Functional Skills English

Transcription

1 Functional Skills English Entry 3 Suggested Activities and Resources 13 Composition

2 13 Tutor Guidelines Resource Sheets These Resource Sheets are meant as teaching aids for group activities. It may be prudent to laminate them to preserve them for repeated use. They also act as useful props for the learners when they attempt the subsequent related worksheets individually. Suggested Activities Resource Sheet 1 introduces the learners to adverbs for the first time. It is meant for group reading and discussion to ensure the learners are taught the purpose of adverbs and when they might be used. It also includes some examples that, of course, could be added to orally in discussion. The sheet is suitable for enlarging and then using as a part of a wall display to act as a visual reminder to the learners as they write more independently. The learners may then wish to add their own suggestions of adverbs to the appropriate section as they encounter them in group discussion or personal reading. Resource Sheet 2 is probably best used in enlarged A3 format so that the group can add their own suggestions to each section during group discussion. A fun way of doing this is by adding each suggestion on a separate post it. Various different sentences can then be made by choosing differing selections of adjectives, verbs and adjectival phrases. Discussion can then be led as to the suitability of the selections. It is also a good way of introducing the concept of word order. The suggestions need to be saved as the learners will need them to complete Worksheet 2. Resource Sheet 3 is a completed Writing Frame for written instructions. It is designed for group discussion on the stages that you may go through when writing instructions. The following sheet is a blank frame for a shared writing session to write your own set of instructions for a game or sport chosen by the group. If the sheet is enlarged to A3 and laminated or put onto a transparency and displayed on an OHP, the group can write it co-operatively and discuss and amend as they go under your watchful eye! s are an increasingly popular way of communicating and Resource Sheet 5 gives you an example to discuss this in group session. The learners will need to appreciate that business s need to be clear and concise and therefore the language and sentence structure they chose are important. There is a good opportunity here to increase the learners IT skills by incorporating use of the computer to compose and send s as part of the activity. West Nottinghamshire College 1

3 13 Resource Sheets available in this section are: 1) Adverbs 2) Improving sentences 3) A writing frame for instructions e.g. How to play football 4) A writing frame for your own game instructions 5) Sending an West Nottinghamshire College 2

4 13 Resource Sheet 1 Adverbs Adverbs are words that add meaning to verbs, other adverbs, adjectives and whole sentences. Their most important task is adding to the meaning of verbs. Adverbs answer these questions about the verb. Where did it happen?.here, there, elsewhere, nowhere..along the road, behind the building, over the bridge When did it happen?.before college, early in the evening. then, now, never, afterwards, always How did it happen? hopefully, beautifully, angrily..slowly, quickly Why did it happen? wisely, stupidly, quietly, noisily..because he was angry.in order to please... West Nottinghamshire College 3

5 13 Resource Sheet 2 Improving Sentences Making written work interesting to read can be fun. Try thinking of it as building a picture in the reader s eye the more detail you include, the more vivid the picture will become. Try wordstorming words and phrases in your group which could give you a bank of details to enable you to write interesting sentences about spiders. What?(adjectives) Spiders long-legged, How? (powerful verbs) crawled, Where? (place phrase or clause) under the stairs, When? (time phrase or clause) at the stroke of midnight, Why? (a reason phrase or clause) because they were out to get me! Now see how many interesting sentences you can make by mixing and matching these words. Discuss, in your group, if word order is important. West Nottinghamshire College 4

6 13 Resource Sheet 3 A Writing Frame for Instructions As we know instructions, tell us what to do or how to do something. (If you need to remind yourself about the features of instructions refer back to Unit 5) When we write instructions we need to include all these features. Here is a writing frame, which could help you write instructions for playing a game. Name of game Football Number of players This game is played with 2 sides and 11 players on each side. List of equipment (bullet point) You will need a field with 2 goal posts & nets a football a referee Object of the game The object of the game is to score as many goals as possible by kicking the ball in the other team s net. How do you begin? 1) The referee tosses a coin to see which team will kick off. Number (2-4) 3 other things which can 2) Players try to pass the ball to players on happen in a game. their own side by kicking the ball. 3) The players on the opposing side try and tackle them to gain possession of the ball. Length of game Who wins? 4) Each team tries to kick the ball in the back of the opposing team s net. A match is 90 minutes long consisting of 2 halves of 45 minutes each with a break of 15 minutes between. The side who has scored the most goals after 90 minutes is the winner. Read the right hand column only. Would you understand how the game of football was played by reading just those instructions? Try using the grid to write instructions for a different game. West Nottinghamshire College 5

7 13 Resource Sheet 4 A Writing Frame for Your Own Game Instructions In your group, discuss choosing a different game. (It may be a board game or a sport.) Try writing your own instructions for the game of your choice on this grid. If your tutor enlarges and laminates it for you, you can discuss and amend it as you go. Name of game Number of players Object of the game List of equipment needed (bullet point) How do you begin? 1) Number (2 4) 3 other things which may happen in the game. 2) 3) 4) Length of the game Who wins? Remember to read back just the right hand side. Are the instructions clear? West Nottinghamshire College 6

8 13 Resource Sheet 5 Sending an When you are sending a formal you need to be as clear and concise as possible. The language and the sentence structure you choose are important. Spend a few moments in your group with your tutor discussing what kind of features you think are important. Here is an to me from my boss. Discuss together whether you think it is clear. What kind of language and sentence structure does it use? Does it need a reply? To: Ms M Wright Copy:... Subject:... Sent:... Dear Ms Wright Please could you confirm our planning meeting for one day next week? I leave the day and time up to you although I shall not be available on Thursday 9 th March. We need to discuss next month s sales promotion. I believe you already have some good ideas on how we can improve our sales of Easter eggs. Perhaps you could outline those ideas in your return . I look forward to an early reply. Yours sincerely T. H. E. Boss Discuss how you might reply. Now have a go at Worksheet 4 independently. Try to remember all the points you have discussed in your group discussion. West Nottinghamshire College 7