Edexcel Functional English Level 2

EDEXCEL FUNCTIONAL SKILLS PILOT

English Level 2 Section A

Build your reading skills base 1 Skimming, scanning and close reading

2

2 Finding main points and details

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3 Comparing two texts

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4 How information texts are organised

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5 Understanding tables with words and numbers

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Picture Credits The publisher would like to thank the following for their kind permission to reproduce their photographs: Jeff Morgan industry and work 7; Wu Hong/epa/Corbis 5; Stringer/Australia/Reuters 3; arlindo71 14 All other images © Pearson Education Picture Research by: Kevin Brown, Lisa Wren, Rachel Naish Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication. We are grateful to the following for permission to reproduce copyright material: First News for the article “Swapping a paperclip for a House!” published by First News, 17th July 2006 copyright © First News, reprinted with permission; Billy Higgins and KUGB for an article and photograph of Billy Higgins from www.kugb.org, reprinted with permission; Laterooms.com for adapted from “Hotels in Waterloo” www.laterooms.com, reprinted with permission; The Salvation Army UK for an extract and 2 photographs from “The Salvation Army Christmas Appeal 2007”, reprinted with permission; UK Fire Service Resources for the article “Dealing with emergencies” published on www.fireservice.co.uk Copyright © 2008 UK Fire Service Resources, reprinted with permission; Young Media and The Football Association for the articles “New England Spin Doctor” and “Real-life star’s World Cup ambitions” and a photograph of Eniola Aluko published on www.thenewspaper.org.uk, reprinted with permission. Although we have tried to trace and contact copyright holders before publication, in some cases this has not been possible. Permission is still being sought and we would appreciate any information that would enable us to contact those who we have been unable to contact. We will be pleased to rectify any errors or omissions at the earliest opportunity.

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Functional English Level 2 • Section A

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Working with shape and space

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EDEXCEL FUNCTIONAL SKILLS: INTErIm SUppOrT mATErIAL

English Level 2 Geoff Barton, Clare Constant, Kim Richardson, Keith Washington

Section A: Build your reading skills base Use these free pilot resources to help build your learners’ skill base We are delighted to continue to make available our free pilot learner resources and teacher notes, to help teach the skills learners need to pass Edexcel FS English, Level 2. But use the accredited exam material and other resources to prepare them for the real assessment We developed these materials for the pilot assessment and standards and have now matched them to the final specification in the table below. They’ll be a useful interim measure to get you started but the assessment guidance should no longer be used and you should make sure you use the accredited assessments to prepare your learners for the actual assessment. New resources available for further support We’re also making available new learner and teacher resources that are completely matched to the final specification and assessment – and also providing access to banks of the actual live papers as these become available. We recommend that you switch to using these as they become available. Coverage of accredited specification and standards The table below shows the match of the accredited specification to the unit of pilot resources. This table supersedes the pilot table within the teacher notes.

Skills Standard

Coverage and Range

Learner Unit

2 Reading (written language) Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions

In three or more texts 2.1 Select and use different types of texts to obtain and utilise relevant information

1 2 4 5

2.2 Read and summarise, succinctly, information/ideas from different sources

3 Comparing two texts

Skimming, scanning and close reading Finding main points and details How information texts are organised Understanding tables with words and numbers

Where to find the final specification, assessment and resource material Visit our website www.edexcel.com/fs then: • for the specification and assessments: under Subjects, click on English (Levels 1–2) • for information about resources: under Support, click on Published resources.

Published by Pearson Education, Edinburgh Gate, Harlow CM20 2JE. First published All rights are otherwise reserved and no part of this publication may be reproduced, 2008. © Pearson Education 2008. Typeset by Oxford Designers and Illustrators, Oxford stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanic, photocopying, recording or otherwise without either the prior written This material was developed for use with Edexcel pilot and development centres and permission of the Publishers or a licence permitting restricted copying in the United is available for continued use with development centres. To become a development Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby centre you need to offer Edexcel Functional Skills. The material may be used only Street, London EC1N 8TS. within the Edexcel development centre that has retrieved it. It may be desk printed and/or photocopied for use by learners within that institution.

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Functional English Level 2 • Section A

© Pearson Education 2008

A Build your reading skills base This section will help you to practise different ways of reading to obtain information from texts. It will also help you spot the important features of different text types so that you can quickly identify texts and understand them. You will learn about: skimming, scanning and close reading understanding difficult words finding main points and details comparing different texts recognising the different features of different text types how text features are used to organise texts working out information from charts and tables. You will then test your mastery of these skills at the end of the section.

1 Skimming, scanning and close reading Learn the skill When you read a piece of text, you often need to use all three of these skills to find the information you need. ■ Skimming means looking over a text quickly to find out what it’s about. ■ Scanning means quickly running your eyes across the page to find the answer to a particular question. ■ Close reading means reading a text carefully so you can really understand it.

Try the skill 1

Look at the article on page 3, from the sports pages in an online newspaper. Answer the questions below. a) Skim the article to find out what it is about. You will need to look at the heading and photo, and run your eye down the text looking for words that tell you which sport it is about. Which sport is the text about? Tick the right answer. A Bowling B Baseball C Cricket D Football Pilot material only – see introduction before use

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Functional English Level 2 • Section A • page 2

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Build your reading skills base

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b) Scan the text to find out whether Monty Panesar is lefthanded or right-handed. Circle the words in the text that tell you this. c) Read the text closely to find out what Monty Panesar thinks about Sachin Tendulkar. Underline the words that tell you Monty Panesar thinks Sachin Tendulkar is a great cricketer. d) Scan the text and then read a paragraph closely to find out which other players Monty defeated as well as Sachin Tendulkar, in the same match. Write the other players’ names here: . e) Read closely and then circle the words that tell you in which match in the tour Monty defeated all three players.

New England spin doctor! 5

10

15

20

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If a bowler in cricket were asked to name a batsman he would like to dismiss on his Test match debut, he would struggle to name a better player than India’s Sachin Tendulkar. Known as the Little Master, he has struck more than 10,000 runs, averages more than 55 per innings and has smashed 35 centuries. Bowling to him is enough to make most youngsters shake with fear. However, Monty Panesar, Northamptonshire’s left-arm spinner, who is just 23, showed his character by trapping his hero lbw during England’s recent tour of India. He also removed Mohammad Kaif and, in the second innings, skipper Rahul Dravid, to round off a highly promising first match. ‘Everyone dreams of getting [Sachin’s] wicket,’ said Panesar, who has been nicknamed the Turbanator. ‘To get someone like him, my role model and the best batsman in the world, is something special.’ Pilot material only – see introduction before use

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Functional English Level 2 • Section A • page 3

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2

Answer the questions below. They go with the text on page 5. a) Skim the text opposite. What kind of text is it? A A persuasive text to encourage readers to support Charlton women’s football team. B A newspaper article about women’s football.

Test tip! It is often a good idea to read the questions before you read the text. That way, you’ll know what to look out for when you read the text and which reading skills to use.

C A newspaper article about the footballer Eniola Aluko. D An explanation text explaining how to become a football player. b) Scan the text to find out which team Eniola Aluko scored her first goal for England against. A Holland B Czech Republic C Everton D Charlton c) Scan the text to find out what subject Eniola Aluko is studying at university. A Sport B Politics C Media D Law d) Skim to find the part of the text where Eniola Aluko is talking about her brother. Read closely to find out what she thinks of him. A She thinks he’s a great player. B She’s a bit jealous of him. C She doesn’t often manage to see him play. D She tries to play on the same days as him. e) Skim to find the part of the text where Eniola is talking about her studies. Read closely to find out what she thinks about combining football with studying.

Test tip! Close reading is very important. It will help you to understand the text more fully and you will be more confident that you are answering the question asked. Take time to read important areas of text several times until you feel you really understand them.

A It’s easy because she knows a lot about the subject. B It’s important to study because she will need a job if her football career ends early. C It’s too difficult and stressful. D It’s difficult, but her father can help her.

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Functional English Level 2 • Section A • page 4

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Build your reading skills base

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Real-life star’s World Cup ambitions England star Eniola Aluko was named Young Player of the Year at the Women’s FA Awards three years ago and since then she hasn’t looked back. 5

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The 19-year-old striker has played for England Under-19s and 21s and made her debut for the senior side against Holland in a 2–1 win two years ago. Last May, against the Czech Republic, she scored her first goal for England, and she also scored the only goal in the FA Women’s Cup final for Charlton against Everton at Upton Park, in a game shown live on BBC One. This season she scored twice for Charlton in the 2–1 League Cup victory over Arsenal. She studies law at Brunel University and her brother Sone plays for Birmingham and England Under 17s. Eniola is going places.

20

She spoke to The Newspaper: You play for Charlton – are they a top women’s side?

25

Courtesy of the FA

During the past four years Charlton have reached a number of major finals and have won at least one trophy each season. I support the men’s team as well because we’re all part of the same club. The women’s team is equally important to the club’s vision and we’re given space in matchday programmes. You’re studying law: how do you find the time?

30

Juggling law and football is extremely hard and stressful at times, but it’s something I have to do to make sure I have something to fall back on if my playing career ends early. Law is something that’s always interested me. My father was a member of parliament in Nigeria so I know quite a lot about law and politics. I hope to work in sports law, media law or human-rights law. How thrilling was it for you to score your first England goal against the Czech Republic at Walsall in May 2005?

35

I was delighted because it was my first senior goal and it rounded off a good performance by the team leading up to last year’s European Championships. Is there a big rivalry between you and Sone? No, he’s a fantastic player who can use both feet – that is quite rare. I admire him and try to emulate his skills. We’re very happy for each other when we score. We try to see each other play but sometimes we play on the same days.

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Functional English Level 2 • Section A • page 5

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2 Finding main points and details Learn the skill ■ The main point in a piece of text is what the text is mostly about. You may need to find the main point of a whole text, or the main point of one paragraph or section. ■ Paragraphs or sections will often begin with one main point. The main point is often followed by examples and details that add extra information to the main point. ■ Sometimes the main point does not come first in the paragraph – then you may have to read the whole section carefully to find the main point. ■ You need to be able to tell the difference between a main point and a detail.

Try the skill Look at the information below, which was written for people thinking about becoming firefighters. Then answer the questions on page 7. The main point in the first paragraph has been highlighted in red. The detail has been highlighted in green. Dealing with emergencies

5

10

15

Technology obviously plays a major role in helping firefighters to tackle emergencies as efficiently as possible. For example, at brigade headquarters control room computers store street plans, details of high risk buildings and the latest information on hazardous materials. This ensures that as soon as an emergency call is received – whether a fire, chemical spillage or road traffic accident – controllers can immediately access what appliances are required. On attending at a fire, the firefighters have to make a very quick assessment of the situation. As materials used in homes and factories change so does the way a fire is tackled. A house fire may require two appliances whereas a commercial or factory fire may involve several appliances as well as requiring thousands of litres of water and foam, plus the use of specialist equipment. There is also the hazard of toxic fumes and heavy smoke which can be generated from the modern materials – for example foam-filled furniture. This makes tackling a fire that much more difficult and firefighters always go fully protected with equipment such as breathing apparatus as well as personal radio sets to keep them in contact with their colleagues at the scene, or back at brigade headquarters.

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Functional English Level 2 • Section A • page 6

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Build your reading skills base

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1 a) Draw a wavy line under the main points in paragraphs 2 and 3. Circle the detail in paragraphs 2 and 3. (Phrases such as ‘for example’ and ‘as in the case of’ often suggest that details will follow.) b) Tick the sentence that best summarises the main point in paragraph 2. A When they arrive at a fire, firefighters need to work out quickly what equipment they need.

Test tip! In the test it is a good idea to read important parts of the text several times to check that you have noticed and understood everything you need to answer the question.

B Factory fires need more equipment than house fires. C Fighting fires uses up a great deal of water. D Firefighters have a lot of specialist equipment. c) Summarise the main point made in paragraph 3 in your own words.

d) Which of the following headings would be most suitable to use as a heading for the second paragraph? A Materials used in homes and factories B Using specialist equipment C How firefighters decide how to tackle a fire D When a fire starts e) Which of the following does the text say is a danger caused by modern materials? A Toxic fumes. B Heavy use of water and foam. C Chemical spillage. D Road traffic accidents. f) Which of the following would make the best alternative heading for the whole passage? A What to do if you discover a fire B Why join the fire service? C Fighting a factory fire D Firefighting equipment

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Functional English Level 2 • Section A • page 7

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2

Read this karate instructor profile from the Karate Union of Great Britain website, and answer the questions.

