions of people carrying out healthy or unhealthy activities, students create and play a board game ‘Keep Fit’.






Points to note

to adapt previously learnt structures, to describe causes and effects of lifestyles.

Students match statements to conclusions. Students analyse the contents of a bag or list and make up statements about the owner’s lifestyle. Students are given different lists of five things selected from a common list. Working in pairs, they ask and answer questions about what they do/don’t have from this list and then summarise what their partner has said, drawing conclusions about their lifestyle. Students write up their findings. Students listen to young people talking about aspects of their lifestyle, and explain how they are healthy or unhealthy. Students explain in English the reasons for their conclusions.

link cause and effect to produce sentences.

Let students use their imagination. Several inferences can be made from one item, or lack of items.






Points to note

to apply new language to PSHE, science, and design and technology materials.

Select ten facts from an English fact sheet on healthy lifestyles. Students highlight key words and concepts from the ten facts in English. They brainstorm their ideas and use dictionaries / glossaries to help. Present the same ten facts in a different order on a separate sheet. Students place them in the correct order. Underline and number several phrases from the English text. On a separate sheet the first half of each phrase is given in column 1. Column 2 is blank. Column 3 has the second half of each phrase, but jumbled up. Students copy the correct half of each phrase in column 2. Students can draw further on materials they have encountered in other lessons, and try to summarise them simply.

show understanding of what they learn in other subjects, expressed in simple English.

The fact sheet activity could be presented using a word processor. Students use cut and paste techniques to match the statements. Where students suggest other materials, teachers should guide them carefully, to avoid overuse of dictionaries, etc.






Points to note

to understand and use the words for possessions. how to use the indefinite and definite articles. techniques for remembering vocabulary and spelling.

Guessing games (hidden flash cards, objects pictured at an unusual angle, slow reveal on overhead projector or being revealed from behind another object on the interactive whiteboard). Students share strategies for memorising the spellings and meanings of the words, e.g. similarities to own language, colour-coding. Picture bingo: students can take the part of the bingo caller. Pair work asking for classroom objects. ‘Hotter and colder’ game with hidden objects.

respond to “Is it a…?” questions with “yes / no…”. respond to “Is it a … or a …?” with “It’s a …”. respond to “What’s this?” with “It’s a…”. ask for objects with “I’d like a …. please" and “A … please” and “Have you a … please?” with “Yes, I’ve got…”.

When introducing objects, it is useful to plan a sequence of activities which progresses from single word level to statement level to short dialogue level, so that students can rapidly use newly acquired language for real purposes in the classroom. When setting a ‘learning homework’ teachers should help students by recommending different approaches, and the time to take over it, as well as indicating how it will be assessed, e.g. Will spelling be important or just meaning? Precise guidance on what is required in a homework is important.






Points to note

how to use simple verbs to express an opinion, in the positive and negative, followed by the definite article. how to ask simple questions about people’s likes and dislikes.

Present school subjects using students’ own timetables with reference to their own teachers’ names. Students make a presentation in speech and writing about school staff. Students work in pairs, each having a version of the same timetable, with different blanks. They fill in the blanks by questioning their partner. Students listen to youngsters talking about the subjects they like and dislike, noting the information on a grid, then give a brief résumé or in writing, using the first person. Encourage students to change the person of the verb. Students interview each other about their likes and dislikes and report back results.

understand and form statements and questions about people’s opinions on school subjects.



Noughts & crosses in reverse, i.e. students form the appropriate negative to have the cross or nought removed & replaced by their team colour. A simpler activity is to match speech bubbles to picture clues. Another simplified activity is for students to listen to a tape of likes and dislikes and look at a picture transcript of what they hear. They tick if the picture clues match what is said and cross if the pictures do not match.




Points to note

how to ask why and give a simple reason for their opinion. to adapt language previously learnt.

Give students about 10–15 adjectives to describe lessons and teachers. They find them in the glossary and classify them as positive or negative. Some students may use the glossary or a small dictionary unaided to add to this list, words of their own choosing. This activity could be organised as a Beat the Clock game with

understand questions and express opinions with reasons and understand others doing the same with statements. use a dictionary to find and use their own adjectives.

Topics covered in earlier units could be revisited here, e.g. describing family members, friends, pets, giving simple opinions. This will help reinforce the principle that language is not confined to one specific topic.



contestants, e.g. groups of students with word cards, arranging words into positive or negative categories, from memory or with support. Students read and understand letters or e-mails from students about their likes and dislikes, with simple opinions on lessons and teachers. Students pick out a range of words/phrases to indicate likes/dislikes/opinions and adapt these for their own purposes. Some students could underline in a given colour anything that the students like and, choosing a different colour, underline anything they do not like. Using a writing frame students produce their own e-mail. Some students may require a menu of language from which to choose an appropriate statement. Students prepare short descriptions of different members of staff and present them to the class, which has to guess the



teacher’s identity. Students prepare guided role plays/sketches or a cartoon featuring naughty students and angry teacher, drawing on known language. Students use similes to describe subjects and staff.




Points to note

to ask and answer questions about specific illnesses/complaints. to initiate and develop conversations about illnesses. to use language creatively and imaginatively in the context of health.

Students mime and say problems out loud in pairs. ‘In the doctor’s waiting room’ mime game: students mime symptoms for their team to identify (whole-class activity). Doctors and nurses group practice activity: four students – patient, friend, nurse, doctor. One student acts out a symptom; second student identifies the symptom. Improvise role plays with unpredictable elements. Card game in which students imagine and describe illnesses, including how

ask and answer questions about how they are feeling. ask and answer questions, with details... “because I ate too many sweets”, “… for two or three days”. understand or offer advice and remedies. use and adapt language learnt for their own purpose.

Once they feel confident about rules with a few parts of the body, half the class could look up ‘from the neck up’ words, the other look up ‘from the neck down’ ones; students able to apply pronunciation rules to each new word can teach what they have found to the rest of the class. Reasons given for medical problems might involve the past simple.



long the illness has lasted, reasons why they are unwell and simple remedies. Each type of card has a different category, students build up sentences. Cards can be differentiated, e.g. some with symbols; some with words; some with phrases. Role play, e.g. at doctor’s, chemist’s, pen friend’s home, with visual clues and stimuli. Comic sketch in doctor’s surgery or hospital. In preparing this, students use dictionaries to find new vocabulary, e.g. for symptoms or parts of the body. The activity can be extended with follow-up role plays in which students describe what they did/did not do to get better.




Points to note

to listen, understand and respond to advertisements. to vary language from this topic to suit the world of advertising.

Students needing additional support could play a board game where they advance if they land on a remedy, move back if they land on an ailment. The winner is the first person to leave the doctor’s

understand phrases such as “don’t hesitate to…” and “don’t forget to…”. to incorporate such phrases into the language of this unit to make up their own slogans.



to read authentic texts on the subject of health.

surgery. Students note key points of simple messages/adverts which they read, e.g. in a magazine or on a website, or hear, e.g. on TV or radio. Students make a tape or video advertising a product. Students design a poster to advertise a product. Read for gist and/or detail an advert for a product or an article on a ‘lifestyle’ subject. Encourage students to find key language, not to be put off by unknown words and phrases.

understand, e.g. adverts, labels on medical products, short articles.


Module 2 “Things and People” Page 17

Entry Level Assessment Review Module 2: Things and People Unit 3: What have you got? Unit 4: Descriptions

Messages Book 1 Staff EAL Mark Sheet Module 2 “Things and People”

Student Name 1. H

ave

got

2. a

/ a

n or

som

e

3. s

ome

/ an

y

4. P

osse

ssive

adje

ctives

5. P

osse

ssive

‘s

6. t

his

/ th

at /

the

se /

tho

se

7. A

djec

tive

s

8. D

escr

ibing

appe

aran

ce

©Cambridge University Press 2008 PHOTOCOPIABLE


Module 2 “Things and People” Page 18

©Cambridge University Press 2008 PHOTOCOPIABLE

Messages Book 1 Student Record Card Module 2: “Things and People”


Module 1: Facts First name: ………………………………………………………………………………. Last name: ……………………………………………………………………………… Tutor Group: ………………





Module 2: Things and people In this module you have learnt:

• Names of everyday things • Have got / has got + a / an; some / any • To talk about possessions and things you use at College • Possessive ‘s and possessive adjectives • This / these / that / those • To identify things and to say who something belongs to • The names of members of a family • To write a description of a family • Adjectives • What is / are … like? • To ask about and describe things • To talk about a person’s appearance and personality • Parts of the body • Adjectives describing how you feel • Have got + a headache / cold • To say how you feel • To write a description of an imaginary person




--- 1. have got

2. a / an or some

3. some / any

4. possessive adjectives

5. possessive ‘s

6. this/that/these/ those

7. adjectives

8. describing appearance

--- Listening

Reading

Speaking

Writing




Messages Book 1, Beginners English Module 3

“Daily Life”

Messages Book 1 EAL Module 3 “Daily Routine”

A1 Entry / Breakthrough Level Module 3: Daily Routine Unit 5: My world Unit 6: I’m usually late!

©Cambridge University Press 2008 PHOTOCOPIABLE Module 3 “Daily Life” Page 1

About the module: The module is divided into two units. The first introduces everyday

activities which most students will do either at College or at home. The second extends this further with domestic chores and exercise.

