Cpb-eu-w2.wpmucdn.com
|Scheme of Work | |
|The Learner Journey | |
| | | | | | |
|Course Code |Qualification Code | | | | |
| | |Course Title |Level of Course |Age Group |Type of Course |
|Lecturer |Katrina Cotton |
|responsible | |
|for SOW | |
| |Course Content |Suggested Teaching & Learning Activities and Strategies |Resources |
|When? | | |Room, Equipment Materials, books, journals |
| | | |websites, Human resources |
|Week 1 |Induction and Introduction to Study Skills / Personal details |Expectations (small group work) – learner explore then present their expectations of the |Induction folder |
| | |course, teachers and classmates on flip chart | |
| |Getting to know you (icebreakers) | | |
| |Course information: topic lists and assessment points, rules and |Induction via PowerPoint presentation (lecture) | |
| |regulations | | |
| |Moodle induction useful websites, |Learners organise folders | |
| |Complete group profile | | |
| |Learner Training / Folders / Learning styles |Tutor led Moodle navigation – find key dates and information | |
| | | | |
| |Learner training / Study skills |Spelling list for E3\\Fpcl_stfsh_server\stfsh\ESOL\Edexcel\Reading and writing |ESOL Activities E3 p21 |
| |( Note-taking/making |resources\Spelling lists\E3 spelling list reading and writing.docx | |
| |( Proof reading / correction code | | |
| |( Dictionary skills | | |
| |( Learning folder | | |
| |( Reviewing learning autonomously | | |
| |( Initial general resources (e.g. phonemic chart, irregular verbs | | |
| |list, word classes) | | |
| | | | |
| | | | |
|Week 2 |WORK 1: Filling in application forms |Writing a personal statement for a job |ESOL Activities E3 p75 |
| | |Form filling / writing a personal statement | |
| |Grammar | |Natural English interm reading & writing |
| |Present simple and continuous |Qualities of a good writer |skills U3 p32 |
| | |Assessing learners’ handwriting | |
| | | |English Vocab in Use pre-int U96 |
| |Diagnostic assessment |Identify text type and purpose. |BBC skillswise filling in a form |
| | | |Natural English reading & writing skills |
| | |Learners must complete forms correctly. They should practise completing forms that have |pre-inter U1 p6 |
| | |complex features such as open and closed responses and additional comments boxes. Learners |Natural English reading & writing skills |
| | |need to be able to carry out instructions on a form |pre-inter U4 |
| | |correctly, for example ‘use black pen only’, ‘use block capitals’. |Linking words |
| | | | |
| |SPELLING |EDEXCEL ENTRY 3 EXAM PREPARATION |Learner feedback |
| | | |& assessment |
| |Introduction to spelling: truths or myths: \\Fpcl_stfsh_server\stfsh\ESOL\Staff |Form filling |Diagnostic assessment: Practice test 1 |
| |folders\Kat\spelling\Spelling truths or myths.doc | | |
| |Answers to quiz: \\Fpcl_stfsh_server\stfsh\ESOL\Staff folders\Kat\spelling\Spelling truths or myths - T | | |
| |answers.doc | | |
| |Introduction to Look Cover Spell Check Spelling method. | | |
| |Students given spelling sheets plus tracker grid for spellings for the term: | | |
| |\\Fpcl_stfsh_server\stfsh\ESOL\Staff folders\Kat\Read Write\Reading terms\spelling progress tracker | | |
| |E3.doc | | |
| |Silent letters: Making Sense of Spelling and punctuation P 86 | | |
| | | | |
|Week 3 |SHOPPING AND MONEY |Vocabulary re shopping and money |Formal language |
| | | | |
| |Grammar: | |Error correction code |
| |Comparative adjectives |Introduction to error creation code (proof-reading) | |
| |Future forms |Error correction. Take samples from learners writing work and use for class |English Vocab in Use pre-int |
| | |correction. |Units 20,24 |
| |Diagnostic assessment feedback – students start to compile individual check list | | |
| |for writing |Students begin to compile an individual check list based on diagnostic assessment |Writing Extra p96 |