Sensei Billy Higgins 7th Dan Billy Higgins was born in Bootle, Liverpool on 14th August 1945. His sporting skills have been clear from a young age. Taking a keen interest in sport from an early age, he took up boxing, gymnastics, and football while still at school. In 1965 he started to study Wado Ryu Karate and he very quickly established himself as a fast and skilful fighter. He moved to KUGB from the BKCC in 1970. He was selected for the BKCC All Styles Squad and during training, he rapidly realised the high technical standard of the KUGB members of the squad. He has had a long and distinguished competition career, with many national and international titles to his credit. These include Individual 2nd in the WUKO All Styles World Championship in Paris 1975 and 1976 European All Styles Champion. He was captain of the highly successful 1975 British All Styles team that defeated the Japanese team to win the World Championships in Los Angeles. He was also a member of the very successful KUGB Senior International Team that won the Championships of Europe no less than five times! He has had a range of regional and national responsibilities. He was coach and manager of the EKB squad and was squad coach for the KUGB Scottish and Southern Regions. He is a KUGB Grading Examiner and a qualified International Referee. He is renowned for his fast and effective fighting style, particularly his lightningfast Ashi-Barai/Gyaku-Tsuki combination which has devastated his opponents and won him many events.

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Functional English Level 2 • Section A • page 8

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Build your reading skills base

A

a) Underline the main point of the third paragraph. b) Which of the following would be the best title for the first paragraph? A Early sporting interests B Billy’s birth C Billy’s school career D Studying Wado Ryu Karate c) Work with a partner. Fill in the table below by summarising the main points of each paragraph in your own words. Paragraph Main point 1 Billy Higgins has always been good at sport. 2

He moved from the BKCC to the KUGB.

3 4 5 d) What role did Billy play in the team that won the 1975 World Championships? e) Work out from the passage which of the following best describes the Ashi-Barai/Gyaku-Tsuki combination: A Specialist equipment that you need for karate. B Specialist clothing that you need for karate. C A medal you can get for winning karate competitions.

Test tip When a question asks you to choose a statement that best sums up what a paragraph or text is about, you need to work out what the main point of the text is.

D Fighting moves you can use in karate. f) Circle two phrases in the text that describe Billy Higgins’ fighting style. g) Which of the following is not true of Billy Higgins, according to the text? A He joined the BKCC in 1970. B He is a qualified referee. C He has captained the British karate team. D He played football when he was young.

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Functional English Level 2 • Section A • page 9

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3 Comparing two texts Learn the skill Comparing two different texts means searching to find: ■ ways they are the same ■ how they are different. Step 1 Start by reading the first text through carefully, picking out its main ideas and points. Step 2 Begin to read the second text. Pause at the end of the first paragraph and ask yourself: ‘Did it say something similar to what was in the other text?’ Step 3 Go back to the first text and search it to find out whether it says something similar or very different to what you have just read. Step 4 Once you have found your answer, go on to read the other paragraphs in the second text, repeating Step 3 for each paragraph.

Try the skill 1

Read the two descriptions from the Salvation Army appeal on page 11. Answer the questions below. a) Who helped Sarah and Laura? b) Why had Sarah and Laura left home? c) Where were Sarah and Laura living just before Christmas? d) How were Sarah and Laura helped by the charity? e) What difference has the charity’s help made to their lives?

2

Work with a partner. In what ways are Sarah and Laura’s stories similar? In what ways are Sarah and Laura’s stories different?

3

Which of these statements about both descriptions are true? A Both descriptions show that the Salvation Army hands out money to needy people. B The Salvation Army gives practical help to people in danger. C The Salvation Army forces the people they help to go to church. D The Salvation Army officers lose touch with the people they help.

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Functional English Level 2 • Section A • page 10

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Build your reading skills base

A

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Functional English Level 2 • Section A • page 11

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4 How information texts are organised Learn the skill When you first scan a text: ■ search the text for its features ■ use the features to help you work out what kind of text it is ■ use the features to help you find the information you need in the text.

Try the skill 1

Here are some types of text you will often need to read: ■ memo ■ letter ■ e-mail ■ advertisement ■ report or essay ■ newspaper article Scan the six texts on pages 13 and 14. a) Write down what type of text each one is, using the list above. b) Note any words or features that helped you work out which type of text it was. The first one has been done for you.

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Functional English Level 2 • Section A • page 12

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Build your reading skills base

A

A

Experience the new Legato sounds like it’s telling you to do something

use of bold text

The pure power of driving passion Not just a car – a whole way of life. Leave others standing. Control your destiny!

Text type:

persuasive words

advertisement C

B Send

Save

SWAPPING A PAPERCLIP FOR A HOUSE!

Attach file

From: Jade O’Brien To: Chris Mackie Cc: Subject: Meeting on 17 January?

Just over a year ago Kyle MacDonald thought of a plan to use the internet to see if he could swap things until he ended up with a house … Kyle, 26, started off by swapping a paperclip for a pen. Then he swapped the pen for a doorknob, and so on. Before long, the whole world was watching to see if he could succeed. He swapped all kinds of things including an instant party, a camping stove and a holiday. Finally, last week, he made his last swap and got a free house in return for a part in a film!

Hi Chris, I’m going to be in Manchester on 17 January. I have a meeting all morning. Is there any chance of meeting up in the afternoon, any time after 2.30? I need to get a train back to Leeds at 5.30 so that should give us time to go through the plans for the new office. Jade

Text type: Text type:

E

D

To: Janna Pullman, Maintenance Department

Mr David Kearney Manager, Flatmans Ltd 123 Burton Road Newtown AG6 4PP

From: David Kearney

1 November 2007

Subject: Cleaning Toilets

Dear Mr Kearney

Another client has just complained about the state of the ladies’ toilet by reception. This is the third such complaint this week. Please can you do the following?

When I visited your company this morning I found the ladies’ toilet in a disgusting state. There was rubbish all over the floor, and the sinks were overflowing.

• Organise a cleaner to clean the toilets at once.

I wish to complain formally about this matter. If you wish to keep my custom, please contact me to discuss this matter.

Date: 1 November 2007

• Find out what the problem is and make sure it doesn’t happen again.

Yours sincerely

Thank you for your help in sorting this out.

Emily Cameron

David

Emily Cameron

Text type:

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Functional English Level 2 • Section A • page 13

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F

Insects There are more insects than any other type of animal al ct on earth. There are nearly a million species of insect es, that have been described and given scientific names, and scientists think there are at least seven millionn more kinds that we do not yet know about.

Insect bodies The name ‘insect’ is a good one, because insectss in have bodies that are in sections. The three main sections of an insect’s body are: ● head ● thorax ● abdomen.

Metamorphosis Most insects go through a process known as ‘complete metamorphosis’ as they develop from egg to fully-grown adult. The stages of complete metamorphosis are: 1) eggs 2) larvae (grubs) that look very different from their parents 3) pupae 4) adults.

Text type: 2

Read the chart below. It shows some common text features. Tick the chart to show which features you found in texts A–F on pages 13 and 14. The first column has been done for you.

Feature

Tells readers

Main heading

This is the main idea of the whole text. This is the main point of this part of the text. You need to understand the points in this order. These are different points. The sentences in this part are all about the same idea. The writer wants you to notice these words. The writer wants you to do something. The text is meant to be read by this person.

Subheading Numbering Bullet points Paragraphs

Bold or italic text Persuasive language Salutation (e.g. ‘Dear Jo’, ‘Hi, Jo’, ‘To Jo’)

Advert

Report

News article

Letter

Memo

E-mail

✓

✓ ✓

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Functional English Level 2 • Section A • page 14

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Build your reading skills base 3

A

Read the text below and answer the questions that follow.

Press-ups A press-up or push-up is a common strength training exercise. Press-ups are often used in athletic training, and especially in military physical training.

Different types of press-ups Full press-ups This is the standard version of the press-up. It involves: 1 lying face down on the floor 2 placing the hands below the shoulders on the floor 3 keeping the back and legs straight 4 using the arms to raise and lower the body so only the hands and toes are touching the floor. Easier press-ups In these versions, some of the body weight is supported so the exercise is easier. • Wall press-ups are performed by standing close to a wall and pushing away from the wall with the arms. • Three-quarter press-ups are like a full press-up but with bent legs so the knees touch the ground. These are often used in women’s fitness programmes.

Record-breaker An average male aged 15–19 might be able to do about 25 press-ups without stopping. The world record for non-stop press-ups is 10,508, achieved by Minoru Yoshida of Japan in October 1980.

a) Circle the description that best fits this text: newspaper article

report

e-mail

letter

memo

advertisement

b) Why are numbered points used under the heading ‘Full press-ups’? c) Why are bullet points used under the heading ‘Easier press-ups’? d) What is the main reason why the writer added the subheadings ‘Full press-ups’ and ‘Easier press-ups’ below the heading ‘Different types of press-ups’? A Because the writer wanted to change the subject from ‘Different types of press-ups’. B Because the writer wanted to make it easier to see what the different types of press-up are. C Because the writer wanted to break up the text to make the page look more interesting. D Because the writer wanted to show that full press ups are easier than other types of press-ups.

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Functional English Level 2 • Section A • page 15

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5 Understanding tables with words and numbers Learn the skill The way that you find information in a table with numbers is the same as for a table with words and symbols. ■ Read the heading of each row and column. ■ If there are any symbols, make sure you understand what they mean, e.g. by reading the key. ■ Decide what you need to find out. Find the right row or column to search. ■ Move your finger along and keep scanning until you find the information.

Try the skill 1

Anna is planning a trip to London. She wants a hotel within half a mile (0.5 miles) of Waterloo station. She would like to stay in a hotel rated 4 stars or above. Look at the web page on page 17, showing search results for hotel deals in London, and answer the questions below. a) Which hotels on the list are close enough to Waterloo for Anna? b) Which of these hotels best matches what Anna requires? c) How much will it cost to stay at this hotel on June 4th? d) If you wanted to stay in the Covent Garden area on June 6th, what is the lowest price you would have to pay? A £287.50

B £159.00

C £115.00

D £125.00

e) Where is the nearest 5-star hotel to Waterloo? A Leicester Square

C Vauxhall

B Covent Garden

D Westminster

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Functional English Level 2 • Section A • page 16

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Build your reading skills base

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f) How far from Waterloo is the least expensive 4-star hotel on June 5th? A 0.1 miles

C 0.9 miles

B 0.7miles

D 1 mile

Hotels in Waterloo

Hotels

Name

Apartments

All

Miles*

Location

Star

03 Jun 04 Jun 05 Jun 06 Jun

0.9

Pimlico

4★

Radisson Edwardian Leicester Square

£159.85 £148.35 £90.85

0.8

Leicester Square 4★

Wellington

0.1

Waterloo

3★

0.6

Covent Garden

5★

£356.50 £339.25 £287.50 £28 7.50

0.7

Southwark

4★

Kingsway Hall

£175.00 £155.00 £99.00

0.8

Covent Garden

4★

Radisson Edwardian Hampshire

£189.00 £189.00 £159.00 £15 9.00

0.8

Leicester Square 5★

Royal Horseguards

0.5

Westminster

4★

Thistle Piccadilly

£182.85 £182.85 £125.35 £14 8.35

0.9

Piccadilly

3★

Plaza on The River

£194.35 £148.35 £148.35 £17 1.35

0.8

Vauxhall

5★

Radisson Edwardian Mountbat

£205.85 £205.85 £136.85

0.9

Covent Garden

4★

Plaza Riverbank

£179.40 £179.40 £115.00 £17 9.00

1.0

Vauxhall

4★

£159.85 £125.35 £102.35 £11 3.85

City Inn

One Aldwych Mercury

ten

£102.35

£179.40 £179.40 £138.00 £18 4.00 £89.95

£89.95

£89.95

£89.95

£125.00

£208.00 £174.80 £156.00 £17 4.80

Full

* = distance from Waterloo station

Adapted from LateRooms.com

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Functional English Level 2 • Section A • page 17

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EDEXCEL FUNCTIONAL SKILLS PILOT

English Level 2 Section B

Widen your reading skills 1 Selecting relevant information

2

2 Summarising information and ideas

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3 Understanding the purpose of a text

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4 Understanding meanings that are hinted at or suggested

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5 Recognising points of view and bias

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6 Commenting on how effectively a text is written

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7 Reading and responding to different texts

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We are grateful to the following for permission to reproduce copyright material: Andrew Bowdler for his letter to the editor entitled “The proper time to smack children” published in The Telegraph 12th September 2001 copyright © Andrew Bowdler; Child Alert for the article “90% of parents appear to back smacking” published on www.childalert.co.uk copyright © Child Alert; The Department of Health for a extract from the leaflet “Questions to ask” October 2007 Department of Health, Crown Copyright 2007; Faraway Holidays for material about Malaysia/Borneo published on www.farawayholidays.co.uk copyright © 2006 FarAway Holidays; Football Network for the articles “The American Indians and Pasuckuakohowog” and “The Eskimos and Aqsaqtuk” published on www.footballnetwork.org copyright © 2003 footballnetwork.org all rights reserved; SMH Interactive Ltd and Flame TV for an extract adapted from the casting advert “Don’t Get Done, Get Dom” published on www.starnow.co.uk copyright © 2007 SMH Interactive Ltd; and Starlight Children’s Foundation for information about the foundation published on www.starlight.org.uk copyright © Starlight Children’s Foundation; iStockphoto/Millanovic – child in bed;/Ictor – funrun; /Nicholas Monu – Indian; /Alberto Pomaies – Island; /Maksym Dragunov – soldier Although we have tried to trace and contact copyright holders before publication, in some cases this has not been possible. Permission is still being sought and we would appreciate any information that would enable us to contact those who we have been unable to contact. We will be pleased to rectify any errors or omissions at the earliest opportunity.