Listening and reading skills: • Read about British teenagers • Listen to and understand a song • Story: “The Silent Powers” Chapters 3 and 4 • Life and culture: Schools • Read and listen to a questionnaire • Listen to a conversation about meals • Read a report about food in the UK • Listen to a description of someone’s day


• Describe things you do • Write about teenagers • Talk about fears, likes and dislikes • Write a questionnaire • Make a conversation about daily life • Describe your habits


• Present simple: affirmative, negative, questions, short answers • Revision of question forms • Wh- questions • Present simple + frequency adverbs • Have + a meal etc.



Vocabulary and pronunciation: • Things you do regularly • Scary things • Verb + /s/ /z/ /iz/ • Stress and intonation in questions • Food, drink and meals • The time • Daily routines • Rhythm drill: vowel sounds

Where the module fits in Each “Messages” module is divided into two units. Each unit is further subdivided into three steps. Students are introduced to the learning outcomes and are then taken through a series of related exercises. They are expected to compile a portfolio of personal information at the end of each module entitled “All about me”. This coursework is based on the language covered earlier. Also at the end of each module, students’ progress is assessed in a review. A record card is then completed by each student and is kept with the portfolio. Expectations At the end of this module: most students will: be able to talk about the things they do, their

habits, likes and dislikes concerning food and drink. They will be able to write about food and drink and understand the time.


to tell the time, talk about some of the things they do, and recognise basic foods and drinks.

some students will have progressed further and will: be able to make

• Talk about things you eat and drink • Write a report about food • Ask for and tell the time • Describe daily routines

This module is expected to take approximately 15 hours

Resources Resources include:

• “Messages 1” Student Book • “Messages 1” Workbook • “Messages 1” Teacher’s Book • “Messages 1” Teacher’s Resource Pack • “Messages 1” Audio CD • “Infoquest” www.cambridge.org/elt/messages/infoquest • www.cambridge.org/elt/messages/teacherquest • www.cambridge.org/elt/messages • A1 Reader: “Bad Love” • A1 Reader: “Blood Diamonds” • A1 Reader: “Dirty Money” • A1 Reader: “Don’t stop now” • A1 Reader: “Help!” • A1 Reader: “Hotel Casanova” • A1 Reader: “Inspector Logan” • A1 Reader: “John Doe” • A1 Reader: “Just like a movie” • A1 Reader: “Let me out” • A1 Reader: “Next door to love” • A1 Reader: “Parallel” • A1 Reader: “The big picture” • A1 Reader: “The Penang file”






comparisons between their own countries and the UK with regard to daily routines and food and drink.

Prior learning It is assumed that students who study using “Messages 1” will have little or no English language skills. By following Book 1 for a maximum of 90 hours, they will acquire the necessary survival language in order to be able to cope in most lessons. Out-of-school learning Students could extend their “All about me” coursework by adding information about their home countries and cities. They could research and include information about food and drink, perhaps with recipes or an analysis of which country has the healthier diet, their own or the UK. They could compare their own lifestyle in the UK with that of their country of origin.

• A1 Reader: “Three tomorrows”

Future learning It is assumed that students will continue to work through the following

four “Messages 1” modules before being fully integrated into normal mainstream lessons.

“Britishness” The following elements of Britishness are taught in this module:

• Schools • Food and drink • Daily routine • Transport


• Schools






Points to note

to use verbs within the context of daily routine in the home, e.g. in the style of ‘Mr. Men’.

Introduce new structures, using video sequence or actions, providing phrases as commentary. Students write up phrases. Revise time phrases or adverbs. Students incorporate these into phrases. Make up short passages describing a day in the life of famous personalities. Students then make up similar passages about their own favourite personalities. Remind students of the use of negatives. Students contrast (orally and in writing) the lifestyles of two people, one active and one lazy. This could be role-played in a humorous or exaggerated way, and recorded on video. Creative writing: students invent characters in the style of ‘Mr. Men’ and imagine their daily routine.

For the activity on short passages students could use a word processor to write a description of the active person and transform it into a description of a lazy person.






Points to note

to understand language to do with local transport. to talk about what means of transport they commonly use, using appropriate prepositions. correct word order for adverbs.

Present pictures of different types of transport. Choose some unusual mode of transport. Ask a simple question such as, “How do you get to school?” and when the student answers, suggest a problem, e.g. “There’s a strike”, so that students have to come up with alternatives. Hotter/colder game: the teacher or a student hides a card showing a mode of transport somewhere in the classroom. One student is outside the room and re-enters to look for the card. Other students give clues about the student’s proximity to the hidden card by suggesting a mode of transport, which indicates if it is very near.

ask and answer questions. extend this to incorporate time and other places.

Take opportunities to highlight cultural differences or similarities. Use video if possible. Asking simple questions offers an opportunity at a simple level of dealing with the unpredictable.






Points to note

to write an informal letter, recombining elements of language learnt so far.

Teach the conventions of letter structure. Give students one or more model letters to read and understand, covering the range of contexts and language. To differentiate, present a jigsaw-style letter, either varying the number of jigsaw pieces, or asking students to reconstruct the letter from jumbled phrases and parts of sentences presented on paper, using their knowledge of grammar to work out how the sections fit together. Present short listening passages that link to the letters. These could be in the form of ‘audio letters’ recorded by some of the writers of the letters already studied, but without revealing their names. Students have to match the speakers with the writers of the letters. ‘Jigsaw’ listening and reading: students have a topic grid and collect information from the letters and complementary

show that they understand language and information given in an informal letter. match what they hear with what they read. write an informal letter.

Vary the presentation of the letters, e.g. handwritten, word processed. Ideally, the letter to be written should have an authentic purpose, e.g. to someone in another class, partnership school, pen friend. Students may have learnt letter-writing conventions in English. As part of their work in English, students are taught to plan, draft, redraft and proof-read their work on paper and on screen.



information from the recordings. They can combine their information in pairs or individually. Students write a letter about their own daily routine (and other familiar contexts). They begin by working with a model in a text-manipulation program. The final account is word processed, redrafting to improve its accuracy and presentation, as necessary.






Points to note

to understand and say which items of food and drink they (and others) like and dislike.

Present items of food and drink using flashcards/overhead transparencies (OHTs) / IAW or real objects within the context of likes and dislikes. Slowly revealing pictures of food or food labels can be a useful technique for presenting food items. Words can be revealed slowly as well as pictures. Students hold structured conversations with each other about their food and drink preferences. Students should be encouraged extend sentences. This needs to be structured in order to promote extended use of English. Students respond in three simple answers and then link their statements with connectives. Information is gathered from other students in the class about what they had for breakfast that morning. The information is entered into a data file designed to test the hypotheses that:

follow and use verb paradigms. ask and answer questions. report back using third person singular and plural. express their reactions to different foods.

It is important to introduce new lexical items within the context of previously familiar language so that students operate from the outset at an appropriate level, rather than always starting at Level 1 when new language is introduced. Cultural differences in terms of food, drink, mealtimes, etc should be discussed.



• students who got up early had a healthier breakfast than students who got up late

• boys had a healthier breakfast than girls

Students interrogate the data file and report their findings. Students write to partners to describe and/or find out about their preferences for food and drink. This could lead to comparisons with those of the class.






Points to note

to understand authentic menus and choose appropriate food according to people’s likes and dislikes.

Present relevant language via tape/video. Students work with model dialogue with support gradually taken away, and substituting their own words/ideas. Quantities of food and drink are introduced where appropriate. Using authentic menus and working in groups, students choose appropriate dishes for different individuals with particular likes and dislikes. The requirements can be provided on cue cards or students can choose according to their own likes and dislikes within their group. Students role-play café scenes. Additional language structures will be needed. These role-plays can be recorded on video. While they are being recorded, the rest of the class notes down the details of the orders. These orders can be checked for accuracy at the end of the scene(s).



Present profiles of different people/couples/families, stating their likes and dislikes on tape or on printed sheets together with a number of different orders from a given menu. Students listen to/read and match the order with the correct customer(s).




Points to note

some facts about UK celebrations, a birthday, and to compare their own traditions with practice in the UK.

Present UK traditions in a range of forms/media. Video, OHT or photographic presentation could be used, and/or a reading text. Students make notes on a list of the ways that Easter or another event is celebrated in the UK. They put a tick if they do the same in their country of origin and a cross if they do not. Students make a summary of what the two cultures have in common. Students are asked to note down the date(s) and name(s) of a special event or events in their lives and say what they are and how they are celebrated. This

ask and answer questions about their own traditional ways of celebrating an event, or a birthday.

Citizenship: it is important to develop understanding of different traditions as equally valid to one’s own. Differences should be celebrated and affirmed and not treated as strange. Students should have the opportunity to compare with their own tradition (which in many cases will not be conventional Christian/English) and to have this affirmed in the context of the classroom.



allows multicultural and personal special days to be included. These dates/events can be discussed in pairs, with partner A playing the part of a reporter and partner B being interviewed. Interviews can be written up as a class newspaper feature. During the interview partner A notes down brief details on an interview grid or reporter’s pad. After the interview students swap roles, before writing up their features.




Points to note

to use a bilingual dictionary to find the correct word in English. to say what they would buy as a present for a friend or relative.

Present an imaginary circle of friends and/or a family, e.g. the Adams family. Ask students to suggest their character traits (revising language from Module 2). Introduce or brainstorm, followed by dictionary search, a range of potential gifts, e.g. Christmas , Eid or birthday. To teach students how to use a bilingual dictionary effectively, use OHT copies of dictionary entries in the English / FL section, e.g. ‘watch’.

use a dictionary effectively, choosing correct words. apply knowledge of grammar to use unfamiliar words correctly.