| | |results. |BBC skillswise paragraphs |
| |Target setting begins Weeks 3 and 4 | | |
| | |Students punctuate a text – highlight names for different types of punctuation (see | |
| | |exam syllabus)/ | |
| | | | |
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|SPELLING |LLN & Functional skills |EDEXCEL ENTRY 3 EXAM PREPARATION |Learner feedback |
| |Development opportunities | |& assessment |
| |Homophones |Punctuation : correct use in writing as well as being able to identify correct name |Diagnostic test feedback |
| | various types of punctuation. |Individual target setting |
| |ophones1.html | | |
| |Homophone chart:\\Fpcl_stfsh_server\stfsh\ESOL\Staff | | |
| |folders\Kat\spelling\2470_homophones table exercise.doc | | |
| |Other homophone acitivities: | | |
| | | | |
| | | | |
| |Listen to a song you like and fill in the blanks at this website: | | |
| | | | |
|Week 4 |FESTIVALS |Vocabulary connected to festivals – students to prepare in advance a presentation on a | |
| | |festival in their country. |\\Fpcl_stfsh_server\stfsh\ESOL\Staff |
| |Writing an article about a festival or celebration or party | |folders\Kat\Read Write\Red planning paragraphing |
| | |Introduction to planning: bullet points, spidergram: introduce the ‘3 |updated.notebook |
| |How to plan |Ws’, i.e. What? (content), Why? (purpose) and Who? (audience) to encourage learners to |BBC skillswise paragraphs |
| | |consider these points in a structured way before they start planning. | |
| |Grammar: Linking words (1) |Learners could look at different examples of text, for example a formal letter, anote to a |Reading & writing skills pre-inter U3 p14 |
| | |friend, a short report, and discuss the ‘3 Ws’ in each case. |Relative clauses |
| | | |Punctuate email |
| | |Linking words : whenever, although, whether, after, until, because, yet, since |Smart punctuation marks |
| | | |Reading & writing skills pre-inter U6 p26 |
| | |Plan an article to describe a festival in your country | |
| | | |BBC skillswise planning yr writing |
| | |Adding missing punctuation to text about a festival in the UK | |
| | |Use same text to practice linking words: simplify text into short sentences – students |BBC skillswise writing a letter |
| | |rewrite using linking words: | |
| |SPELLING |EDEXCEL ENTRY 3 EXAM PREPARATION |Learner feedback |
| | | |& assessment |
| |Spelling warmer: \\Fpcl_stfsh_server\stfsh\ESOL\Staff |Writing an article using complex sentences |Individual target setting /tutorials |
| |folders\Kat\spelling\spelling warmer.doc |Learners need to know how to write complex sentences that suit the purpose and audience of a | |
| |Adding prefixes and suffixes: Functional Skills English Level 1 pp|given task. Learners must be given opportunities to practise constructing complex sentences | |
| |86-87 |that consist of a main clause and one subordinate clause | |
| |Spelling rule – adding suffixes to words ending in ‘e’: Liverpool | | |
| |Community College; Writing Pack 14, pp 13 - 19 | | |
|Week 5 |Work 2 : Personal statements |Vocabulary to describe skills and qualities in the context of work. |English Vocab in Use pre-int |
| |WHY WOULD YOU BE GOOD AT THIS JOB? | |U98 |
| | |Analysing them in terms of what could be written in a personal statement | |
| |Grammar: |Learners collaboratively redraft a covering letter with errors in grammar, spelling, organisation, style and |Natural English reading & |
| |present perfect simple |content/task achievement |writing skills pre int U11 |
| |linking words (2) | |p46 |
| | |Learners should focus on personal statement related to their own progression aims | |
| | |Describe yourself in a letter of application |Natural English interm |
| | |Use the present perfect tense to describe experience and skills |reading & writing skills U1 |
| | |Plan & write draft, edit and do final draft |p11 |
| | | | |