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© Edexcel 2008

Functional English Level 2 • Section B

Draft for Pilot

Working with shape and space

5

EDEXCEL FUNCTIONAL SKILLS: INTErIm SUppOrT mATErIAL

English Level 2 Geoff Barton, Clare Constant, Kim Richardson, Keith Washington

Section B: Widen your reading skills Use these free pilot resources to help build your learners’ skill base We are delighted to continue to make available our free pilot learner resources and teacher notes, to help teach the skills learners need to pass Edexcel FS English, Level 2. But use the accredited exam material and other resources to prepare them for the real assessment We developed these materials for the pilot assessment and standards and have now matched them to the final specification in the table below. They’ll be a useful interim measure to get you started but the assessment guidance should no longer be used and you should make sure you use the accredited assessments to prepare your learners for the actual assessment. New resources available for further support We’re also making available new learner and teacher resources that are completely matched to the final specification and assessment – and also providing access to banks of the actual live papers as these become available. We recommend that you switch to using these as they become available. Coverage of accredited specification and standards The table below shows the match of the accredited specification to the unit of pilot resources. This table supersedes the pilot table within the teacher notes.

Skills Standard

Coverage and Range

Learner Unit

2 Reading (written language) Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions

In three or more texts 2.1 Select and use different types of texts to obtain and utilise relevant information

B1 Selecting relevant information

2.2 Read and summarise, succinctly, information/ideas from different sources

B2 Summarising information and ideas

2.3 Identify the purposes of texts and comment on how meaning is conveyed

B3 Understanding the purpose of a text B6 Commenting on how effectively a text is written

2.4 Detect point of view, implicit meaning and/or bias

B4 Understanding meanings that are hinted at or suggested B5 Recognising points of view and bias

2.5 Analyse texts in relation to audience needs and consider suitable responses

B7 Reading and responding to different texts

Where to find the final specification, assessment and resource material Visit our website www.edexcel.com/fs then: • for the specification and assessments: under Subjects, click on English (Levels 1–2) • for information about resources: under Support, click on Published resources. Published by Pearson Education, Edinburgh Gate, Harlow CM20 2JE. First published All rights are otherwise reserved and no part of this publication may be reproduced, 2008. © Pearson Education 2008. Typeset by Oxford Designers and Illustrators, Oxford stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanic, photocopying, recording or otherwise without either the prior written This material was developed for use with Edexcel pilot and development centres and permission of the Publishers or a licence permitting restricted copying in the United is available for continued use with development centres. To become a development Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby centre you need to offer Edexcel Functional Skills. The material may be used only Street, London EC1N 8TS. within the Edexcel development centre that has retrieved it. It may be desk printed and/or photocopied for use by learners within that institution.

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Functional English Level 2 • Section B

© Pearson Education 2008

B Widen your reading skills By the end of this section you should be able to: choose and use different types of texts to find relevant information read and briefly summarise information and ideas from different places understand the purpose of a text understand meanings that are hinted at or suggested recognise points of view and bias comment on how effectively a text is written read and respond to different texts. You will test out your mastery of these skills at the end of the section.

1 Selecting relevant information Learn the skill Step 1 Decide what you need to find out. Step 2 Choose texts which look as if they have got the right kind of information in them. Step 3 Search those texts, scanning them for key words and phrases. Step 4 Work out whether the information you have found is relevant. At the end of reading a section of text, ask yourself: ‘Did that tell me what I needed to know?’

Try the skill 1

What could your class do to support the children’s charity Starlight? Read Text A, which consists of information from the Starlight website. Then visit the website for other ideas on how you could support them. Use the steps above to help you find the information you need.

2

Now try the skill with Texts E and F (about smacking) on page 11. Search the texts to answer the following question. Which of these opinions are present in both texts? A Smacking should never be used by a childminder. B Some people think physical punishment is a helpful strategy. C You should never smack your child when you are angry. D Smacking children is a cruel form of punishment. Pilot material only – see introduction before use

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B TEXT

A How to Donate Your support really counts! When the charity began in 1987, Starlight helped just 4 children. Today, we help over 500,000 children every year. Starlight receives neither Government nor Lottery funding and relies entirely on public generosity. We spend over 90p in every £1 raised on our seriously and terminally ill children. Any support you can give would be much appreciated.

News & Events NEW WISHES this week k NEW WISHES – NEW WISHES – NEW WISHES – NEW WISHES – NEW WISHES – NEW WISHES – NEW WISHES

Help us to grant wishes! Donate today and help make the dreams of very ill children come true. Imaan is 6 years old and she suffers from cerebral palsy and epilepsy. Her wish is to have a tricycle.

The Starlight Challenge The Starlight Challenge is a great way to fundraise for Starlight if you are a fitness enthusiast. Fun, sponsored fitness events are organised all over the UK. Check with your local gym to find out whether the instructors are already holding an event. If not, we can help you or the gym with the organisation of a new event.

Donate-A-Disc Appeal DO YOU HAVE STACKS OF UNWATCHED DVDs & CONSOLE GAMES GATHERING DUST AT HOME? The SUN Donate-A-Disc Appeal for Starlight is raising money to grant wishes to seriously and terminally ill children across the UK by recycling and reselling your old DVDs and console games. We hope that this exciting and unique appeal will help Starlight grant wishes to 1,000 very sick children. YOU DONATE THE DISCS, WE CREATE THE DREAMS

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Functional English Level 2 • Section B • page 3

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3

2 Summarising information and ideas Learn the skill Step 1 Search different places to find all the relevant information you need. Step 2 Compare the information found in different places. Ask yourself: ‘What have I found out in each place?’ ‘What is the same?’ ‘What is different?’ Step 3 Summarise the information. Write a short version of what you found out which includes only the most important information. How? ■ Include only relevant, essential information. ■ Don’t repeat things. ■ Collapse lists into broader categories, e.g. sum up a whole list which tells you different achievements of famous footballers as: ‘lots of famous footballers’ achievements’. ■ Find a paragraph’s topic sentence to help you sum up that paragraph. ■ Pick out and use key words and phrases in your writing. Keep trimming and improving your summary until you are sure it is as tight as possible.

Try the skill 1

Read Text B on page 5. Then use questions to help you pick out the main information from each section: Who? What? When? Where? How? Why? Write a summary of the different ways football has been played in a maximum of 50 words.

2

Now try the skill with Text C (NHS leaflet) on page 7. Which of the following statements best sums up the information given in the text? A You need to make sure your doctor can understand what you are going to say. B Your doctor doesn’t know what to tell you so you need to ask lots of questions. C It’s a good idea to take a notebook and a friend with you to every appointment. D Make the most of your appointment by being prepared to ask questions and give useful information. E Don’t be afraid to ask your doctor questions or to ask the doctor to explain things to you.

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B TEXT

B

The American Indians and Pasuckuakohowog It’s a mouthful isn’t it? Records show the Native American Indians played football or Pasuckuakohowog from approximately 1620. Although it is highly likely that they were actually playing football earlier. The word Pasuckuakohowog actually means ‘… they gather to play ball with the foot …’ These games were not very nice and incredibly violent. It was quite often that players would retire with broken bones and other serious injuries. In fact the game was almost a war with up to 500 players on each side. The players understood the violent nature of the game as they would often disguise themselves with lots of war paint and ornaments to avoid retribution after the game. The game was normally played on a pitch that was often a mile long with goals at either end. The game could last for hours and often carried on from one day to the next. At the end of the match both sides would meet for a celebratory feast. (Hence the need for a disguise during the game!)

The Inuit and Aqsaqtuk No one knows for sure how long the Inuit have been playing their specific style of football called Aqsaqtuk, which literally means soccer on ice. However the game has been mentioned in the myths and legends of the Inuit for hundreds of years. One belief of the Inuit is that the spirits of the dead travel to the northern lights where they play an eternal game of football using the head of a walrus as the ball! The game of Aqsaqtuk is played between two teams (of varying numbers) who line up to face each other at kick off. The ball is kicked between the lines until it crosses one line of players … then all the players rush to kick the ball into their opponent’s goal. The length of the pitch can vary dramatically – there is a legend which tells of a game between two villages that had goals 10 miles apart! The football is made of animal hide and whale bones. It is stuffed with hair, moss, feathers and wood shavings. The two teams were normally named after birds. In most cases it was the ptarmigans (an arctic bird similar to a grouse) versus the long-tails. In summer, the two teams would play a game with the long-tails playing towards the water and the ptarmigans playing towards land, their favoured habitat. The two sides would also engage in song battles, with the players trying to outdo each other and embarrass the other team. After the game, celebrations would be held in a large communal igloo called qaggi.

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Functional English Level 2 • Section B • page 5

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3 Understanding the purpose of a text Learn the skill To understand a text’s purpose fully you will need to work out what sort of text it is, what the writer hopes to achieve through it and who it is meant to be read by. ■ Look at the whole text and the way it is laid out. What kind of text do you think it is? For example, two addresses and formal letter layout suggest a business letter; text in columns and a photograph with a caption suggest an article. ■ Read the text and ask: What does the writer want the reader to do? For example, learn how to ride a motorbike – it looks like an instruction text; buy this product – it looks like a persuasive text. ■ Search for the kind of features you expect that type of text to have. If you can’t find what you are expecting, think again. For example, instructions usually start with verbs that are commands: ‘Make a list of places you can buy tickets.’ ■ Decide who the text has been written for. The kind of words used and the way the writer addresses the reader should help you work this out. For example, trendy words and phrases may suggest a teenage audience; more formal vocabulary and longer, complex sentences may suggest an adult audience.

Try the skill 1

Work in pairs. Revisit the texts on pages 3 and 5 (Texts A and B) and decide on their purposes. Sum up the purpose of each text in a single sentence.

2

Work with another pair and compare your summaries. Do you agree? If not, discuss why you disagree and then work together to write a sentence you can all agree on.

3

Work out the purpose of Text C on page 7. Then decide which of these statements best describes it: A It is persuading adults to make sure they are really prepared for a doctor’s appointment. B It is giving advice to adults to make sure they know what to do and what to ask their doctor when they have an appointment. C It is written for adults to argue that they should ask their doctors more questions during an appointment. D It’s a list of instructions for people to follow when they want to get the best treatment for their illness.

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Functional English Level 2 • Section B • page 6

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Widen your reading skills

B

TEXT

C

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Functional English Level 2 • Section B • page 7

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4 Understanding meanings that are hinted at or suggested Learn the skill Sometimes writers say things in a straightforward way, e.g. ‘Go to Malaysia on holiday’, but they may also hint at or suggest things. Bear in mind the writer’s purpose in writing the text. Then read a sentence carefully and ask yourself, ‘Why is the writer telling the reader this? Why has the writer chosen this word? Look at this extract from a tourist website: Malaysia has superb golden beaches, lush vegetation, mountains and fabulous shopping allied to some magnificent hotels.

The underlined phrase suggests that the shops might charge higher prices because the hotels may own them or charge high rates – maybe it’s a hint that there aren’t any quality shopping malls to go to away from the hotels?

Try the skill 1

Which sentences in the text hint or suggest these ideas about Malaysia? a) Malaysia is the best place to visit in South-East Asia. b) Once you reach Malaysia you don’t need to spend lots of money. c) Don’t go to the east coast of Malaysia from October to February if you don’t want to get wet. d) Expect to eat lots of rice while you are in Malaysia. e) There’s not a huge variety of different things to eat as a main dish.

2

Which of the following statements best sums up what a wise reader might think about Malaysia after reading the first sentence? A Malaysia has lovely countryside and some modern hotels but there are no good towns to shop in as there are in the UK. B Malaysia has sandy beaches, beautiful green countryside, mountains to climb, and you can stay in lovely hotels which own shops that will appeal to Westerners – so expect to pay high prices for anything you buy there. C Malaysia has rocky beaches and is difficult to travel around because of the jungles and roads, so stay in your hotel. D Malaysia has lots of beautiful countryside to enjoy but its towns don’t have the kind of shops that Westerners are used to, so the hotels often have those kinds of shops attached to cater for you. Pilot material only – see introduction before use

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Functional English Level 2 • Section B • page 8

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B TEXT

D

Destination > Malaysia

Malaysia Malaysia has superb golden beaches, lush vegetation, mountains and fabulous shopping allied to some magnificent hotels. This has made the country the fastest growing destination in South East Asia. The mix of the ancient and the ultramodern make Malaysia a fascinating place to visit, while the low cost of living and huge visitor choice makes it the ideal holiday location.