The gift-matching activity could be presented as a word-processed file containing descriptions of the characters with the presents listed at the bottom of the text. Students must ‘cut’ each present and ‘paste’ it above the appropriate description.



Explain how to use the grammatical information (and sometimes the need for cross-referencing) in order to select the desired word where there are different possibilities. Sentence-building card game, where parts of the sentence are put onto cards. Cards are shuffled and distributed. Each player tries to place a card. The winner is the one who gets rid of all their cards first. If they cannot place a card, they have to take another card from the pile. Students suggest which presents would be suitable for each person. Teachers give reasons and students go on to give other reasons. Students do likewise for their own friends and family. Students choose appropriate presents from authentic commercial advertising material from magazines/catalogues/the internet.


Messages Book 1 Staff EAL Mark Sheet Module 3 “Daily Life”

Entry Level Assessment Review Module 3: Daily Life Unit 5: My world Unit 6: I’m usually late!

Student Name

1. S

imple

pres

ent

2. Fre

quen

cy a

dver

bs

3. T

ellin

g th

e time

4. Like

+ no

un

5. H

ave

got

or h

ave?

6. E

xpre

ssions

of

time




Messages Book 1 Student Record Card Module 3: “Daily life”


Module 1: Facts







In this module you have learnt: • Present simple: affirmative and negative • To describe things you do at home and at school • To write about teenagers in your country of origin • Present simple: questions and short answers, wh- questions • Names of scary things • To talk about fears, likes and dislikes • Question forms • To write a conversation about everyday life • Present simple + frequency adverbs • To talk about habits • Names of food, drink and meals • The verb “have” • Things people eat in the UK and things you eat and drink • To write a report about food in your country of origin • Telling the time • Vocabulary for daily routines • To say when you do things




--- 1. present simple

2. frequency adverbs

3. telling the time

4. like + noun

5. have got or have

6. expressions of time

--- Listening

Reading

Speaking

Writing



Messages Book 1 EAL Module 4 “Inside and Outside”

A1 Entry / Breakthrough Level Module 4: Inside and Outside Unit 7: At home Unit 8: Having fun

EAL A1 Entry Level Scheme of Work Messages Book 1, Beginners English

Module 4 “Inside and Outside”

©Cambridge University Press 2008 PHOTOCOPIABLE Module 4 “Inside and Outside” Page 1

About the module: The module is divided into two units. The first deals with the home, places and food. The second concerns the local area, including what activities are available.

Listening and reading skills: • Read a shopping list • Listen to a conversation in a supermarket • Story: “The Silent Powers” Chapters 5 and 6 • Life and culture: Homes in the UK • Listen to and understand a song • Read a newspaper article • Read a poem • Life and culture: Stephen Hawking


• Describe different homes • Write a description of your dream home • Ask about places and food • Write a “disgusting recipe” • Describe a room • Talk about your abilities


• There is / are • Uncountable nouns • Prepositions • “Can” for ability and possibility • I can see, I can hear • Must, mustn’t • Imperative




• Homes • Things in a room • Food • Rhythm drill: stress in sentences • Abilities • Places in a town • Can / æ / can’t / a: / weak form of can

Where the module fits in Each “Messages” module is divided into two units. Each unit is further subdivided into three steps. Students are introduced to the learning outcomes and are then taken through a series of related exercises. They are expected to compile a portfolio of personal information at the end of each module entitled “All about me”. This coursework is based on the language covered earlier. Also at the end of each module, students’ progress is assessed in a review. A record card is then completed by each student and is kept with the portfolio. Expectations At the end of this module: most students will: be able to describe their home including its location,

age, layout and furniture. They will be able to describe their town and include the names of shops and other key buildings.


to name most furniture items, rooms and key buildings. They will be able to say where the rooms are in their home and whether they like living there or not.

some students will have progressed further and will: be able to make

comparisons between their home in the UK and their home in their country of origin. They will be able to write a description of their town

• Make a notice for a club • Describe things you can do in your town • Describe the sights and sounds around you • Tell people what you do • Write a short poem


• “Messages 1” Student Book • “Messages 1” Workbook • “Messages 1” Teacher’s Book • “Messages 1” Teacher’s Resource Pack • “Messages 1” Audio CD • “Infoquest” www.cambridge.org/elt/messages/infoquest • www.cambridge.org/elt/messages/teacherquest • www.cambridge.org/elt/messages • A1 Reader: “Bad Love” • A1 Reader: “Blood Diamonds” • A1 Reader: “Dirty Money” • A1 Reader: “Don’t stop now” • A1 Reader: “Help!” • A1 Reader: “Hotel Casanova” • A1 Reader: “Inspector Logan” • A1 Reader: “John Doe” • A1 Reader: “Just like a movie” • A1 Reader: “Let me out” • A1 Reader: “Next door to love” • A1 Reader: “Parallel” • A1 Reader: “The big picture” • A1 Reader: “The Penang file” • A1 Reader: “Three tomorrows”






and compare this with a description of other towns. They will be able to talk about their ambitions.

Prior learning It is assumed that students who study using “Messages 1” will have little or no English language skills. By following Book 1 for a maximum of 90 hours, they will acquire the necessary survival language in order to be able to cope in most lessons. Out-of-school learning Students could extend their “All about me” coursework by adding information about their home countries and cities. They could research and include information about buildings and accommodation.

Future learning It is assumed that students will continue to work through the following three “Messages 1” modules before being fully integrated into normal mainstream lessons. “Britishness” The following elements of Britishness are taught in this module:

• Houses • Shops





Learning outcomes students

Points to note

to ask questions about where people live. to answer questions.

Students listen to young people describing where they live and match each person to a picture. This can be done using a commercially produced CD-ROM. Cocktail party activity: students circulate with cards which identify the town and type of house they live in, and interview other students to find the one whose card matches their own.

ask questions and provide and understand answers.

When using a multimedia CD-ROM students can listen to a spoken text as many times as they like. They also get immediate feedback whenever an answer is attempted. I live in… might lead to some work looking at the location of the main British towns on a map.



Learning outcomes students

Points to note

how to develop a conversation about where they live by describing the rooms of their house and its furniture with prepositions.

True/false activity: students hear or read statements about a picture and say whether they are true or false. Game using overhead projector (OHP) or Interactive Whiteboard with visuals of different rooms and different items of furniture. A visual of a cat is moved around the screen.

understand and produce in written and spoken forms descriptions of a house using a range of words for rooms and furniture, with previously learned adjectives and possessives.

Students should be shown how to keep and refer to their notes. Agree symbols and codes for the whole class to use.



Information gap activity: students reproduce a picture of a room described to them. Students write descriptions of different accommodation to rent using magazine pictures or illustrations and floor plans. Using word-processing and desktop-publishing software, and scanned photographs, students can produce authentic-looking descriptions. These could be combined to make a small brochure. Listening: students hear a series of single sentences describing different rooms and have to pick out the prepositions. Revisit the use of negatives. Spot the difference: students describe the differences between two pictures of a bedroom or between a picture and a written or spoken description of a room.






Points to note

how to say what time it is and use the time in questions and statements about everyday activities.

Students with word cards come to the front of the class to form the time which the teacher calls out or represents digitally on the IAW. Telly addicts: A TV programme is quoted and students have to give day and transmission time, using authentic TV listings if possible. Students stand facing each other in concentric circles. On instruction the inner circle rotates and holds up time cards for changing partners to answer the question, “What time is it?”

ask questions. understand and say what time it is in simple statements. Activities seen in previous units could be exploited here, a survey could be conducted and the results displayed in the room.

Students might be given tapes to prepare oral and aural work for homework from time to time. Regular practice at home of listening to the time, for example, will help students’ self-confidence when they have to do the same in the greater pressure of the classroom.




Points to note

how to use a glossary. how to pronounce a new word found in the glossary. that the glossary gives the infinitive of a verb so that they are able to understand and produce language more

Team races to find certain specified words in the glossary, e.g. a room beginning with s. Some students will need support, for example being given more than one letter as a prompt, rather than just s. Students then use these words in

use both sections of a simple glossary to find new words such as ‘lit’ or ‘to play’. use a glossary reliably to help them understand an unknown word in a printed text.

Throughout the unit, students’ stock of target language phrases, for active and passive use, should be built up gradually. These can be built up on a wall display and in a special section of students’ notebooks. Students should use English for answering the register, giving in marks, stating the date,



independently. sentences. Students work in pairs to prepare a description of a picture which contains some unknown words; they use a glossary for support, and apply their knowledge of pronunciation rules in their presentation. Students might create a word puzzle on the theme of house using picture (or verbal) clues based on their glossary work.

greeting the teacher and should use standard phrases for frequent activities in every lesson.




Points to note

the names of at least eight countries (Asian/European) and words relating to languages and inhabitants.

Compare maps of Europe/Asia. Working in pairs, students find countries and enter them on a blank outline map of Europe/Asia. Provide a map of Europe/Asia on an OHT or IAW with six or ten countries numbered. At the throw of a six- or ten-sided die students give the name of the country in English. This can be played in pairs to practise the names, following a demonstration.

understand and produce statements.

Using a multimedia CD-ROM, students could click on different countries on a map, hear and see the names and practise the pronunciation at their own pace.