| | |Linking words : whenever, although, whether, after, until, because, yet, since |Writing Extra p55 |
| | | | |
| | | | |
| |SPELLING |EDEXCEL ENTRY 3 EXAM PREPARATION |Learner feedback |
| | | |& assessment |
|SPELLING | |FORM FILLING |TUTORIALS |
| |Spelling: ea words: Making Sense of Spelling and Punctuation |Why would you be good at this job? | |
| |p 51 |Write about your skills for different jobs. | |
| | |Learners must know and use a range of common conjunctions such as that, | |
| |Spelling rule – words ending in ‘y’: Liverpool Community |because, while, although, where, to introduce a subordinate clause, for example: | |
| |College; Writing Pack 14, pp 20 – 25 |You can write on paper, although word processing is better if you want to correct | |
| |Self-Access Worksheets Vol 2 pp 145-148 |errors easily. | |
| | | | |
|Week 6 |DESCRIBING A PLACE |Vocabulary – adjectives/collocations to describe a place |Prefixes |
|Week commencing:| | | |
|Duration; |Writing: informal letter to a friend – paragraphing and using topic sentences |Informal letters : Look at style / conventions of informal letter : OPENING AND CLOSING | |
| | |OF INFORMAL LETTERS | |
| |Grammar: present perfect | | |
| | |Exercises with informal letter : | |
| |FORMATIVE ASSESSMENT POINT: PRACTICE TEST 2 |Punctuation errors, grammar errors, spelling errors | |
| | |Planning, drafting | |
| | |Common phrases for friendly letters and emails | |
| | |Paragraphing : Write a letter to a friend about your local area. | |
| | |Use paragraphs to organise the main points of the letter into an appropriate order. | |
| | |Use TOPIC SENTENCES : | |
| | |Eg : During the trip, we visited the city of Krakow. Krakow is a pretty place and | |
| | |thereare lots of exciting galleries, cafes, pubs and restaurants which we enjoyed. The | |
| | |most memorable sights were the Wawel Royal Castle and the huge, 10-acre MainMarket | |
| | |Square. | |
| |SPELLING |EDEXCEL ENTRY 3 EXAM PREPARATION |Learner feedback |
| | | |& assessment |
| |prefixes, for example. un-, dis-, re-, ir- | |FORMATIVE ASSESSMENT: PRACTICE |
| |• suffixes for adjectives and adverbs, for example –er, -est, -ful/ly | |TEST 2 |
| |• suffixes for nouns, for example –ment, -ness, -er. | | |
|Week 7 |Friends and family |Create an informal letter for punctuation and paragraphing |Informal letters |
|Week commencing:|Informal email |Plan & write an informal letter to a friend inviting him/her to Brighton and what you | |
|Duration; | |plan to do when they come |English Vocab in Use pre-int U99 |
| |FORMATIVE ASSESSMEMT FEEDBACK |Plan & write draft, edit and do final draft |Common phrases |
| | | | |
| |Grammar: |Linking words review and extension |Spelling practice |
| |Suggestions | | |
| |Relative pronouns |Informal email |New Headway Intermediate p116,117 |
| |Sequencing markers |Writing an email to cancel/refuse an invitation | |
| | | |Natural English interm reading & |
| |STUDENT SURVEY OPENS |In pairs learners write an invitation to someone in class. |writing skills U6 p61 |
| | |Learners write a polite refusal to invitation (provide learners with blank sheets for | |
| | |notes) |Email pair dictation |
| | | | |
| | |SEQUENCING MARKERS: time words, for example firstly, secondly, lastly | |
| | |• conjunctions, for example before, when, after, while | |
| | |• connectives, for example then, next, finally. | |
| |SPELLING |EDEXCEL ENTRY 3 EXAM PREPARATION |Learner feedback |
| | | |& assessment |
| | |Learners must use pronouns such as who, which, where, when to introduce relative clauses|Formative assessment: FEEDBACK |
| |le or el spelling rule: |in complex sentences, for example:I want to live in a place where there is lots to do. |TARGET WORK DUE IN |
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| | | | |
| |Check common exam spellings: | | |
| |WH words | | |
| |vowel digraphs | | |
| |homophones | | |