5

The country offers a fascinating cultural mix with colourful festivals, unique arts and crafts, architecture, food and a rich array of dance forms.

When to visit Malaysia is hot and humid all year round, with temperatures usually in the low 30s and humidity 90%. The region has a monsoonal climate but only the east coast of Peninsula Malaysia has a real rainy season (October to February).

10

Eating Out Malaysian chefs have drawn on their multi-ethnic heritage for centuries with the result being a unique blend of Malay, Chinese, Indian, Thai and Eurasian cooking methods and ingredients. But, while the staple ingredients may resemble those used by their Asian neighbours, the extras are what make Malay food so original. Tropical fruits and seafood are added to various dishes, coconut milk is added to almost everything and rice serves as the basis for every meal. And, while the ingredients may not vary largely from dish to dish, the cooking method and accompaniments are what make each dish so special. There are several extremely popular traditional Malaysian dishes, some of which you should try to sample during your stay. Satay is probably the most popular of all and contains small pieces of beef, lamb or chicken which are marinated in spices, skewered on bamboo strips and barbecued over a charcoal fire. They are served with rice cakes, a salad consisting of cucumber, pineapple and onion and a peanut sauce. Another favourite is ‘rendang’ which is another meat dish and also includes coconut milk, onion, chillies, cinnamon, cloves and coriander.

15

20

25

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Functional English Level 2 • Section B • page 9

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5 Recognising points of view and bias Learn the skill ■ Someone’s point of view includes their opinions, thoughts and feelings about a topic. ■ Writers may back up their ideas using facts, arguments, evidence, etc. ■ Writers can give a balanced view of a topic, giving different points of view about an issue. ■ If writers only give one side of the argument they are showing bias. You can work out a writer’s point of view by finding words that reveal their: ■ feelings (e.g. I feel, I love, it’s terrible, it’s unacceptable) ■ beliefs (e.g. should, ought, must, have to) ■ thoughts (e.g. I think, in my opinion, I agree with… I disagree…).

Try the skill 1

Read Text E on page 11. a) Pick out words and phrases that reveal the writer’s point of view. b) Which of these statements best sums up the writer’s point of view? A Parents who smack their children are using an unnatural punishment. B Children who are never smacked are always able to develop selfcontrol and behave well in school. C Smacking your child to help them learn wrong from right is fine if you don’t do it when you are angry and you always show them lots of love. D Badly behaved children have either been smacked too much or not shown enough love.

2

Read Text F on page 11. a) Pick out the words and phrases that reveal the writer’s point of view in lines 10–17. Then sum up this point of view in 20 words. b) Pick out the words and phrases that reveal the point of view in lines 15–17. Then sum up this point of view in as few words as you can.

3

Think about both texts you have read. Which text: a) presents a balanced point of view b) has bias? Pilot material only – see introduction before use

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Functional English Level 2 • Section B • page 10

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B TEXT

SIR – Rebecca Abrams (Weekend, Sept. 8) makes some unacceptable generalisations about smacking. Children under the age of three learn a lot of things simply by making mistakes and getting hurt, 5 such as walking into furniture and putting hands too close to things. Smacking is only applying that natural form of learning to less concrete concepts. I have worked with children as a teacher in a variety of situations – comprehensives, social 10 services assessment centres and specialist schools abroad catering for mission, business and diplomats’ children abroad. The ones whose behaviour was most difficult to control were those had either been smacked irrespective of behaviour 15 or not touched at all. Almost without exception, the most balanced children I have had to teach are those whose parents have used physical punishment judiciously (and therefore sparingly), but within the

context of love. In many cases the smack had been 20 administered a long time before tempers were lost, in ‘cold blood’ and therefore before a relationship was damaged. For the world-renowned American child psychologist Dr James Dobson, this is the crux of 25 the issue. Punishment should never be administered in the heat of anger. At the same time, it must be administered within the context of a stable and loving relationship. A short, sharp smack early in 30 the process works far better than any prolonged reasoning process that comes to a loss of temper. Rather than banning this natural form of discipline, parents and other childcarers need to be 35 taught to use it properly.

E

Andy Bowdler Dinas, Powys

TEXT

F Parenting News email your stories/press enquiries

90% of parents appear to back smacking A recent survey conducted by Daily Mail website femail.co.uk reveals that some 60% of participating parents said ‘an occasional smack’ is justified. Almost another 30% appeared to be going on their own experience when they said, ‘It never did me any harm’. Only 11% said there was ‘no justification for smacking whatsoever’. 5 The findings would appear to be at odds with the current move towards publicly banning any physical form of punishment. There have been several high profile cases of late of worthy and well-respected childminders hauled over the coals for reprimanding their charges with a light smack. While the UK has yet to make it officially illegal, eight other EU countries have already done so. Femail.co.uk is concerned at the apparent contradiction between public outcry and personal feelings and calls for the issue to be discussed ‘honestly and openly’. Their views are reinforced by the National Family and Parenting Institute who say, ‘There is a taboo about discussing smacking. People are reticent about admitting to it and yet the survey bears out what other surveys have found, which is that most parents have done it at some point or other. In our experience it tends to be a last resort and parents usually regret it afterwards. Our feeling is that the subject should be brought out into the open and discussed openly so that parents can learn about alternative strategies for dealing with their children.’ The survey was published during the same week that Britain’s top military commander, Sir Michael Boyce, went on record as saying young people needed a ‘clip round the ear’ to restore respect for their elders.

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15

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Functional English Level 2 • Section B • page 11

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6 Commenting on how effectively a text is written Learn the skill Answer these three questions to help you decide how effectively a text is written: 1

What is the purpose of the text?

2

How is the text written? Look at the following features. ■ How it is organised on the page (e.g. how headings, bullet points, etc. are used to help readers find information). ■ What it tells readers What facts, opinions, evidence, advice, etc. are included? Does it tell the readers everything they need to know? ■ The words and phrases the writer uses Do they suit the audience and the situation, e.g. Is it too informal? Should the writer have used more technical vocabulary?

3

How well does the way the text is written help the writer achieve the purpose?

Try the skill 1

Work in a group and study Text G on page 13 using the three questions above to help you decide how effectively it is written. Then choose the statement that best describes what the writer has done. A The writer gives a simple, clear description of what a twig toothbrush looks like. B The writer gives soldiers clear instructions about how to clean their teeth without a toothbrush and what to do if they have a hole in a tooth. C The writer lists all the different ingredients soldiers should use to look after their teeth. D The writer uses headings to help readers find different chunks of information easily.

2

Work as a group. How could you improve the text to make it easier for readers to find the different information and to know what to do? Make a list of changes (e.g. Add a subheading).

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B TEXT

Keep Your Teeth Clean

G

Thoroughly clean your mouth and teeth with a toothbrush at least once each day. If you don’t have a toothbrush, make a chewing stick. Find a twig about 20 centimeters long and 1 centimeter wide. Chew one end of the stick to separate the fibers. Now brush your teeth thoroughly. Another way is to wrap a clean strip of cloth around your fingers and rub your teeth with it to wipe away food particles. You can also brush your teeth with small amounts of sand, baking soda, salt, or soap. Then rinse your mouth with water, salt water, or willow bark tea. Also, flossing your teeth with string or fiber helps oral hygiene. If you have cavities, you can make temporary fillings by placing candle wax, tobacco, aspirin, hot pepper, tooth paste or powder, or portions of a ginger root into the cavity. Make sure you clean the cavity by rinsing or picking the particles out of the cavity before placing a filling in the cavity. U S A R M Y S U R V I VA L M A N U A L

3

Look back at the letter about smacking (Text E on page 11). What is the writer’s purpose?

4

The writer tried to make his argument effective by including evidence to back up his point of view. Copy and complete the chart below to show how well you think the writer did this.

Paragraph

Point

Evidence

1

The original article in the newspaper made lots of generalisations.

None provided

2

Toddlers naturally learn not to do something if it hurts – so smacking can be used to help them learn not to do things.

‘walking into furniture and putting hands too close to hot things.’

How well does the writer support his argument?

3

4

5

5

Suggest one way in which the writer could improve the letter so that it achieves its purpose better. Pilot material only – see introduction before use

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Functional English Level 2 • Section B • page 13

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7 Reading and responding to different texts Learn the skill Very often writers want readers to do something in response to what they have written. Read such texts very carefully to find out: ■ what you need to do (e.g. write a letter of application for a job) ■ how you are meant to do it (e.g. you need to write a formal letter of application). Plan your response carefully to make sure: ■ you are giving the writer exactly what they want ■ you are going to include enough detail.

Try the skill 1

Read Text H on page 15 and work out: a) what the advertisement hints is the purpose of the show b) the kind of things someone would be likely to have to do while on the show.

2

Which of these people are least likely to get picked to go on a Flame TV show? A A shy person who wants to buy a new car B Someone who likes a bargain C Someone who’s easily confused D A millionaire who hates wasting money

3

What facts about yourself should you mention that would make you sound ideal? What information should you avoid mentioning?

4

Make notes on how you would respond to the advertisement. Include in your notes: ■ the type of text – will it be a letter, an email? ■ what you want to do ■ all the information that will make you sound like an ideal contestant ■ any information they have requested. Pilot material only – see introduction before use

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Functional English Level 2 • Section B • page 14

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B TEXT

C o n n e c t 4 Yo u

Home

Jobs & Casting

Television

H

Reality TV auditions

‘Don’t Get Done, Get Dom’ CASTING NOW LISTING NO 49747 - ALL REGIONS, UK

Flame TV are about to start the third series of BBC1’s ‘Don’t Get Done Get Dom’ and need contributors Flame TV are about to start the third series of BBC1’s successful bureaucracy battling and money saving program ‘Don’t Get Done Get Dom’ and are searching for people looking to buy, and hopefully save £££’s, on a variety of new purchases. Created: 25 September 2007 Applications accepted for at least another month Application criteria: Males & Females aged 14 to 92 from UK

5

Apply now telling a bit about yourself with a contact number and we will get back to you as soon as possible.

Apply now Email to a friend

Now try the skill in a different context. Imagine you had an allergic reaction after eating a cheese sandwich and you are going to see the doctor about it. Read the ‘Before your appointment’ section in Text C on page 7 to help you prepare for your appointment. a) Make a note of two questions you will need to ask the doctor. b) List all the information that you need to gather to be ready for the appointment.

6

Work with a partner and role play the appointment with the doctor using your information.

7

Look back at the leaflet on page 7. After the patient in your role play has had the appointment with the doctor, which of the things suggested in the leaflet should the patient do? Why?

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Functional English Level 2 • Section B • page 15

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EDEXCEL FUNCTIONAL SKILLS PILOT

English Level 2 Section C

Being a skilful speaker and listener 1 Taking part in a formal discussion 2 Giving a presentation

Picture Credits The publisher would like to thank the following for their kind permission to reproduce their photographs: (Key: b-bottom; c-centre; l-left; r-right; t-top) Alamy Images: 2bl; Anne-Marie Palmer 2tr; Edd Westmacott 8br; Ian Shaw 3; Janine Wiedel 8tr; Jim West 8tl; Patrick Ward 8bc; Robert Canis 8bl; Gideon Mendel 8tc; Getty Images: Andrew Yates 12; ANA Abejon 2br; Galina Barskaya 2bc; PunchStock: Imagesource 7 All other images © Pearson Education Picture Research by: Kevin Brown, Lisa Wren, Rachel Naish Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication.

Pilot material only – see introduction before use

Draft for Pilot

Functional English Level 2 • Section C

© Pearson Education 2008

Working with shape and space  5 EDEXCEL FUNCTIONAL SKILLS: interim support material

English Level 2 Geoff Barton, Clare Constant, Kim Richardson, Keith Washington

Section C: Being a skilful speaker and listener Use these free pilot resources to help build your learners’ skill base We are delighted to continue to make available our free pilot learner resources and teacher notes, to help teach the skills learners need to pass Edexcel FS English, Level 2. But use the accredited exam material and other resources to prepare them for the real assessment We developed these materials for the pilot assessment and standards and have now matched them to the final specification in the table below. They’ll be a useful interim measure to get you started but the assessment guidance should no longer be used and you should make sure you use the accredited assessments to prepare your learners for the actual assessment. New resources available for further support We’re also making available new learner and teacher resources that are completely matched to the final specification and assessment – and also providing access to banks of the actual live papers as these become available. We recommend that you switch to using these as they become available. Coverage of accredited specification and standards The table below shows the match of the accredited specification to the unit of pilot resources. This table supersedes the pilot table within the teacher notes.