Students study brief profiles, which give personal details and information about where they live, of a number of young people who either speak or are learning English. Transcribe the words they find for country/language to a board/overhead projector (OHP) or IAW in headed columns. Students listen to or read similar profiles of young people without knowing their names. Stimulus materials can come from video, cassette tapes, or printed documents. They have a map of Europe/Asia with each person’s name printed by a particular city. They identify the person from what they hear or read.






Points to note

to give the position of countries and cities using the points of the compass.

Teach the points of the compass using an OHT or IAW map. Information gap activity: encourage students to use English as the medium of communication. Students work in pairs. Each student is given a map containing complementary information. They have to ask each other for the name and spelling of particular missing towns/cities, taking it in turn to ask and answer questions.

understand and describe where countries and cities are.




Points to note

vocabulary to describe the natural environment.

Show students slides, photos, brochures or videos of different countries. Ask them to brainstorm the kind of language they will need to describe what they see, making two lists, known language in their own language and new language in English. They listen to the descriptions and note down new words in English, using dictionaries or glossaries to help them refine what they have written. They

understand and describe aspects of an area.



listen again to the commentary and then try to reconstruct what they have heard orally and then in writing. Transcripts can be on an OHP for slow-reveal reconstruction; gapped texts and text-manipulation software can also be used. Students compare their own town or region, or another region of the UK, with a chosen town or region in their country of origin and discuss and note similarities and differences. True/false game: in teams students prepare statements about a given number of places and ask their opponents whether the statements are true or false.






Points to note

to talk and write about their town, including general location and main features.

Students match pictures taken from brochures about English towns to descriptions. They find similar features and identify vocabulary used. Students identify towns from taped/written descriptions.

talk about, or write in paragraphs about a range of personal information using earlier and current work, at least partly from memory.

This is an opportunity to revise language learnt in previous units.




Points to note

to say where places are in a town, using a range of simple prepositions, and what can be done there.

Information gap map, revising main places in a town. Students work in pairs. Each student has a different version of the same map, with different information missing. Students design a simple town around a basic plan, explaining what needs to go where, e.g. a car park is needed near a supermarket. Students listen to or read about what can be done in an area or town.

ask questions and answer with sentences. produce spoken statements.

It is important to show most students how grammar allows them to manipulate language for their own purposes and therefore get away from set phrases to form new utterances.



Problem-solving task: students are given identities with particular likes and dislikes. Their partners have to suggest the best town or part of a town to visit to suit their needs. Partner A uses first person, Partner B uses third person statements.




Points to note

to deal with the unfamiliar by using context and known language.

Ask more able students to make simple A4 pages on their town and region, and/or answer prepared questions orally on the same topic. Students answer comprehension questions and/or make notes about the most significant details. Texts from the internet can be used with a writing frame, so that students can reconstruct key information from the text and present a simple structured summary. This can then serve as a model for students to adapt as they create their own descriptions. Download from the internet and read some information on countries or towns in Asia, collecting

pick out main points from unfamiliar language using context and other clues, e.g. visual, gestures.

Remind students of simple phrases they can use to get extra help. Dealing with the unknown is an essential but difficult skill, to be built up over time if students are to tackle texts confidently in the knowledge that they have the tools to work on even unfamiliar language. Spotting obvious words is important, but attention to how the short words work is essential in order to decode continuous text.



information on a structural grid. On an OHP or IAW show a text about an unfamiliar topic, containing some unknown language but also examples of structure/phrase types the students know. Collectively students categorise words and phrases they recognise.


Entry Level Assessment Review Module 4: Inside and Outside Unit 7: At home Unit 8: Having fun

Messages Book 1 Staff EAL Mark Sheet Module 4 “Inside and Outside”

Student Name

1. T

here

is

/ ar

e

2. C

ount

able &

unc

ount

able n

ouns

3. P

repo

sition

s of

place

4. C

an

5. M

ust

6. T

here

, th

ey’re

and

their

7. I

mpe

rative




Messages Book 1 Student Record Card Module 4: “Inside and Outside”


Module 1: Facts First name: ………………………………………………………………………………. Last name: ……………………………………………………………………………… Tutor Group: ………………


In this module you have learnt: • Homes vocabulary / names of furniture / places in a town • There is / are; is / are there…? + short answers • To describe different homes • To write a description of your dream home • Uncountable nouns • To ask questions about places and food • To invent some “disgusting recipes” • Prepositions and to say where things are • To understand and give a description of a room • Verbs that describe abilities • Can / can’t; can for possibility; can + see / hear • To talk about abilities and to make a notice for a club • To talk about things you can do in your town • Describe the sights and sounds around you • You must / mustn’t • Imperative • To tell people what you do








--- 1. there is / are

2. countable and uncountable nouns

3. prepositions of place

4. can

5. must

6. there, they’re and their

7. imperative

--- Listening

Reading

Speaking

Writing



About the module: The Module is divided into 2 Units. The first concerns clothes. The

second deals with future arrangements, items in a café and shop, and the weather.

Listening and reading skills: • Listen to a football commentary • Read about the World Cup • Listen to a conversation at a football stadium • Life and culture: Sports fans • Read a list of items in a café and shop • Listen to and understand a song • Read a postcard • Story: “The Silent Powers” Chapters 7 and 8 • Life and culture: An exchange visit


• Describe things in progress at the moment • Play a guessing game • Describe what you’re wearing now and what you usually wear • Talk about future arrangements • Make and reply to suggestions


• Present continuous: affirmative, negative, questions, short answers

• Object pronouns • Present continuous used for the future • Suggestions • The future with “going to”

Messages Book 1 EAL Module 5 “Today and Tomorrow”

A1 Entry / Breakthrough Level Module 5: Today and Tomorrow Unit 9: At the moment Unit 10: Plans


Module 5 “Today and Tomorrow”

©Cambridge University Press 2008 PHOTOCOPIABLE Module 5 “Today and tomorrow” Page 1



Vocabulary and pronunciation: • Clothes • Football • Rhythm drill: -ing • Future time expressions • The weather • Weak form of “to” in “going to”

Where the module fits in Each “Messages” module is divided into two units. Each unit is further subdivided into three steps. Students are introduced to the learning outcomes and are then taken through a series of related exercises. They are expected to compile a portfolio of personal information at the end of each module entitled “All about me”. This coursework is based on the language covered earlier. Also at the end of each module, students’ progress is assessed in a review. A record card is then completed by each student and is kept with the portfolio. Expectations At the end of this module: most students will: be able to talk about clothes, describe their school

uniform, and say what they wear at home. They will be able to understand and make suggestions for future plans. They will also be able to understand a simple weather forecast.


to recognise most of the words for clothes. They will be able to identify activities when suggestions for the future are made. They will be able to recognise simple expressions concerned with the weather.

some students will have progressed further and will: be able to

• Write a message to a friend • Describe plans and intentions • Talk about the weather • Write a holiday postcard


• “Messages 1” Student Book • “Messages 1” Workbook • “Messages 1” Teacher’s Book • “Messages 1” Teacher’s Resource Pack • “Messages 1” Audio CD • “Infoquest” www.cambridge.org/elt/messages/infoquest • www.cambridge.org/elt/messages/teacherquest • www.cambridge.org/elt/messages • A1 Reader: “Bad Love” • A1 Reader: “Blood Diamonds” • A1 Reader: “Dirty Money” • A1 Reader: “Don’t stop now” • A1 Reader: “Help!” • A1 Reader: “Hotel Casanova” • A1 Reader: “Inspector Logan” • A1 Reader: “John Doe” • A1 Reader: “Just like a movie” • A1 Reader: “Let me out” • A1 Reader: “Next door to love” • A1 Reader: “Parallel” • A1 Reader: “The big picture” • A1 Reader: “The Penang file”






describe a school uniform, talk about colours and styles and give opinions about it. They can describe an ideal school uniform, what they wear at the weekend and to family celebrations. They will be able to understand an authentic weather forecast, and will be able to compare seasonal weather in the UK and in their country of origin.

Prior learning It is assumed that students who study using “Messages 1” will have little or no English language skills. By following Book 1 for a maximum of 90 hours, they will acquire the necessary survival language in order to be able to cope in most lessons. Out-of-school learning Students could extend their “All about me” coursework by adding information about their home countries and cities. They could research and include information about clothes, national costume and fashion. They could include details about climatic and / or seasonal differences.

• A1 Reader: “Three tomorrows” Future learning It is assumed that students will continue to work through the following two “Messages 1” modules before being fully integrated into normal mainstream lessons. “Britishness” The following elements of Britishness are taught in this module:

• Clothes • Sport


• Sport






Points to note

to use context and visual clues to work out the meaning of new adjectives, then make comparisons.

Revise known vocabulary for descriptions, such as colours, and give several definitions of new description adjectives such as style of clothes. Use pictures of famous people in typical roles to show how visual clues aid meaning. Use cartoon families, e.g. ‘The Simpsons’, ‘Rugrats’, or characters from soap operas or comedy shows to illustrate style. The class chooses a student without the teacher’s knowledge. The teacher identifies the student by asking just ten questions. The students then do likewise, working in pairs. One chooses another student in the class, the other has to identify the student by asking questions (with prompt words and phrases on the board as necessary). Use the adjectives to

see how context, visuals and meaning are connected in sentences such as, “He is trendy: every day he wears a brand named T-shirt”. understand and ask questions such as, “Is he sporty?” produce phrases such as, “... is more fashionable than ...”. use comparatives, e.g. I am smarter than Gary.



compare famous people or students in the class. In pairs, students stage a mock argument, agreeing and disagreeing over the descriptions of each other’s clothes / fashion sense. Clothes and descriptions are written on cards. In small groups students turn the cards over and either keep the card or give it to the person who has the right description card. Students state reasons for their decisions. Students write a brief self-description. Read them out to the whole class and ask other students to try to guess who wrote each description.