| |double consonants | | |
| |silent letters | | |
|Week 8 |FOOD AND HEALTH |Vocabulary related health & food |Headway Intermediate p 104 |
|Week commencing:| | |English vocab in Use pre-int Units|
|Duration; |GRAMMAR: MODAL VERBS |Joining a leisure centre – filling a form to say why you would like to join |21 & 25 |
| |Review of Comparative adjectives | |Eating and Health Vocabulary |
| | |Students punctuate a text with comparative errors / spelling errors | |
| | | |Inside Out Inter Resource Pack 16B|
| | |Make or do ? | |
| | | |English food powerpoint |
| | | | |
| | | |Food vocabulary powerpoint |
| | | |Make or do |
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| | | | |
| |SPELLING |EDEXCEL ENTRY 3 EXAM PREPARATION |Learner feedback |
| | | |& assessment |
|SPELLING | |Joining a leisure centre – filling a form to say why you would like to join | |
| |Spelling – using a c or an s: | | |
| | | | |
| | | | |
|Week 9 |THE ENVIRONMENT |Local issues related to the environment : traffic, recylcling, anti-social behaviour |Exam practice- finding spelling |
| | | |errors in a text |
| |Grammar: Future Forms |Predicting the future in the context of local environment. | |
| | | |Finding spelling errors exercise |
| |PROGRESSION WEEK |TEACHERS: Look at document about key pointers to exam | |
| |MOCK EXAM | |Finding spelling errors |
| | | | |
| |Additional Careers advice sessions – Adele Fox: | |Exam tips |
| |CV/Cover letter writing workshops | |New Headway pre-inter p115 |
| | | |Punctuate a text |
| | | |ESOL Activities E3 p51 |
| |SPELLING |EDEXCEL ENTRY 3 EXAM PREPARATION |Learner feedback |
| | | |& assessment |
| |Spelling dictation of spellings Week 1 - 8 |EXAM PREPARATION |MOCK EXAM: Practice test 3 |
| | |Review exam assessment criteria. Discuss timing | |
| | |scoring system for the exam / talk about timing and discuss how much time should be | |
| | |spent on each section | |
| | | | |
|Week 10 |REVISION WEEK |Review of vocabulary and grammar weeks 1 - 9 | |
| | | | |
| | |Examining errors from mock exam |Language of advice |
| | |look at weak examples of plans and drafts for critical analysis |Headway English |
| | |look at strong plans and answers |English vocab in Use |
| | |student give scores to examples |Letter review |
| | | | |
| | |Prepare a list of things to remember for exam. | |
| | |Elicit some from students eg use a different colour pen for corrections, use a | |
| | |dictionary for the spelling errors, if it says write 2 sentences, write 2, no tippex, | |
| | |include key vocab on plan icluding linkers, answer short parts of the test first etc. | |
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| |SPELLING |EDEXCEL ENTRY 3 EXAM PREPARATION |Learner feedback |
| | | |& assessment |
| |Spelling dictation of spellings Week 1 - 8 |Exam practice | |
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|Week 11 |Exam week | | |
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| |RE-ENROLMENT FOR AUTUMN TERM | | |
| | | | |
| |ALS for fails | | |
| |SPELLING |EDEXCEL ENTRY 3 EXAM PREPARATION |Learner feedback |
| | | |& assessment |
|SPELLING | |ALS for any student who fails |ALS |
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|Week 12 |RETAKES |Trip to Preston Manor : walk there through Preston Park. Small fee payable. Make a group| |
| | |booking. Don’t forget to visit the walled garden with pet cementary. | |
| |ENRICHMENT WEEK |Preston Manor opens at 10am. | |
| | | | |
| |End of year ESOL Diversity Celebration and Student Awards |Write a description of the trip to Preston Manor. Include photos for a wall display. | |
| | | | |
| |Progression: testing for speaking and listening courses starting in September |EDEXCEL ENTRY 3 EXAM PREPARATION | |
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| | |ALS for any student who fails | |
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