Skills Standard

Coverage and Range

Learner Unit

1 Speaking, listening and communication

1.1 Consider complex information and give a relevant, cogent response in appropriate language

C1 Taking part in a formal discussion C2 Making a presentation

Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations

1.2 Present information and ideas clearly and persuasively to others 1.3 Adapt contributions to suit audience, purpose and situation 1.4 Make significant contributions to discussions, taking a range of roles and helping to move discussion forward

Where to find the final specification, assessment and resource material Visit our website www.edexcel.com/fs then: • for the specification and assessments: under Subjects, click on English (Levels 1–2) • for information about resources: under Support, click on Published resources.

Published by Pearson Education, Edinburgh Gate, Harlow CM20 2JE. First published All rights are otherwise reserved and no part of this publication may be reproduced, 2008. © Pearson Education 2008. Typeset by Oxford Designers and Illustrators, Oxford stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanic, photocopying, recording or otherwise without either the prior written This material was developed for use with Edexcel pilot and development centres and permission of the Publishers or a licence permitting restricted copying in the United is available for continued use with development centres. To become a development Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby centre you need to offer Edexcel Functional Skills. The material may be used only Street, London EC1N 8TS. within the Edexcel development centre that has retrieved it. It may be desk printed and/or photocopied for use by learners within that institution.

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Functional English Level 2 • Section C

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C Being a skilful speaker and listener 1 Taking part in a formal discussion By the end of this section you will have developed the speaking and listening skills you need to take an active part in a formal discussion confidently. You will know how to: ■ prepare and take part in a discussion about complex information and ideas ■ make relevant contributions that are clear and persuasive ■ listen to and respond appropriately to points made by other speakers ■ take different roles in the discussion and suit your contributions to the situation ■ help the discussion move forward so that a group decision is reached.

Build on the skills you already have 1

Work in a group. Your group is helping out at a children’s birthday party but the entertainer has phoned in sick. Come up with five or six activities that you could run which will keep twenty 7–8 year olds happily entertained for the next two hours.

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Spend ten minutes deciding what activities you could run.

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Work in a pair with someone from another group. Take it in turns to tell each other in as much detail as you can what happened during your discussion, for example: ■ the different contributions people made ■ what they said ■ how well you listened ■ what contribution you made.

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How good are your skills already? 4

For each of the points below, decide where you would place yourself on the scale below (where 10 is excellent and 1 is not very good). Make a note of your scores. 10

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■ I plan beforehand so that I can give the main points I want the group to take on board. E.g. Did you have a clear idea of important points you wanted the rest of the group to take into account or did you just start the discussion? ■ I make my contributions at the right time and make them clearly and persuasively. E.g. Did you listen to the other speakers’ points and introduce your points at a suitable time or did you just stop the discussion and say what you wanted to? Did you give reasons why your point should be accepted? ■ I listen to and respond appropriately to the points made by other speakers. E.g. Could you remember what had been said in your group? During the discussion, did you say things like: ‘I agree with what you said about…. but…?; And… ;’ ‘When you say..., do you mean…’ ? Or did you say things like: ‘That’s a useless idea. You’re wrong’? ■ I can vary what I do during a discussion. E.g. Sometimes I listen and think about what someone else is telling me means. At other times I encourage other people to speak, or I build on what has just been said. ■ I can help the discussion move forward so that we reach a group decision. E.g. Did you ever remind the group of what you needed to achieve and suggest how you could get there, e.g. by moving on to the next point, taking a vote etc.?

Students in group discussion

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Improve your skills You are going to take part in a formal group discussion about the situation opposite. To make sure you do really well follow each of the steps below to build your skills. Step 1 Plan to succeed A Work out what the situation is by asking ■ Who are you going to be talking with? ■ What is your purpose? ■ What kind of language should you use? ● If you are taking part in a formal discussion, business or legal meeting then the language needs to be formal standard English. ● If you in a less formal situation, for example chatting with your friends, the language can be informal. Make a note that summarises the situation for the discussion.

Situation Your group is a board of trustees who have to give a £100,000 grant to fund ‘scientific research that will create a better future for mankind’. A group called DNA4Life want you to give them the money so that they can carry out research into developing DNA kits. These are kits that people can buy to test their DNA to find out what kind of diseases they are likely to get in the future. Use the information on page 5 to help you decide whether they should be given the money.

B Prepare your points and arguments ■ Carefully read through the information you will be given, picking out the points that you will need to talk about in the discussion. ■ Work out what you think about the topic. Then make a spider diagram showing the points you will want to be covered in the discussion. ■ Try to work out what people who disagree with your point of view are likely to say. How can you answer these points? Jot down some ideas. 1

Read the information on page 5 and decide what you agree with or disagree with. Then make a spider diagram showing the points you want to contribute to the discussion.

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Work in a pair. Swap your spider diagrams. Make a note of two points your partner wants to make which contradict or oppose yours. Work out how you can argue against them.

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With your partner, think carefully about what the opposite viewpoints to yours would be and work out how you can respond, i.e. ‘If someone feels…, then I can reply with….’

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1 Everyone should be able to have a complete reading of their genetic makeup and a prediction of what diseases they are likely to get. Then they can be given lifestyle advice such as the best diet and exercise routines to follow and whether certain activities such as drinking or smoking are even more risky for them than average. People would know what to look out for and as soon as they saw any symptoms they could be given medication to help their bodies fight off the diseases before they develop fully.

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d way Just looking at genes is not a goo eone som s to predict what health problem r diet, will suffer from. Smoking, poo bigger poverty and pollution play a much ney on part. It would be better to spend mo funding developing better sports facilities, children better school meals and stopping eating fast foods.

If I knew for sure that I was really likely to get a nasty disease, then at least I can make the choice to do as much as I can to avoid getting it, or treating it. If I knew I was only likely to live until I was about 50, then I’d live my life differently from the way I would if I knew I was going to reach a hundred. For a start I wouldn’t worry about my pension.

Producing these kits is just a way for the drugs industry to make more money out of scaring people. First people will worry, buy a kit, and then worry even more about the diseases they ‘might’ get. Then the drugs industry will sell them medicines to avoid getting these diseases which they might never get anyway. But people will be constantly worrying about their future health. It’s better not to know than to be stressed out about it all the time.

5 If a company can test an employee’s DNA, then they would be able to choose to employ people who were healthy and who would stay healthy. That would save their business lots of money. They wouldn’t have to pay out lots of sick pay, then they could grow bigger and provide more jobs for people.

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If businesses could insist on testing people’s DNA, there would be people who would never get a job. They would never be able to get any life insurance either. No matter how hard they worked or well qualified they were, they’d be written off because their DNA test said they might get something. And they might not get that illness anyway.

The government could set up a database of everyone’s DNA. That gives them far too much information about me and too much power. The information wouldn’t be safe and I don’t want them holding that kind of information which someone could steal or change. It’s too personal.

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Step 2 Be a good listener Make eye contact with the person speaking, nod when you agree and keep looking interested. Show you have listened when you speak by: ■ summing up what was said, e.g. ‘So you feel that…’ ■ asking a question, e.g. ‘When you said… did you mean that…?’ ■ agreeing before adding your own point, e.g. ’Yes, and….’ or ‘Yes, because…’ ■ disagreeing and giving reasons, e.g. ’I don’t agree because…’ ‘Wouldn’t… be better’. 4

Work in a pair. Do you think it’s a good idea to encourage people to take a gene test that allows them to find out what diseases they may get in the future? Take it in turns to share your opinion. Practise the listening skills as you talk. Step 3 Contribute well ■ Make your point clearly, give reasons and evidence to show why it is sensible. ■ Be ready to receive other people’s ideas and to change your own. ■ Encourage other people in the group to contribute, e.g. ‘What do you think…?’ ■ Support other speakers using the listening skills from step 1. ■ Ask questions about the task, e.g. ‘Can we limit the way they use the money?’ ■ Challenge someone else’s thinking, e.g. ‘Scientists can, but should they?’ ■ Introduce a new way of looking at the topic, e.g. ‘What if they could test for…?’

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Work in your discussion group. Spend five minutes exploring the issues that will help you reach your decision. Use all that you have learned so far to get the discussion moving. Step 3 Help your group succeed As a discussion goes along it is important to make sure you keep to time, keep the discussion on track and achieve your purpose. To do this you may need to: ■ re-focus the group back on what has to be achieved, e.g. ‘So we are all agreed that… We still need to think about …’ ■ summarise key points, e.g. ‘So far we’ve looked at…’ ■ propose future steps or activities, e.g. ‘We could take a vote….’ Pilot material only – see introduction before use

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You’ve completed the first part of the discussion now. Work in a pair and decide how your group is getting on. What will your group need to do to move forward to a decision?

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Work in your group again and continue your formal discussion. Reach your final decision about whether DNA4Life should be given the research money. Use all the skills you have been developing during this unit.

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After you have made your decision, look back at the scale on page 3. Where would you rank yourself on the scale for each of the skills? Convince a partner that your scores are fair.

C

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2 Making a presentation By the end of this section you will have developed the speaking and listening skills you need to confidently make a presentation. You will know how to: ■ plan and prepare a presentation bearing in mind the needs of your audience ■ present information and ideas clearly and persuasively ■ use visual aids such as a PowerPoint presentation or posters when appropriate ■ give a well organised talk using appropriate language for your audience ■ listen carefully to and respond to questions from your audience.

Build on the skills you already have 1

Work as a group. Follow the instructions below to play ‘Your Bid’. ■ Each of you writes down an item that is in the room that you are in on a separate piece of paper, e.g. a chair, table, plant in pot etc. ■ Place all the slips of paper in a container before each of you draws out a slip without showing it to anyone else. ■ Spend one minute preparing a very exaggerated sales speech persuading members of your group to bid for your item, e.g. What am I bid for this antique chair on which many famous people such as Amy Winehouse and David Beckham have sat while learning to…? In fact, it was on this very chair that … ■ Take it in turns to give your talk acting as confidently as possible. Each member of the group has £50 to spend and must attempt to buy at least one item. You can ask questions about the items on sale.

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How good are your skills already? 2

Think about how well you delivered your speech in Your Bid. Decide where you would place yourself on the scale below (where 10 is excellent and 1 is a skill you really need to develop). Make a note of your scores. 10

9

8

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l what h I am going i to say thinking hi ki carefully f ll about b ■ I plan my audience’s needs E.g. Had you worked out a number of reasons why your audience should buy your item? ■ I present information and ideas clearly and persuasively. E.g. Could your audience hear you and were your ideas clearly expressed? ■ I can make effective use of visual aids. E.g. Did you use your item as a visual aid as you spoke and point out its finer points? ■ I give a well-organised talk using language that suits my audience. E.g. Was it appropriate to use informal language or did you choose standard English because you were the auctioneer? ■ I listen carefully to and respond to questions from my audience. E.g. Were you able to answer your audience’s questions clearly and helpfully?

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Improve your skills You are going to give a ten-minute presentation as part of a ‘Career Fair’ for your class. In your talk you must present information to other students about a job they can do after they finish their studies or later on in their career. To make sure you do really well follow each of the steps below to build your skills. Step 1 Research and plan your talk Use these questions and tips to help you plan your talk. ■ What is your talk going to be about? E.g. a job someone in my tutor group could do. ■ Who is your audience – how much do they know already? E.g. Young adults on a Diploma in Childcare course so I can use some technical terms in my talk. ■ Make a list of things that your audience will want to know. E.g. What you actually do in the job, what hours you work, how much you get paid, what opportunities there are for career progression etc.

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Find out about a job that someone in your class could do after their studies or later in their career. These are useful places to find the information you need: ■ the internet and visiting websites such as: www.connexions-direct.com www.direct.gov.uk/en/Employment/Jobseekers/JobsAndCareers ■ books from your local library ■ someone who already has that job – interview them about what is involved ■ contact a local employer asking them for information or visit their website.

2

Make a list of headings and jot down a brief note to jog your memory as you speak. Try to include some amusing stories or surprising information to make your talk interesting for your audience. You may find it helpful to set your notes out in a flow chart like this:

Introduce job: ‘Would you like to make a real difference to your community by becoming a fire-fighter?

What the job involves: hours, fire prevention talks, callout, training

Advantages: pay, progression

Disadvantages: shift work, could be risky, need to live near station…

Qualifications: GCSEs, fitness…

Conclusion: Your chance to become a hero Pilot material only – see introduction before use

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a) Decide how will you open your talk, e.g. ‘Becoming a fire-fighter is…’ ‘Have you ever thought of…,’ ‘You may be wondering what else you can do after you finish your course…’ b) Decide how you will close your talk, e.g. ‘I’m sure you can see that becoming a … would be a very satisfying job.’ c) Learn the information that you are going to give under each of your headings. Then practise saying it. Step 2 Preparing and using visual aids You can make your talk more interesting for your audience by using visual aids to illustrate your points or to help your audience remember or understand information. You might want to use: ■ a PowerPoint slide show showing illustrations of the different kinds of work that are a part of the job ■ a slide showing a list of key points that you explain in greater detail ■ images or equipment used in the job.