Points to note

how to use adjectives and comparisons in the context of clothes/fashion.

‘Generation game’: show students a series of pictures of clothing on an overhead projector (OHP) or IAW and describe them at the same time, e.g. a red dress, a beautiful tie. Students have to see how many they remember. The same idea can be used with a bag of clothes. Change the game to a version of ‘I went to market’, e.g. I got the red dress. Students have to remember the correct sequence of items. Show students a video of part of a television programme, e.g. a soap opera, and then turn the colour control to black and white. Students describe the clothing, etc. from memory. Clothes dominoes: one half of each domino has a noun like shirt, the other half has an adjective, e.g. the red. Each pair of students has 20 domino cards and can only lay down a domino next to another one if the adjective and the noun fit

manipulate sentences. express preferences about clothes, e.g. For a party I prefer to wear black trousers.

Clothes catalogues can be found on the internet and pictures copied into a word processor to support a presentation.



according to a picture. Give pairs of students five short phrases to dictate to one another to practise pronunciation and the spelling of adjectives. Substitution exercise: start with Paul wears a blue pullover, and then students change words alternately on instruction. Students describe what they prefer to wear, or what they do not wear. Put up an overhead transparency (OHT) or IAW slide with lots of phrases such as a blouse is cooler than pullover. Cover key words with pieces of card. See if students can reconstruct the full text. Using a word processor, students work with teacher-generated texts and their own writing to make adjective endings in different contexts clear.






Points to note

how to use a dictionary effectively to distinguish between nouns and verbs.

Students are given sentences like, “He’s wearing a tie”, “Let's tie him up” and “The game ended in a tie”, and have to use a dictionary to find the correct word to use in each case, using grammatical markers, words in brackets, etc.

carry out similar activities on other words related to clothes, such as skirt, pants, dress, socks.

Worked examples using enlarged OHT or IAW copies of a couple of dictionary entries are often the most effective way of teaching dictionary skills.




Points to note

the demonstrative adjective this / these, etc. within the context of clothes shopping, and then build up to more demanding contexts using more complex language, e.g. comparatives and modifiers.

Variation of “The price is right”: show clothes from a catalogue, and keep up a patter, e.g. “This blue jacket is cool. How much does this jacket cost?” while students guess the price which is written on the reverse of each picture. The student closest to the actual price ‘wins’ the picture. More able students could take the part of the teacher. Students are given a budget and an event. They have to choose appropriate clothing for the event and say what they have bought and why. Pages from mail order

understand and produce sentences such as, “This blue jacket is nice. How much does it cost? I’ll take the green dress.” understand and use sentences and questions such as, “That is better. That’s too dear. That’s very good. Have you got something cheaper? These black shoes are nicer than the brown ones.”

The class could follow this up by accessing clothes prices in online catalogues. Substitution activities are especially effective if students are able to call up teacher-generated texts in a word processor. They will be able to focus directly on the items of language requiring attention.



catalogues/internet shopping can be used. Role-play dialogue in a clothes shop to buy an item of clothing. Students substitute underlined words to create their own version, and add extra details for themselves. Extend the previous dialogue, using comparatives and modifiers. Students have a transcript of a shop dialogue that differs in just a few subtle ways from a taped version, e.g. substituting “very” for “too”, “cheap” for “cheaper”, etc. Students cross out and correct errors in the transcript. Fashion makeover: in pairs or small groups students choose an outfit for someone else in the class from mail order catalogues/internet shopping pages. Students present their choice of outfit to the fashion victims who state whether they like or dislike the outfit and say what they prefer to wear normally. Character traits can also



be linked to this activity. “I am very sporty and I therefore like to wear….”




Points to note

to recombine all the above in sentences using the past and future tenses.

Variation on ‘Kim’s game’: show students an OHT / IAW picture of what a group of people are wearing and doing. From memory they have to say false whenever the teacher describes the picture wrongly and correct the detail. Arrange for two or three adults or year 12/13 students to interrupt the start of the lesson on some pretext. Students have to be eyewitnesses and describe what each person was wearing. Students could be shown extracts from a Sci-Fi film or TV programme and are asked to comment on the style of clothes people will be wearing in the future. Students bring pictures of clothes from different eras to describe them.

understand details such as, ”The shortest girl had a long skirt on”, “He wore a brown hat in the picture”. say or write sentences such as, “Mr. Brown was wearing a red tie”. say or write sentences such as, “In 1968 women used to wear mini skirts”.



The third activity in section 2 above (switching a TV from colour to black and white) could be re-run here and extended into full descriptions and reconstructions.




Points to note

to read and/or listen to longer extracts on the topic of fashion.

Students hear or read messages from students in a partner school, about contemporary fashions and trends, not only in clothes but also other aspects of youth culture, e.g. which films, songs, groups, sports are currently popular. Students could simulate an interview between a journalist and a fashion designer. The designer describes what styles/colours, etc are in vogue.

learn about aspects of teenage life in the UK or other countries where English is spoken. ask and answer questions about aspects of fashion.




Points to note

to develop their independence in language learning by using a dictionary to look up their hobbies and interests. how to understand and talk about basic leisure activities.

Read out, then write, a list of hobbies. See how many of these students can guess/work out. Use OHT / IAW copies of a few dictionary references to show students how to use a dictionary to

find the appropriate nouns and verbs to describe their leisure interests. understand and say simple phrases like, “I play chess. David Beckham plays football.”

Look out for opportunities for students to get away from using “I” all the time.



help them work independently. Students then look up in a bilingual dictionary, sports and other leisure activities which interest them and categorise the words into team games, sports, non-sports etc. They further list the words as nouns and infinitives. Using the OHTs / IAW again, teach students how to form the “I” form of the verbs listed as infinitives. This can lead into ‘Give us a clue’-style mime games and mime and response in pairs, focusing on the first-person form of verbs, e.g. “What do you do?” “I dance / I swim / I play cards.” Use flashcards or symbols on OHT / IAW, or use famous names, to teach the third-person form of verbs. This can be extended to verbs which have been listed following the dictionary search.






Points to note

to express likes and dislikes of leisure activities in more than one way, including simple positive and negative opinions.

Revise like and prefer with school subjects, then apply to leisure activities. Show students flashcards, IAW or OHTs of leisure activities with gestures or symbols to indicate likes and introduce students to phrases such as, “I like to swim.” Then use gestures or symbols to indicate dislikes and introduce phrases such as “I don’t like dancing”. Students work in pairs. They rank their likes, and predict the likes of their partner, using like, prefer, favourite. They then compare their predictions, e.g. “I think you like to play football”. “Yes, that’s true”, or “No that’s not true”. Carry out a class survey using the question, “What do you think of…?” and show the results on a bar chart. Students report back the survey findings using plural verbs.

form a negative statement using not, e.g. “I do not like to dance” or a simple negative opinion, e.g. “It’s boring”.

Make explicit to students that ‘don’t’ is not in a dictionary and cannot be translated directly. Showing students how language is transferable is a key language-learning skill.






Points to note

to ask and answer questions of frequency, and use adverbs of time. to talk bout their routines.

Using an OHT / IAW slide of a calendar for a week and/or month, say how often you do a leisure activity, and circle the number of days appropriately. Then ask students to come to the front to do the same. Reinforce grammar with ‘human sentences’ at the front of the class, e.g. one student holds a card with I, another with go, another with every day and another with an activity. Students have to stand in the correct order. Students play a simple board game with a die. Students take it in turns to throw the die. If the die shows 2, for example, the student says, “Twice a week” and moves their counter two places, then turns over a picture/symbol card of leisure activities, and adds, ”I play football”. If the student cannot supply the accurate English, they cannot move their counter. The first person to complete the course around the board wins.

ask the question, “How often..?” and answer with sentences such as, “I / He … twice a week”. produce orally and in writing sentences such as, “Once a week I play football”. understand and say/write sentences such as, “I go to the cinema once a week”.



Ask students to write a brief description of their activities and frequency. Then you (or a student) read these out to the class for students to guess the identity of the authors. Before introducing go, revise and extend known vocabulary relating to places for leisure activities. These can be practised using a six- or ten-sided die with numbers which refer to a set list. Students can work in pairs or this can be organised as a brief team game.




Points to note

how to understand and describe leisure activities.

Students listen to or read descriptions containing phrases such as you can + infinitive with known verbs about British towns or villages. Students contrast leisure facilities in a small village with those in a big town, using positive and negative statements. They search websites for authentic texts. Problem-solving activities,

understand and then produce statements such as, “You can go to the theatre”. produce statements such as, “We can play tennis at our school”.

Explain that ‘you’ is used more commonly than ‘one’ in English.



matching likes and dislikes to holiday locations in the UK using some authentic or pre-prepared material. Extend this to talking or writing about what they can/cannot do at home or at school.




Points to note

to apply their knowledge of going to + infinitive, to express future, and other structures, in the context of a visit.

Students listen to a tape of holiday plans and tick a grid to show what is going to happen. Read an outline of a trip e.g. a weekend in a study centre, with details of dates, travel, accommodation and programmes of activities, reminding students of going to + infinitive and future time words/phrases. Students write a fax, letter or e-mail, outlining what they are going to/want to do. Students choose to whom they are writing.

understand the details of a passage containing a range of information in a number of paragraphs with simple and complex sentences. incorporate or adapt some of this information in a letter or message.






Points to note

to express different possibilities, according to circumstances, and employ strategies for dealing with the unpredictable.

Teach the structure if + present tense in subordinate clauses. Use visuals or symbols, e.g. of weather, of car breaking down, etc, to indicate different possibilities, e.g. “If it rains ...”. Students match subordinate clauses to possible solutions, e.g. “If it rains, we’ll go to see a film”. Additional support can be provided with parts of sentences on card to build more complex sentences. Visual cues can be used to help students select the appropriate part of the sentence. Students work in groups to plan a holiday, based on information from materials already used in this unit. Add unexpected constraints, e.g. “… and if it’s closed on Sunday…?” Students have to suggest possible solutions. (The constraints could be provided on cards, containing symbols to suggest the problem.) Students hear changes to

understand and construct for themselves sentences containing subordinate clauses, e.g. “If we go to London, we can go to Buckingham Palace”. make statements connected with future plans or wishes. respond with increasing confidence to the constraints. understand and respond in English to language heard. say or write sentences such as, “The neighbours played loud music all night. Next time we will stay somewhere quieter.”



arrangements in a planned programme, and make amendments accordingly. Students read about mishaps which occurred on previous holidays and suggest how amends might be made next time, working with prompts as necessary.




Points to note

to distinguish between present and immediate future. to use the immediate future, going to + infinitive.

Teach future time words (tomorrow, next) and then the immediate future by presenting a special week in someone’s diary and contrasting this with a usual week. Students listen to and understand someone’s New Year’s resolutions which use going to + infinitive. They then call up a word-processed account of the resolutions. The account contains a number of factual errors that must be corrected. Students infer what the person’s present lifestyle is like using the present tense, affirmative and negative.

understand the difference between present and future. use future time markers and express future intentions in conversation, e.g. “Tomorrow I’m going to wash the car”.






Points to note

to use a range of structures to express intentions.

Elicit from the students and write on the board or IAW a list of familiar infinitives which involve actions; complete them with a phrase, e.g. go shopping. Use the list as a basis for saying what you intend to do (perhaps two or three actions) then get students to do likewise. Add interest by getting students in turn to recall the previous statement, adding more and more activities. Extend by getting two students each to offer a phrase which you repeat to enable a change of personal pronoun, e.g. “You’re going to play football, but he’s going to play on the computer”. Students can add examples beginning “we” or “you”.

understand and express future intentions. incorporate details about future intentions into a spoken or written piece of greater length, e.g. “Next weekend I’m going to go shopping in Birmingham and then I’m going to see Aston Villa play Manchester United”.






Points to note

to adapt language creatively by making predictions, across a range of contexts. to express opinions about what will happen in the future. to use language imaginatively.

Start with some examples of predictions, then get students to make their own predictions for various forthcoming events and share them with the class. Fortune-teller game: give students visual clues to rehearse simple structured dialogue, e.g. “What are you going to do?” “I’m going to play football.” “When are you going to play football?” “Monday afternoon.” Students can then predict some future events for each other (in groups), e.g. “Shwan is going to marry a film star and he’s going to live in Hollywood”. In pairs, students predict (secretly and in writing) the outcome for themselves and for each other against a list of future life events (provided), e.g.: work: “Shwan is going to be an actor. As for me, I’m going to be a footballer”. home: “He is going to live in a

express what will happen in the future, e.g. “Aston Villa will beat Chelsea this year”. express at some length what will happen in the future. speak/write imaginatively about future events.



caravan, but I’m going to live in a castle”. At the end of the predictions, students compare answers. Students predict future life events for celebrities or predict future plot developments for TV soap operas.




Points to note

to cope with less predictable language when giving and responding to invitations.

Teach and practise like to in the I / you forms + infinitive. Provide a list of activities and invite individuals to take part, e.g. “X, would you like to play tennis this afternoon?” Repeat as pair work. Dating game: students make a date and fill in details on a grid. Using the grid they write a note to confirm the details. Add a reason for refusals using can’t. Increase the range of refusals with I’ve got to + infinitives.

understand invitations to take part in future activity. give invitations and accept or refuse, giving reasons, e.g. “Would you like to play cards?” “I can’t because I’ve got to do my homework.” understand acceptances and refusals, and refuse politely with reasons, e.g. “Would you like to play chess?” “I’m sorry, I’ve got to help my father.”






Points to note

to read authentic texts for information on which to make decisions.

Students rearrange a jumbled itinerary according to picture clues. ‘Pelmanism’ game: match text to visual symbols. Battleships game: bang, splash. Student A states day and activity; if it matches, student B states, “OK let’s go”. If it does not match, student B says, “No I can’t”. First player to have five acceptances wins. Using information leaflets, prepare some sample itineraries for a group of visitors. Students then make up their own itineraries. Use some simple formal letters in which would-be visitors are asking for information about an area to illustrate further use of modal verbs. Exploit students’ knowledge of formal and informal usage in their own language.

read information texts with good understanding, and use these texts as the basis for their own writing, producing statements such as, “On Monday, we’re going to The Black Country Museum and we can have a picnic on the grass”. read formal letters containing modals and polite forms, e.g. “We’re going to spend the weekend in York. Could you send us…”

Students could practise writing their letter using a model saved in a text manipulation programme that allows them different ways of working with the same text, e.g. spell, gap-fill, predict, rearrange.


Messages Book 1 Staff EAL Mark Sheet Module 5 “Today and Tomorrow”

Entry Level Assessment Review Module 5: Today and Tomorrow Unit 9: At the moment Unit 10: Plans

Student Name

1. P

rese

nt c

ontinu

ous

2. P

rese

nt c

ontinu

ous

+ fu

ture

time

expr

ession

s

3. T

he f

utur

e wi

th g

oing

to

4. O

bjec

t pr

onou

ns

5. M

aking

sugg

estion

s

6. P

rese

nt c

ontinu

ous

or p

rese

nt

simple?




Messages Book 1 Student Record Card Module 5: “Today and Tomorrow”


Module 1: Facts



In this module you have learnt: • Present continuous: negative; questions and short answers • To talk about things in progress at the moment • Object pronouns • To talk about present actions and to play a guessing game • Names of clothes and to describe what you’re wearing now • To say what you usually / never / sometimes wear • Future time expressions • Present continuous used for the future • Suggestions • To talk about future arrangements • Make and reply to a suggestion • The future with “going to” • To talk about plans and intentions • Make a notice of “good intentions” • Weather vocabulary • To talk about the weather • To write a holiday postcard








--- 1. Present continuous

2. Present continuous + future time

3. The future with “going to”

4. Object pronouns

5. Making suggestions

6. Present continuous or present simple?

--- Listening

Reading

Speaking

Writing



About the module: The module is divided into two units. The first concerns occupations and

the second the past simple. Learning outcomes: Grammar:

• Past simple of “be” and regular verbs: affirmative, wh- questions • Past simple: negatives, questions, short answers; irregular verbs


• Occupations • Rhythm drill: verbs + -ed / t / d / id / • Past time expressions • Words with the same vowel sound


• Talk about people from the past • Play a quiz game • Write about an imaginary person’s life • Describe your early childhood • Describe things that happened in the past • Write a letter about an event in the past • Write a diary • Talk about your school year

This module is expected to take approximately 15 hours

Messages Book 1 EAL Module 6 “Looking Back”

A1 Entry / Breakthrough Level Module 6: Looking Back Unit 11: About the past Unit 10: Heroes


Module 6 “Looking Back”

©Cambridge University Press 2008 PHOTOCOPIABLE Module 6 “Looking back” Page 1



Listening and reading skills: • Listen to a conversation with a ghost • Read dictionary definitions • Story: “The Silent Powers” Chapters 9 and 10 • Life and culture: From north to south • Listen to a list of events in the past • Read an advertisement • Listen to and understand a song • Life and culture: The UK and the USA

Where the module fits in Each “Messages” module is divided into two units. Each unit is further subdivided into three steps. Students are introduced to the learning outcomes and are then taken through a series of related exercises. They are expected to compile a portfolio of personal information at the end of each module entitled “All about me”. This coursework is based on the language covered earlier. Also at the end of each module, students’ progress is assessed in a review. A record card is then completed by each student and is kept with the portfolio. Expectations At the end of this module: most students will: be able to talk about the past. They will be able to

tell people about their own childhood, including information about their former school in their country of origin. They will be able to write about key events in their lives.


to recognise and use the past simple of regular and some irregular verbs. They will be able to give some details about their past.

Resources Resources include:

• “Messages 1” Student Book • “Messages 1” Workbook • “Messages 1” Teacher’s Book • “Messages 1” Teacher’s Resource Pack • “Messages 1” Audio CD • “Infoquest” www.cambridge.org/elt/messages/infoquest • www.cambridge.org/elt/messages/teacherquest • www.cambridge.org/elt/messages • A1 Reader: “Bad Love” • A1 Reader: “Blood Diamonds” • A1 Reader: “Dirty Money” • A1 Reader: “Don’t stop now” • A1 Reader: “Help!” • A1 Reader: “Hotel Casanova” • A1 Reader: “Inspector Logan” • A1 Reader: “John Doe” • A1 Reader: “Just like a movie” • A1 Reader: “Let me out” • A1 Reader: “Next door to love” • A1 Reader: “Parallel” • A1 Reader: “The big picture” • A1 Reader: “The Penang file” • A1 Reader: “Three tomorrows”






some students will have progressed further and will: be able to compare their life in the UK with their former life in their country of origin. They will be able to give information about their past and include details. They will be able to write about their school year and compare it to their former school.