At the end of a working day you might have saved someone’s life, or made sure a family are protected with smoke alarms. It would be a great feeling.

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Remember Visual aids can be distracting if: ■ the audience focuses on them more than on what you are saying ■ you forget to keep looking at your audience ■ you read out what’s on the visual aid rather than using the points on them as prompts to remind you to include other information in your talk ■ you lose track of what you are saying because you are dealing with the visual aid.

Prepare any visual aids you will use for your talk. Decide: a) when you will use them and mark this on your plan b) how you will refer to them, e.g. pointing at the screen or passing round an item. Pilot material only – see introduction before use

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Step 3 Using the right words Decide: ■ what kind of language you should use. Be polite and serious and use formal standard English, i.e. no slang or dialect words. ■ how can you make your talk persuasive, e.g. give reasons and explain evidence. Sound enthusiastic and be positive – and your audience will enjoy your talk much more. 5

Work in a pair. Take it in turns to run through your talk trying to keep to standard English. Your partner must say ‘Stop!’ every time you use a dialect, a slang word or nonstandard English. Together work out what you should have said instead. Make a note of it. Carry on but using the new phrase.

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Learn your new phrases and then attempt the same task but with a different partner trying to include all your improvements. Step 4 Practise your talk Sitting down and going through your talk with one person is very different to standing up and delivering your talk to a larger group. When you speak in front of a group: ■ Act confident (even if you’re not – just like lots of famous actors, politicians and celebrities). ■ Stand still and stand up straight. ■ Speak louder, slower and more clearly than you would normally. ■ Keep your audience involved, e.g. make eye contact with different listeners, smile at them from time to time, vary your tone of voice.

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Practise giving your talk several times, e.g. with a group or in front of your mirror at home or in front of a member of your family or a friend.

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Ask for feedback – ‘Can you hear me? Am I speaking too fast? Does it make sense?’ etc.

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Step 5 Give your talk When you present your talk, try to be clear, calm and confident: ■ Overcome any nerves you might feel by trying to relax by breathing in and out slowly several times before you start. ■ Give your talk all the energy you’ve got. Act like you are the world’s best presenter. ■ Smile and make eye contact with your audience – they are on your side. ■ If a problem occurs, no one else knows what was meant to happen so just keep going. ■ Listen carefully to any questions and answer the best you can. ■ If you don’t know the answer say something like: ‘That’s a really good question, I could find out the answer for you later.’ 9

Give your talk.

10 Afterwards, listen carefully to any feedback you are given about how you did. Make a list of the things: ■ you know you did well, e.g. I was able to remember…. ■ you can improve, e.g. I need to make more eye contact with the audience. Step 6 Listen to and respond to other people’s talks Being a good audience takes more skill than just sitting still and staying awake! ■ Be the kind of audience you would like to speak in front of: look interested; make eye contact with the speaker, smile and nod. ■ Listen to the talk and pick out one area you’d like to know more about. Be ready to ask a question about it when the time comes. ‘I’ve got a question about… When you said … what did you mean exactly?’ ■ Notice the things each speaker does well. That can be a good way to learn to be a better presenter. After you have given your talk and listened to others, make a list of three things other people did which worked well and which you could do next time, e.g. Ana used questions in her talk like ‘What does a nurse do?’ to signal the different parts of her talk and keep listeners thinking. Pilot material only – see introduction before use

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EDEXCEL FUNCTIONAL SKILLS PILOT

English Level 2 Section D

Understanding and writing texts D1 Presenting texts clearly 1 Presenting complex subjects clearly

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2 Writing complex sentences

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3 Using a range of connectives

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4 Using inverted commas

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Picture Credits The publisher would like to thank the following for their kind permission to reproduce their photographs: Tony Lilley 10; Jupiter Unlimited: 8, 12 All other images © Pearson Education Picture Research by: Kevin Brown, Lisa Wren, Rachel Naish Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication. We are grateful to Tesco Magazine for an extract from “Be a party princess” by Rebecca Speechley published in Tesco Magazine Nov-December 2007 copyright © Tesco Magazine, reproduced with permission. Pilot material only – see introduction before use

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Functional English Level 2 • Section D1

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Working with shape and space

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EDEXCEL FUNCTIONAL SKILLS: INTErIm SUppOrT mATErIAL

English Level 2 Geoff Barton, Clare Constant, Kim Richardson, Keith Washington

Section D: Understanding and writing texts D1: Presenting texts clearly Use these free pilot resources to help build your learners’ skill base We are delighted to continue to make available our free pilot learner resources and teacher notes, to help teach the skills learners need to pass Edexcel FS English, Level 2. But use the accredited exam material and other resources to prepare them for the real assessment We developed these materials for the pilot assessment and standards and have now matched them to the final specification in the table below. They’ll be a useful interim measure to get you started but the assessment guidance should no longer be used and you should make sure you use the accredited assessments to prepare your learners for the actual assessment. New resources available for further support We’re also making available new learner and teacher resources that are completely matched to the final specification and assessment – and also providing access to banks of the actual live papers as these become available. We recommend that you switch to using these as they become available. Coverage of accredited specification and standards The table below shows the match of the accredited specification to the unit of pilot resources. This table supersedes the pilot table within the teacher notes.

Skills Standard

Coverage and Range

Learner Unit

3 Writing Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively

In a range of text types 3.2 Present information on complex subjects clearly and concisely 3.3 Use a range of writing styles for different purposes 3.6 Ensure written work is fit for purpose and audience, with accurate spelling and grammar that support clear meaning

1 Presenting complex subjects clearly

3.4 Use a range of sentence structures, including 2 Writing complex sentences complex sentences, and paragraphs to organise 3 Using a range of connectives written communication effectively 3.5 Punctuate written text using commas, apostrophes and inverted commas accurately

4 Using inverted commas

Where to find the final specification, assessment and resource material Visit our website www.edexcel.com/fs then: • for the specification and assessments: under Subjects, click on English (Levels 1–2) • for information about resources: under Support, click on Published resources. stored in a retrieval system, or transmitted in any form or by any means, electronic, Published by Pearson Education, Edinburgh Gate, Harlow CM20 2JE. First published 2008. © Pearson Education 2008. Typeset by Oxford Designers and Illustrators, Oxford mechanic, photocopying, recording or otherwise without either the prior written permission of the Publishers or a licence permitting restricted copying in the United This material was developed for use with Edexcel pilot and development centres and Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby is available for continued use with development centres. To become a development Street, London EC1N 8TS. centre you need to offer Edexcel Functional Skills. The material may be used only within the Edexcel development centre that has retrieved it. It may be desk printed and/or photocopied for use by learners within that institution. All rights are otherwise reserved and no part of this publication may be reproduced,

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Functional English Level 2 • Section D1

© Pearson Education 2008

D1 Presenting texts clearly By the end of this section you should be able to: present information on complex subjects concisely and clearly choose sentence types so that you communicate in a clear way with your reader, including writing complex sentences use connectives to lead your reader through your writing so it is easy to understand use inverted commas so it is clear to your reader when you are using speech in your writing or quoting from another source.

1 Presenting complex subjects clearly Learn the skill The key to making sure that you are able to explain a complex subject clearly is to spend time carefully planning before you start writing. You need to have a clear understanding of: ■ who you are writing for ■ what your purpose is ■ what information you need to include ■ in what order you should give readers the information ■ how to present the information so that it will be clear (e.g. using headings and subheadings for different sections, using topic sentences to begin paragraphs) ■ how to avoid repeating yourself, and to be concise (e.g. grouping similar information together, summarising points).

Learn from other writers The writer of the article on page 3 organised the information in the article very carefully to make the explanations clear and concise. Find out how this was done as you answer the questions below. 1

Read the introduction. What hints does the writer give about who the article was written for?

2

What clues are there in the introduction to help you work out the writer’s main intention?

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Presenting texts clearly

D1 1 D TEXT

A hristmas parties are supposed to be fun but invariably they throw up tricky social situations that we’d rather avoid – such as being stuck with that geeky guy from accounts, spotting the boss’s intimidating partner heading your way, or suddenly feeling incredibly shy. If the words ‘Christmas’ and ‘party’ usually bring you out in a cold sweat, then fear not. We’ve asked the experts for their top tips to turn you from party pariah to Christmas party princess in no time.

Make an entrance You don’t have to announce that you’ve arrived, but if you want to enjoy a party don’t hide by the wall. “When you’re entering, don’t walk to one side – head straight through the middle – it signifies confidence,” says Leil Lowndes, author of Always in the Kitchen at Parties (Harper Element, £8.99). “Walk to the dead centre of the room and stay there, that’s where all the important people stand instinctively – you won’t catch them hovering by the buffet or leaning against the wall.”

Be everyone’s friend Don’t be a party snob and only speak to people that you know – talk to as many people as you can. “If you don’t make eye contact and smile at people, they often misread your shyness and interpret it as snobbery,” says Leil. “Instead of feeling nervous about meeting someone new, turn the lens around and think about the other person. Tell yourself, “I must look at the other people and smile”. If you don’t, they might think you’re ignoring and rejecting them.”

Most people love talking about themselves, so ask plenty of questions Win them over Once you’ve given someone your winning smile, make them feel comfortable in your company by getting on the same wavelength physically, so they think, “Hey, this person is like me”. “Notice their energy levels and rate of speech; slow down or speed up to match them,” says flirt coach Peta Heskell

(www.attractionacademy.com). Vary your tone of voice and, if you feel clear-headed enough to be subtle about it, carefully mirror their body language – if they lean in towards you, do the same.

The art of small talk One of the things most people struggle with is how to chat to absolute strangers. But small talk doesn’t have to be difficult. “Great small talk comes from being observant about everyday things like new movies coming out, upcoming holidays, how packed the bar is or the latest newspaper headlines,” says Peta. You don’t have to worry about having in-depth conversations. And if you find it hard to look at someone directly in the eye, look at the bridge of their nose instead, they won’t notice a thing.

Smile, smile, smile To be a true party princess, everyone there should want to talk to you – so use your body language to show them that you’re willing to be their friend.

F “If you slump, look glum and fold your arms, you’re not exactly looking welcoming,” says Leil. “Try to stand up tall and straight, make eye contact and let your arms relax. Keep your hands away from your face and try not to fidget.”

F Ask a good friend to keep an eye on your body language – if they notice that you’re starting to slump and look unapproachable, tell them to give you a nudge.

Questions are key Once you’ve finished discussing the weather and other everyday topics, don’t panic. Most people love talking about themselves, so ask plenty of questions. “Instead of simply nodding or saying ‘uh huh’ to the person you’re talking to, ask them a few encouraging questions such as, ‘So what happened then?’, ‘Where else did you visit?’ or ‘How on earth did you do that?’” says Leil. “He or she will be thrilled that you want to know more and you won’t need to worry about coming up with clever conversation.”

Don’t get nervous Meeting your boss, or their partner, or even your partner’s boss in a social situation can be scary. You’re desperate to impress, but at the same time terrified of doing something embarrassing. “But remember that they are just people,” says Peta. “To help stay calm, breathe before you speak and count to five. Try to leave spaces in between your words so that you don’t just blurt stuff out and your conversation sounds natural.” Don’t even try to impress them, let them impress you instead and encourage them to talk by asking questions – it’s a whole lot safer than rambling on about yourself. Remember that the tedious guy from accounts might just be crushingly shy and waffles on about spreadsheets because he feels he’s got nothing else to offer you. “The more small talk you make with someone, the more likely it is to evolve into an interesting conversation,” says Leil. “Even if someone is telling you something really boring, smile and try to respond to

F “A smile is a great confidence booster,” says Leil. “Practice yours in a mirror and remember what your best smile feels like so you know you’re showing that and not a tight-lipped grimace. Try out your smile on everyone and make eye contact, too.” It’s also the best way to show that great-looking guy that you’re interested.

F “When we don’t feel confident we make it worse by thinking about it and how useless we are,” says Peta. When such thoughts pop into your head, try to think positively instead. Throw your shoulders back and lift your head high – your mind will eventually catch up with your actions.

them enthusiastically.” Ask questions – if you seem interested it will give them the confidence to come out of their shell. But if you really can’t listen to any more chat about income tax, politely excuse yourself.

No regrets “Do not drink for confidence,” say both Leil and Peta. A few drinks might make you feel more self-assured, but you will always want more, and then you’re on the slippery slope to drunkenness. If you don’t want to look like a party pooper, sip drinks slowly and alternate each alcoholic drink with a large glass of water – you’ll have less of a hangover in the morning and you won’t have any alcohol-induced regrets.

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3

Go through the main text section by section. a) Work out what the writer’s plan must have looked like by completing a planning chart like the one below. b) Was this a sensible order of giving readers the information? Why? Section in the What information is text included?

What features did the writer use to make the information clear for readers?

Introduction

What the article is about, First paragraph starts with ‘Christmas parties’ and i.e. its subject, purpose and describes a reader’s typical worries. audience. Second paragraph promises the rest of the article will offer help from experts to deal with these worries.

First section

How to cope with arriving at the party.

Heading: Topic sentence: Quoting advice from expert:

Second section

4

Now read the conclusion. a) What information/advice did the writer give to finish off the article? b) How does having the ‘No regrets’ heading help signal this is the end? c) Why is this an effective way to round off the article?

5

The writer is giving a lot of instructions and advice to readers. a) Look carefully at the section headed ‘Win them over’. How many of the sentences contain commands, using verbs such as make, do, etc.? b) Now read the section ‘The art of small talk’, which is written differently. How does the writer tell readers what to do? c) Re-read the section headed ‘No regrets’. How did the writer avoid repeating information about each expert’s thoughts about drinking alcohol at parties?

6

Look at the box with the heading ‘Smile, smile, smile’, which contains additional important information. How is this information presented concisely and clearly?

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Presenting texts clearly

D1 1 D

Try the skill Plan your writing You are going to write a 500-word magazine article offering young adult readers advice on how to cope with going to a party or event where they will be meeting new people in an unfamiliar situation, e.g. a Hindu family wedding, Christmas Day celebrations, a religious festival, a sporting event, a company event, etc. 1

Work in groups. You are the experts gathering advice to go in the article. a) Spend three minutes brainstorming a list of things your readers might worry about before going to the event, e.g. what to wear. b) Now spend ten minutes coming up with: ■ helpful solutions to these worries and any other advice you think would help ■ a list of ways to research and people you can interview to find any additional information you need, e.g. search on the web, phone your local imam. c) Spend five minutes planning in what order advice, solutions and additional information will appear in the article. Work out different headings for grouping the information to form sections in the article, e.g. what to wear (or what not to wear!).

2

Plan your article using a chart like the one below. You can include your group’s tips as well as any advice from the article on page 3 that you think might help. Make sure the situations you give are really relevant to your readers. What kind of text is it?

Magazine article in columns with headings & subheadings Who is my audience?

What is my purpose?

Section in the What information should What can I do to make the information clear for text I include there? readers? Introduction

What the article is about, i.e. its subject, purpose and audience.

First paragraph: Starts with ‘ So you’ve received an invitation to …’ and I’ll describe readers’ typical worries. Second paragraph will promise rest of article will offer help for these from experts

First section

How readers should prepare to …

Heading: Before the big day Topic sentence: Quotations from an expert:

Second section

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Draft your writing 3

Once you have done all your research, you are ready to write a first draft of your article.

4

When you have finished writing your first draft, work in pairs and read each other’s articles. ■ Tick sentences where information is clearly expressed. ■ Underline any parts that are unclear. ■ Put a question mark where you think a reader would like more information. ■ Put a star where the same information seems to be repeated.

5

Now you are ready to think about how a first draft can be improved. Work in groups. Here is part of Shahim’s first draft. How can he improve it? So whether you decide to attend a dirt race track, or an enduro race or a rally be prepared for lots of standing around waiting. Make sure you’ve got plenty of drinks and food to nibble with you as it can get very expensive if you haven’t. If you keep going to the van for burger and chips every time you get the munchies you’ll spend a lot of money and you’ll have eaten a load of grease! It’s best to take a cool bag and some fruit and sandwiches and drinks – then you can just have the odd snack as a treat. You’ll need to make sure your ready for rain, wind and snow if you go in the winter, and if you go in the summer you can get really burnt if you don’t take a hat, suncream and wear a T shirt all the time. Burned, bright red faces are never cool!

6

Now check your first draft, marking any places where you need to make similar changes to the ones you made to Shahim’s draft.

Improve your writing 7

Make all the changes you need as you write the final version of your article. Don’t forget to proofread it carefully to spot and correct any spelling, punctuation and grammar errors.

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Presenting texts clearly

2 Writing complex sentences

D1 1 D

Learn the skill Using complex sentences can help you write more concisely and effectively as they allow you to: ■ pack in more information ■ show readers how your points link to each other. A complex sentence works like this:

The internet is really useful when you need to research something. One ch hunkk off infformatiion makes sense on its own and could be written as a separate sentence – the main clause.

Anoth her ch hunkk off infformatiion does not make sense on its own because itt depends on the main clause to make sense – the subordinate clause.

You can put a subordinate clause at the beginning, middle or end of a sentence:

When you want to search for something, the internet is really useful. The internet, which is ideal for research and shopping, can save you lots of time. Remember, you may need to use commas to separate out the chunks of information to make your meaning clear: When you need to research something, the internet is really useful.

Try the skill 1

a) Which of the clauses below are main clauses and which are subordinate clauses? A not all information on the internet is reliable B you need to check the site that the information is on C because anyone can post anything onto the web D since information can be very biased E as you don’t always know how reliable it is F you need to read information carefully and thoughtfully before believing it b) Now write three concise complex sentences giving advice about researching on the internet. Craft your sentences by adding one of the subordinate clauses above to each main clause.

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2

Use the sentence starters below to help you write a paragraph explaining how your family and friends use the internet. Use complex sentences to make your explanation clear. a) We use the internet to … because … b) Searching for … is a great … c) If … wants to find out about … then … d) Although people worry about … everyone I know …

3

What possible benefits and dangers are you aware of in using the internet? Write five sentences comparing the benefits and dangers concisely and including complex sentences. Use the example below to help you craft your sentences and include words from the box. Buying things online, which can be cheaper, can be less secure because you don’t know how your bank details may be used. which

4

while

when

because

since

Work in pairs. Read the notes below about how employers are responding to internet use at work.

• New research – thousands of employees sacked or disciplined for internet or e-mail misuse.

• Employers are taking an increasingly hard-line

approach against staff who abuse the internet or waste time on social networking sites during office hours.

• Common offences: excessive internet use,

viewing inappropriate material online, forwarding offensive e-mails.

a) Do you think employees should be stopped from using the internet for anything else but work? b) Use the connectives below to write five sentences that will help you argue your view concisely and clearly. Make sure you include some complex sentences. although

however

because

whereas

alternatively

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Presenting texts clearly

3 Using a range of connectives

D1 1 D

Learn the skill There are lots of connectives to help you show how the information and ideas link together in your writing. The important thing is to make sure you use the right one for the job and use a variety of connectives. You can link to what is Connectives already in your sentence by: Adding

also, too, in addition, similarly, as, like

Opposing

but, however, nevertheless, although, on the other hand, whereas, in contrast, alternatively

Reinforcing

Besides, anyway, after all

Explaining

for example, for instance, in other words, which, while

Listing points

first/firstly … second/secondly … finally/lastly, first of all, to begin with, next, after that, in summary, to conclude

Showing the next point is the because, since, as, therefore, consequently, as a result, result of something earlier so, then, if, unless, in case, whether … or … Showing time

when, before, after, afterwards, then, since, while, meanwhile, until, later, as, once, whenever

Try the skill 1

a) Study the table above and put the connectives there into three groups: A connectives you already know and use often B connectives you recognise but don’t use much C connectives that are new to you and that you are unsure how to use. b) Set yourself the target of learning to use the connectives you listed for B and C as you work through pages 9 and 10. c) As a class, discuss what each of the connectives means and share examples of the ones you think you would find most useful when writing: A a formal letter of complaint B an explanation C instructions

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2

The connectives in the three paragraphs below are missing. a) Decide what kind of text the paragraphs below are from and what job each missing connective needs to do. b) Then make a note of the connective you think will work best in each space. TEXT

Western Christians celebrate Easter Sunday on a A 1 different date each year it has to be on the first Sunday after the full moon has appeared after Passover. This means the number of weeks between January 1st and Easter 2 Easter terms in schools can be really can vary a lot 3 really long. short TEXT

Both the beginning and end of Ramadam are marked B 4 if the by the clear sighting of the new moon 5 it can sky is very cloudy the feast may last longer also be made shorter. TEXT

Chinese months are worked out using the lunar C (moon’s) calendar and each month begins on the darkest day. New Year festivities traditionally start on the first day of 6 is the month and continue until the fifteenth, when the moon is brightest. In China, people may take weeks 7 they can prepare for and of holiday from work celebrate the New Year.

3

Write a brief explanation of how you celebrate New Year or another special occasion in your culture. Explain why it is important to you and what your different traditions mean so that people from a different culture will understand what you mean. Try to include your ten target connectives. Pilot material only – see introduction before use

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Presenting texts clearly

4 Using inverted commas

D1 1 D

Learn the skill Inverted commas are used to begin and end a group of words in your writing that are quoted from another text or that show someone is speaking or thinking.

Using inverted commas for quotations Beffore you begiin your quotatiion n put a colon or a comma.

Begiin andd endd th he quotedd words with inverted commas.

The Fitness report said: ‘young people should exercise for at least one hour every day to keep fit’.’ Always state wh here th he quotation comes from.

Copy th he wordds exactlly from the original text.

Using inverted commas for speech Beffore wriitiing the spoken words, open inverted commas.

Begin the speech h with a capital letter.. Start a new paragraph for a new speaker’s words.

‘It doesn’t matter what age, size or shape you are, anyone will feel better if they start exercising regularly,’ Rodney Kentebe enthuses. Rodney is Gym Manager at Colets Health and Fitness Club in Thames Ditton.

At th he endd off the speech close the inverted commas.

‘Doctors may advise patients they need to take up some exercise if they need to lose weight, improve their level of fitness or become more flexible,’ his assistant agrees. Finiish h th he speech h wiith h a question mark or exclamation mark if it’s needed. Otherwise, use a full stop if the speech closes at the end of the sentence or a comma if it doesn’tt.

If the speech is part of a sentence, make readers pause by placingg a comma between the speech and the rest of the sentence.

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Try the skill 1

Read the following extract. As you read, decide: a) which words Rodney actually spoke; b) what punctuation changes should be made to show which words are speech.

C

ommitting yourself to regular exercise will give you more than a better-toned body. Rodney believes: you may not feel like making the effort on a cold, grey day – and often people have found it a struggle to get to the gym or the class – but by the time they leave they are buzzing, really set up for the day and feeling energised, and that’s great to see. The endorphins that get released when you exercise are only part of the transformation. Rodney also thinks it is: Taking time out for you – and having a break from the pressures of everyday life. Getting on the exercise bike and listening to some music or swimming up and down just thinking about something else – it’s a good way to deal with stress.

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Presenting texts clearly 2

D1 1 D

How good are people in your class at taking regular exercise? a) Work in pairs and take turns to interview each other about what exercise you do and why. Make sure you keep a note of the words your partner uses to answer your questions. b) Write another two paragraphs for the magazine article summarising the interview. Include your partner’s comments as correctly punctuated speech. You may like to start the next part of the article like this: A student at … was interviewed about the realities of exercising regularly …

3

The writer of the above article wanted to include the following sentences and the quotations that go with them. Rewrite each sentence in a way that includes the quotation in bold. A Changes in lifestyle mean that even children no longer exercise as much as they once did. Many children spend hours playing on computer games and watching television after school and at weekends rather than going outside. Quote from Fitness Report, 2007 B Improving your level of fitness doesn’t have to mean buying expensive equipment or joining a club. Simply walking or cycling all or part of the way to school, college or work is a good way to start. Quote from Lifestyle website C There are long-term dangers to being lazy so make sure you get fit this year. Studies have shown that being physically unfit is just as dangerous as smoking in terms of lowering life expectancy. Quote from NHS Direct website

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EDEXCEL FUNCTIONAL SKILLS PILOT

English Level 2 Section D

Understanding and writing texts D2 Presenting information and ideas logically and persuasively 1 Presenting information logically and persuasively in formal letters

14

2 Presenting information logically and persuasively in an essay

20

3 Using correct verb tenses

25

4 Using subject and verb agreement accurately

27

5 Proofreading

29

Picture Credits The publisher would like to thank the following for their kind permission to reproduce their photographs: Polka Dot Images 20 All other images © Pearson Education Picture Research by: Kevin Brown, Lisa Wren, Rachel Naish We are grateful to the following for permission to reproduce copyright material: Thorpe Park for a recruitment screen shot copyright © Thorpe Park www.thorpepark-jobs.com reproduced with permission. Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication. Pilot material only – see introduction before use

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Working with shape and space

5

EDEXCEL FUNCTIONAL SKILLS: INTErIm SUppOrT mATErIAL

English Level 2 Geoff Barton, Clare Constant, Kim Richardson, Keith Washington

Section D: Understanding and writing texts D2: Presenting information and ideas logically and persuasively Use these free pilot resources to help build your learners’ skill base We are delighted to continue to make available our free pilot learner resources and teacher notes, to help teach the skills learners need to pass Edexcel FS English, Level 2. But use the accredited exam material and other resources to prepare them for the real assessment We developed these materials for the pilot assessment and standards and have now matched them to the final specification in the table below. They’ll be a useful interim measure to get you started but the assessment guidance should no longer be used and you should make sure you use the accredited assessments to prepare your learners for the actual assessment. New resources available for further support We’re also making available new learner and teacher resources that are completely matched to the final specification and assessment – and also providing access to banks of the actual live papers as these become available. We recommend that you switch to using these as they become available. Coverage of accredited specification and standards The table below shows the match of the accredited specification to the unit of pilot resources. This table supersedes the pilot table within the teacher notes.