Prior learning It is assumed that students who study using “Messages 1” will have little or no English language skills. By following Book 1 for a maximum of 90 hours, they will acquire the necessary survival language in order to be able to cope in most lessons. Out-of-school learning Students could extend their “All about me” coursework by adding information about their home countries. They could research and include information about famous people and their own routine at school.

Future learning It is assumed that, at the end of this module, students will have reached National Curriculum English Level 3 and will be able to be fully integrated into normal mainstream lessons. A checklist follows this module so that staff may record the progress students have made in reaching the end of A1 Breakthrough. The A2 Preliminary, or Lower Intermediate, Scheme of Work is intended for those students who wish to continue their EAL studies under the Extended Schools initiative, by attending lessons before and after school and during Easter and / or Summer School. Such students may be entered for external EAL examinations with Trinity or Cambridge. “Britishness” The following elements of Britishness are taught in this Module:

• Jobs • Government • Famous people






Points to note

to use a range of vocabulary, structures and tenses to narrate events about early childhood.

Revise earlier work on narrating events by reading examples of students’ work picking out examples of good style and brainstorming with the class why this is so, e.g. expressing opinions, using different tenses and persons. Work saved on word – processor could be enlarged, printed out and made into an OHT or IAW slide to assist the brainstorming. Students carry out a self-assessment activity. Referring to a checklist of possible stylistic features, they reflect on which features they incorporate in their own work.

develop a better concept of style by incorporating stylistic features into their own speaking and writing.

Magazines and newspapers are a good source of more wide-ranging material. Students could make a class poster or their own aide–memoire of various ways of giving opinions. Teachers might correct any errors that may have been in the original before presenting it to students. Alternatively, spotting errors might be a stepping stone to improving accuracy.






Points to note

to talk and write about an event or early childhood in the past tense.

In the following activities students are supported in speaking and writing independently through progressive use of modelling and adapting examples, gapped texts, word fields (phrases as well as single words). Present sequences of a few actions, in mime, using OHTs/photographs/IAW or ‘silent’ video. Describe, and/or ask the students to describe, the actions in the past tense for students to imitate. Students create nonsense stories built up from numbered multiple-choice options selected by rolling a die. Many combinations of incongruous characters/actions/places/consequences are linked together. Photo stories: students compose a sequence of photos and speech bubbles, with story text in the past simple underneath. Newsroom: give students isolated facts about a person, which, with guidance, they turn into a brief news article.

produce sentences in the past simple. speak and write more complex sentences.

Correct word order. Used appropriately, text-manipulation software can provide a powerful and effective way of helping students to explore and understand model texts. Drafting and editing are essential for students to improve the extent, range and accuracy of their writing. The use of ICT is very helpful and allows a piece of work to be developed over several sessions with minimum wasted effort.






Points to note

to recount the main details of a person’s life.

Students have to re-order a jumbled-up life story. Students tell a story based on cartoon strips or short video clips. Their story is guided using gapped text or multiple-choice words and phrases. Students watch an episode from a BBC or C4 schools history video in English about a famous person. Give students prompts/prepared questions to help them summarise the life story. This support could be varied according to the students’ ability, e.g. filling in gaps with key words, writing the continuation of a sentence or paragraph, supplying key verbs. The prompts should encourage use of the past simple (the story). Then, with or without support, students recount the life story, perhaps working in small groups of similar ability. Encourage them to give opinions.

summarise, with varying degrees of support, a life story. speak and write more complex sentences.

Other activities will probably be suggested in the teacher’s guide to the schools video.






Points to note

to use language creatively and imaginatively. to consolidate their use of the past simple and future tense in a new context.

Give students a picture story with a section (or sections) missing. They complete the story. Students speak or write about how a programme might end. Pause the video halfway through or during a sequence. This could also be done with a written story. This is a good activity for revising the future tense.

speak/write more complex sentences.




Points to note

how to use simple verbs to express an opinion, in the positive and negative, followed by the definite article. how to ask simple questions about people’s likes and dislikes.

Present school subjects using students’ own timetables with reference to their own teachers’ names. They talk about what they have done so far today, or yesterday. Students make a presentation in speech and writing about school staff and what they have done in their lessons. Students listen to youngsters talking about their school day

understand and form statements and questions about people’s opinions on a typical week at school and on the school year.



and/or school year, noting the information on a grid, then give a brief résumé. Students interview each other about their [dis]likes and report back. Noughts & crosses in reverse, i.e. students form the appropriate negative to have the cross or nought removed & replaced by their team colour. A simpler activity is to match speech bubbles to picture clues using simple visual symbols. Another simplified activity is for students to listen to a tape of events and look at a picture transcript of what they hear. They tick if the picture clues match what is said and cross if the pictures do not match.






Points to note

how to ask why and give a simple reason for their opinion. to adapt language previously learnt.

Give students about 10–15 adjectives to describe the school year, lessons and teachers. They find them in the glossary and classify them as positive or negative. Some students may use the glossary or a small dictionary unaided to add to this list, words of their own choosing. This activity could be organised as a Beat the clock game with contestants, e.g. groups of students with word cards, arranging words into positive or negative categories, from memory or with support. Students read and understand letters or e-mails about their school year which include likes and dislikes, with simple opinions. Students pick out a range of words/phrases to indicate likes/dislikes/opinions and adapt these for their own purposes.

understand questions and express opinions with reasons and understand others doing the same with statements. use a dictionary to find and use their own adjectives.

Topics covered in earlier units could be revisited here, e.g. describing family members, friends, pets, giving simple opinions. This will help reinforce the principle that language is not confined to one specific topic.



Some students could underline in a given colour anything that the students like and in a different colour anything they do not like. Using a writing framework students produce their own e-mail. Some students may require a menu of language from which to choose an appropriate statement. Students prepare short descriptions of their school year and present them to the class.




Points to note

how to use and adapt language learnt in other contexts. to give and understand information about their school day and year.

Students redraft their timetable and/or school calendar. Students give an oral account of a particular day (or month) to a partner, who then has to work out what day (or month) it is. Students read a fuller account of a student’s typical school day / year. They amend the text to make it apply to them.

make and understand statements about the school day/year using familiar verbs. form sentences on reading a student’s timetable/calendar.

If the account of the school day/year is saved in a word processor, students can focus directly on the editing that will need to be done to create their own personalised account.


Messages Book 1 Staff EAL Mark Sheet Module 6 “Looking Back”

Entry Level Assessment Review Module 6: Looking Back Unit 11: About the past Unit 12: Heroes

Student Name

1. p

ast

simple:

was

/ w

ere

2. t

here

was

/ w

ere

3. p

ast

simple:

reg

ular

and

irre

gular

verb

s

4. t

ime

expr

ession

s

5. p

ast

simple

of h

ave

/ ha

ve g

ot




Messages Book 1 Student Record Card Module 6: “Looking Back”


Module 1: Facts



In this module you have learnt: • Names of occupations • Past simple of “be” • To talk about people from the past • To play a quiz game about famous people • Past simple (affirmative): regular verbs • To say what happened in the past • Write about an imaginary person’s life • Past simple: wh- questions / negatives / questions and short

answers / irregular verbs • To describe your early childhood • Time expressions • To describe things that happened / didn’t happen in the

past • Write a letter about a past event • To describe events in the past • To read an advert • To listen to a song

T t lk b t h lid d C ll


Module 4: Inside and outside Module 5: Today and tomorrow





--- 1. Past simple: was /

were

2. There was / were

3. Past simple: regular and irregular verbs

4. Time expressions

5. Past simple of have / have got

--- Listening

Reading

Speaking

Writing




Listening


QCA Assessment Scales for students with EAL Please highlight each language statement when the student has achieved it

Name of Student:…………………………………………………………

Step One Students listen attentively for short bursts of time. They use non-verbal gestures to respond to greetings and questions about themselves, and they follow simple instructions based on the routines of the classroom.

• Can show evidence of listening • Can listen and respond, either non-verbally or in home language, to

• instructions • questions • commands

Step twoStudents understand simple conversational English. They listen and respond to the gist of general explanations by the teacher where language is supported by non-verbal cues, including illustrations.

• Can follow • simple instructions • explanations

• Show evidence of listening in a small group

Messages Book 1 EAL Scheme of Work, A1 Entry Level / Breakthrough Level One (Threshold)


With support, students understand and respond appropriately to straightforward comments or instructions addressed to them. They listen attentively to a range of speakers, including teacher presentation to the whole class.

• Can respond appropriately when the teacher is talking • in a small group • in a whole class situation

• Show evidence of listening in a whole class situation Level One (Secure) In familiar contexts, students follow what others say about what they are doing or thinking. They listen with understanding to sequences of instructions and usually respond appropriately in conversation.

• Can understand and begin to respond appropriately to most student and teacher talk • Can demonstrate an increasing confidence when listening

For Level Two onwards please refer to the combined statements for speaking and listening at the end of the Assessment Scale for speaking.


Speaking

Step One Students echo words and expressions drawn from classroom routines and social interactions to communicate meaning. They express some basic needs, using single words or phrases in English.

• Speak in home language (usually) • Can use single words or phrases in English • Can answer simple questions in English e.g. "What is your name?"

Step Two Students copy talk that has been modelled. In their speech, they show some control of English word order and their pronunciation is generally intelligible.

• Can repeat a model • Can make needs known using more than one word of English at a time

Level One (Threshold) Students speak about matters of immediate interest in familiar settings. They convey meaning through talk and gesture and can extend what they say with support. Their speech is sometimes grammatically incomplete at word and sentence level.

• Can participate in group work as a speaker • Can participate in meaningful conversations, although speech is not always correct


Messages Book 1 EAL Scheme of Work, A1 Entry Level / Breakthrough Level One (Secure) Students speak about matters of interest to a range of listeners and begin to develop connected utterances. What they say shows some grammatical complexity in expressing relationships between ideas and sequences of events. Students convey meaning, sustaining their contributions and the listeners' interest.

• Can initiate conversations • Can ask simple questions • Attempt to use grammatical structures

National Curriculum Level Two Speaking and Listening Students begin to show confidence in speaking and listening, particularly where the topics interest them. On occasions, they show awareness of the listener by including relevant detail. In developing and explaining their ideas they speak clearly and use a growing vocabulary. They usually listen carefully and respond with increasing appropriateness to what others say. They are beginning to be aware that in some situations a more formal vocabulary and tone of voice are used.

• Can demonstrate an increasing confidence when speaking or listening • Show evidence of an increasing vocabulary • Begin to extend sentences with more detail • Begin to be aware of the need to vary language according to audience/situation



National Curriculum Level Three Speaking and Listening

Students express themselves and listen confidently in different contexts, exploring and communicating ideas. In discussion they show understanding of the main points. Through relevant comments and questions, they show they have listened carefully. They begin to adapt what they are communicating to the needs of the listener, varying the use of vocabulary and the level of detail. They are beginning to be aware of standard English and when it is used.

• Can talk confidently in different contexts; • By their comments and questions they show they understand the main parts of a discussion; • Can vary their language to match differing situations or individuals; • Begin to show that they understand the use of standard English.

National Curriculum Level Four Speaking and Listening Students speak and listen with confidence in an increasing range of contexts. Their talk is adapted to the purpose: developing ideas thoughtfully, describing events and conveying their opinions clearly. In discussion, they listen carefully, making contributions and asking questions that are responsive to others' ideas and views. They use appropriately some of the features of standard English vocabulary and grammar.

• Can speak in an increasing range of contexts • In discussion, they convey their ideas clearly • By their responses they show that they understand that others have different views and ideas • Can demonstrate an awareness of standard English vocabulary and grammar where appropriate



Reading Step One Students participate in reading activities. They know that in English print is read from left to right and from top to bottom. They recognise their names and familiar words and identify some letters of the alphabet by shape and sound.

• Enjoy sharing a book with friends and adults • Know where the front of the book is (appropriate to the language used) • Know the difference between pictures and words • Turn pages one at a time • Can follow print (appropriate to the language used) • Know to start at the top of the page • Enjoy looking at books on their own • Literate in home language • Can use reading skills in home language to support learning • Can recognise some familiar words such as their name • Can recognise some letters by shape and sound

Step Two


Students begin to associate sounds with letters in English and to predict what the text will be about. They read words and phrases that they have learned in different curriculum areas. With support, they can follow a text read aloud.

• Can recognise familiar words • Can recognise letters in simple contexts e.g.. Using visual/phonic clues • Can recognise initial sounds of own name • Can recognise initial sounds of other known words • Can recognise sounds in familiar words • Can show interest in what others are reading • Can choose books and want to share them with others

Messages Book 1 EAL Scheme of Work, A1 Entry Level / Breakthrough Level One (Threshold)


Students can read a range of familiar words and identify initial and final sounds in unfamiliar words. With support, they can establish meaning when reading aloud phrases or simple sentences, and use contextual clues to gain understanding. They respond to events and ideas in poems, stories and non-fiction.

• Can recognise sounds in unfamiliar words • Can listen to stories and poems and express interest • Can follow the sense of a simple text

Level One (Secure) Students use their knowledge of letters, sounds and words to establish meaning when reading familiar texts aloud, sometimes with prompting. They comment on events or ideas in poems, stories and non-fiction.

• Begin to read simple texts • Begin to use picture, phonic and context clues in reading • Begin to comment about what they have read at a simple level • Can read and follow simple instructions

National Curriculum Level Two Reading Students' reading of simple texts shows understanding and is generally accurate. They express opinions about major events or ideas in stories, poems and non-fiction. They use more than one strategy, such as phonic, graphic, syntactic and contextual in reading unfamiliar words and establishing meaning.

• Can read with some accuracy, simple texts • Can express their opinions about what they have read at a literal level • Can use word books and simple dictionaries • Can use picture, phonic and context clues in their reading


National Curriculum Level Three Reading

Students read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction and non-fiction they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate books and find information.

• Can read a range of texts with confidence, fluency and accuracy • Can use their knowledge of the alphabet to access reference books • Can recall important details about what they have read • Can talk about the setting, story line and characters in a story • Can use computer based resources • Can demonstrate they have understood the texts

National Curriculum Level Four Reading In responding to a range of texts, students show understanding of significant ideas, themes, events and characters. They begin to use inference and deduction. They refer to the text when explaining their views. They locate and use ideas and information.

• Can talk about themes, events and characters in a text • Can demonstrate that they have begun to infer and deduce • Read aloud with appropriate expression • Can skim for facts • Can scan for detail



Writing Step One Students use English letters and letter-like forms to convey meaning. Pre-literate students copy or write their names and familiar words and write from left to right.

• Can hold a pencil correctly • Can trace over pictures/draw round templates • Know that writing in English goes from left to right • Can draw a simple figure • Can trace over adult writing • Can attempt writing (make marks on paper, pretend writing) • Can write the first letter of their own name • Can write more than one letter of their own name

Step Two Students attempt to express meanings in writing, supported by oral work or pictures. Generally their writing is intelligible to themselves and a familiar reader, and shows some knowledge of sound and letter patterns in English spelling. Building on their knowledge of literacy in another language, students show knowledge of the function of sentence division.

• Can write their own name • Can identify some speech sounds and relate them to letters • Can write some letters in response to speech or picture stimuli • Can write simple words and phrases using teachers/students as scribes


Messages Book 1 EAL Scheme of Work, A1 Entry Level / Breakthrough Level One (Threshold) Students produce recognisable letters and words in texts, which convey meaning and show some knowledge of English sentence division and word order. Most commonly used letters are correctly shaped, but may be inconsistent in their size and orientation.

• Can write simple words and phrases on their own • Can write simple sentences - often with omissions • Can produce correctly shaped letters but not always with consistent size or correct orientation

Level One (Secure) Students use phrases and longer statements which convey ideas to the reader, making some full stops and capital letters. Some grammatical patterns are irregular and students' grasp of English sounds and how they are written is not secure. Letters usually clearly shaped and correctly orientated.

• Can spell simple three letter words • Can write a simple story with a beginning, a middle and an end • Starts to use capital letters and full stops although not necessarily appropriately • Can produce legible handwriting, correctly orientated



National Curriculum Level Two Writing

Students' writing communicates meaning in both narrative and non-narrative forms, using appropriate and interesting vocabulary, and showing some awareness of the reader. Ideas are developed in a sequence of sentences, sometimes demarcated by capital letters and full stops. Simple, monosyllabic words are usually spelt correctly, and where there are inaccuracies the alternative is phonetically plausible. In handwriting, letters are accurately formed and consistent in size.

• Can write simple poems • Begin to sort words alphabetically • Can write phrases unaided • Can connect sentences using simple conjunctions - (and, but) • Can write complete sentences sometimes using capital letters and full stops • Can spell monosyllabic words containing common patterns (e.g. park, house, shop) • Produces legible upper and lower case letters in one style and uses it consistently • Begins to produce joined up writing

National Curriculum Level Three Writing Students' writing is often organised, imaginative and clear. The main features of different forms of writing are used appropriately, beginning to be adapted to different readers. Sequences of sentences extend ideas logically and words are chosen for variety and interest. The basic grammatical structure of sentences is usually correct. Spelling is usually accurate, including that of common polysyllabic words. Punctuation to mark sentences - full stops, capital letters and question marks - is used accurately. Handwriting is joined and legible.

• Can write a fully punctuated sentence • Can write a fully punctuated paragraph • Can choose and use an appropriate style for written work • Can choose and use a variety of vocabulary • Can spell a range of monosyllabic words not always following common patterns • Can spell a range of common polysyllabic words • Handwriting is joined up and legible.



National Curriculum Level Four Writing Students' writing in a range of forms is lively and thoughtful. Ideas are often sustained and developed in interesting ways and organised appropriately for the purpose of the reader. Vocabulary choices are often adventurous and words are used for effect. Students are beginning to use grammatical complex sentences, extending meaning. Spelling, including that of polysyllabic words that conform to regular patterns, is generally accurate. Full stops, capital letters and question marks are used correctly, and students are beginning to use punctuation within the sentence. Handwriting style is fluent, joined and legible.

• Can write in a wide range of forms • Use vocabulary imaginatively • Begin to write grammatically complex sentences • Spelling of polysyllabic words is usually accurate • Begin to use punctuation within sentences • Handwriting is fluent, joined and legible


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