Skills Standard

Coverage and Range

Learner Unit

3 Writing Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively

In a range of text types 3.1 Present information/ideas concisely, logically, and persuasively

1 Planning and writing a letter of application 2 Planning and writing an essay

3.6 Ensure written work is fit for purpose and audience, with accurate spelling and grammar that support clear meaning

3 Using correct verb tenses 4 Using subject and verb agreement accurately

3.6 Ensure written work is fit for purpose and audience, with accurate spelling and grammar that support clear meaning

5 Proofreading

Where to find the final specification, assessment and resource material Visit our website www.edexcel.com/fs then: • for the specification and assessments: under Subjects, click on English (Levels 1–2) • for information about resources: under Support, click on Published resources. Published by Pearson Education, Edinburgh Gate, Harlow CM20 2JE. First published All rights are otherwise reserved and no part of this publication may be reproduced, 2008. © Pearson Education 2008. Typeset by Oxford Designers and Illustrators, Oxford stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanic, photocopying, recording or otherwise without either the prior written This material was developed for use with Edexcel pilot and development centres and permission of the Publishers or a licence permitting restricted copying in the United is available for continued use with development centres. To become a development Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby centre you need to offer Edexcel Functional Skills. The material may be used only Street, London EC1N 8TS. within the Edexcel development centre that has retrieved it. It may be desk printed and/or photocopied for use by learners within that institution.

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D2 Presenting information and ideas logically and persuasively By the end of this section you will have developed your skills in presenting information and ideas logically and persuasively and should be confident about planning and writing a letter of application and an essay. You will also have improved your technical writing and will know how to: use tense correctly – keeping to the same tense and being able to change it make sure you write your verb in the right way to suit the number of people doing it write using formal language proofread your text carefully.

1 Presenting information logically and persuasively in formal letters Learn the skill The key to presenting logical and persuasive information effectively, e.g. in a letter of application, is to spend time carefully planning before you start writing. To do this well you need to have a clear understanding of: ■ what information is relevant, e.g. decide what to put in your letter based on what you know the employer is looking for ■ the best order to write your information ■ how to write about it both formally and persuasively ■ how to set out your text, e.g. choose a formal business letter layout.

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Presenting information and ideas logically and persuasively

D2

Learn from other writers Develop your skills as you learn to write a letter of application. Start by reading the job advertisement carefully so that you can make sure your letter of application includes all the information that will make you sound like an ideal employee. Find out how the writer of the letter on page 16 did this as you answer the questions below. 1

What did Zoe do while reading the advertisement to help her decide what to include in her letter?

2

Zoe’s letter is written in paragraphs. In what order does she write about these points? A The fact that she would like to discuss the possibility of doing the job further. B Why she would like to do this job. C Most relevant experience and skills. D Where she saw the job advertised. E Her qualifications. F Her personality and ideas about working with children. G Other experience and skills that suit her to the job.

iles Jolly Sm em e ber tem pte ept ng iin Sep eniing Open Op

mber A new branch of Jolly Smiles Nursery is opening this Septe all staff to make sure that Jolly and we are looking for exceptiona Smiles Albany is run to the very highest standards. e you dedicated to making sure • Do you love children and are o the maximum? rry to ery y day at nurse they enjoy every ber? eam member team • Are you a great te ma)) ploma Dip • Area you qualified in childcare? (GNVQ 3 or Level 3 Diplo In return we offer a good salary, uniform, and a happy and os Ros R stimulating work environment. Apply in writing with CV to Street, Colton l BR3 1DV E Barnes, Jolly Smiles Ltd., East

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28 West Street Colton BR1 3 VV 30 April 2008 Samira Khan Jolly Smiles Ltd. East Street Colton BR3 1DV Dear Ms Khan 1

Your advertisement in The Albany News on 31 May caught my attention because it offers a new challenge in an environment that I find extremely stimulating and enjoyable.

2

As you will see from my CV, my background is particularly relevant to your requirements. I have worked part time at Little Stars Nursery at HealthyYou Leisure Centre, Albany for the last two years. I have a warm, lively personality and always make sure that the children in my care are well settled and have lots of fun.

3

In the summer last year I helped to set up the nursery that was opening in September at a sister Leisure Centre in Overton. This gave me valuable experience in implementing plans, ordering stock and taking delivery. As part of this job I became confident in communicating with a wide variety of people both over the phone and by email.

4

I am now keen to begin full time work as I finish my CACHE Level 3 Diploma in Child Care and Education in June and believe that I have a lot to offer Jolly Smiles Nursery in terms of experience and abilities. As well as my experience with children I am a good team member and very reliable and hard working. I get on well with parents and am confident and polite when responding to their queries.

5

I would welcome the opportunity to discuss this appointment with you and look forward to hearing from you. Yours sincerely,

Zoe Timms Zoe Timms

3

Read the letter again closely and pick out the persuasive words or phrases that: a) show Zoe is very positive about the job b) make Zoe’s skills and experience sound really good c) make her personality sound ideal d) make her sound positive in the last sentence. Pilot material only – see introduction before use

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Presenting information and ideas logically and persuasively 4

D2

Work in a group. Below are Zoe’s thoughts. Compare them with what she actually wrote in the letter (paragraph 4). a) How did she change the way she expressed herself so that she wrote in the polite and formal English needed for a letter of application? b) Work out a list of rules you will need to follow to make sure the way you write is formal and polite, e.g. Do not use abbreviations like I’m.

I’m wanting to get a proper job now ‘cos I finish my Level 3 soon. I’ve loads to offer Jolly S with all my experience and abilities. As well as the stuff I’ve done with children. I am a good team member and reliable and I don’t skive. I get on ok with parents and never diss when they ask stupid questions.

5

What did Zoe have to do to make sure her letter looked like a formal business letter? a) Draw a sketch of the letter and label the places where she has written: A her address B the employer’s address C the date D the employer’s name. b) How does she open and close her letter?

Try the skill You are going to write a formal letter of application for the job below.

Looking for a unique challenge? We are looking for enthusiastic and friendly people of all ages to join our team. With over 25 Rides and Attractions, Thorpe Park is a thrill seeker’s paradise offering some of the most exciting ride experiences in Europe. Our business depends on giving guests high quality, exciting and memorable days out, which in turn depends on recruiting the right team to deliver excellent customer service daily and maintaining high standards. Is this the right job for you? Pilot material only – see introduction before use

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1

Work in a group. a) Brainstorm a list of the kinds of jobs there are at a theme park e.g. catering assistants, ride managers. b) Read through the advertisement carefully making a list of the skills, experience, qualifications this employer is looking for.

Plan your writing 1

Work on your own. Look at the lists of jobs you wrote and choose one of them you would like to do. a) Make a list of the relevant skills, personality, qualifications, or life experience you have which you could use to persuade the employer to give you this job. b) Work out some persuasive phrases or descriptive words that you can use to describe the qualities you have just listed so that you can really ‘sell’ yourself.

2

Plan your letter of application by completing a chart like the one below. Paragraphs

Points to include

Opening paragraph Where and when you saw the job advertised Sentence being positive about why you want to do the job

On the thorpepark-jobs.com website (today’s date: )

Middle paragraphs Responding to key points in advert My most relevant skills, experience, qualifications, personality traits etc.

I am friendly and

Closing paragraph Positive statement looking forward to their response

I would welcome the opportunity to …

Write your draft 1

Once you have done all your planning, you are ready to write a first draft of your letter. Prepare to write by making sure you remember how to: ■ set out a business letter ■ write in formal English ■ make sure you write your verbs in the right form (see pages 25 and 26) ■ use persuasive words and phrases to sell your skills ■ proofread a text (see page 29).

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Presenting information and ideas logically and persuasively 2

D2

When you have finished your first draft, work in pairs to read each other’s letters. a) Compare the way your partner’s letter is laid out with the one on page 16. Are any parts of the letter missing or that need to be moved to the right place? b) Read through your partner’s letter carefully and: ■ tick each piece of information that is relevant ■ underline any pieces of information that are not relevant ■ put a question mark by any information you read which would put the employer off employing this person ■ put a star by any effective selling words or descriptions that make this person sound a really positive choice.

Improve your writing 1

Yemi is applying for a job at the Thorpe Theme Park. Read the first draft of his letter of application. a) Make a list of things he could do to improve it. 35 Champion Way Enley Notts Friday Dear Sir I seen your advertisement on the leisure website and I would very much like to work at Thorpe Park ‘cos your rides – they are fantastic and I would love to get to go on them free! I’d be a great person to have working on them rides because I am friendly and cheerful and I’d keep the kids smiling no bother. I have worked with customers in my Saturday job as a shop assistant at News First for six months now and all the customers loves me and we have a good laugh. I gets on well with the other lads in the shop too. Regular my boss says he couldn’t do without me. I encloses my CV and looks forward to hearing from you real soon Yours sincerely, Yemi

b) Check your first draft again. Have you made any of the same mistakes that Yemi has? Mark in any places where you need to make changes. 2

Make all the changes you need as you write the final version of your letter. Don’t forget to proofread it again carefully to spot and correct any spelling, punctuation and grammar errors. Pilot material only – see introduction before use

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2 Presenting information logically and persuasively in an essay Sometimes you have to present quite complex information and ideas in a more formal text such as in an essay. To do this well you need to build on the skills in writing logically and persuasively you have just developed and: ■ put together a balanced and well organised argument ■ organise your paragraphs to argue your points persuasively ■ work out the best order to write your points ■ write in a formal and impersonal way.

Learn from other writers The writer of the essay on page 21 planned it very carefully to make sure the argument was well organised and gave a balanced view of the topic. Do the tasks that follow to find out how he did this. The title he was writing about was: ‘Should children under five be allowed to watch television?’

1

Work in a group. The flow chart below shows the logical way the writer organised his argument. Work out where each of the points in the box below appeared in the essay. A This essay is about whether young children should watch television.

Introduction

B Children don’t do any exercise when they sit watching television. C It is ok for children to watch a small amount of good quality television. D Children watching poor quality television copy bad behaviour or are scared by it. E TV is a cheap way to give wider experience to some children who would miss out. F Children can end up with speech problems if they watch too much.

Points for

Points against

Conclusion

G Watching television can keep children safe. H Television can be educational. Pilot material only – see introduction before use

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Presenting information and ideas logically and persuasively

1

There is a great debate at the moment over what effect watching television has on young children. Should young children watch it? On the one hand children can learn a lot through educational fun programmes but on the other hand watching too much television can be harmful as well.

2

During the last few years television shows made for small children have improved a lot because programme makers want them to be educational to please parents. Channels whose main audience are pre-school children have highly educational programmes such as CBeebies showing Numberjacks which teaches mathematical ideas and Nina and the Neurons which teaches simple science. Both programmes are fun and informative.

3

Parents such as Jane Erics find television useful when coping with young children: ‘I know I can leave my four year old in front of the television and he will stay put for quite a while so I can get on with other things. Toys do not engage his attention span for as long.’ Clearly in those situations television is preventing children from getting up to mischief or, worse still, being injured or killed. In addition, when a small child is over-tired but too old to have a nap then watching television can be an ideal way to help them calm down or rest for a little while.

4

Good quality television can introduce deprived children to a lot of useful information, e.g. about the world around them, the past etc. Some children live with a carer who cannot afford to take them out much or who do not know very much English or who cannot read or do simple maths themselves. In these situations, as Rosa Mondi of Kidsfirst says: ‘turning on the television is a very cheap way to give these children a much richer experience of life.’

D2

playing with toys or going outside. Sadly these activities may not seem anything like as exciting as television.

6

Research has shown that children who watch a lot of television can develop serious problems with their speech as they do not see how the mouth of the person speaking them moves and so have nothing to copy. Poor speech can have a terrible effect on a child’s ability to make friends. Another concern is that watching people on television is very different from being in the same room as them and discovering how real people behave. This means that children watching a lot of television do not have the same chance to build their social skills as they would if they were at playgroups or playing with friends and this can make life very difficult for them. Few parents realise that watching so much television can be so harmful.

7

A further very real worry is that children often end up watching programmes which show unsuitable information and ideas. Studies such as Ellison and Porter show that poor behaviour can be copied and frightening scenes can live a long time in a vulnerable child’s memory.

8

In conclusion, it is clear that while there is some good that can be gained from watching quality television programmes for a short period each day there is a lot of harm that can come from watching too much television or poor quality programmes. A short period of time watching a high quality programme can be worthwhile but young children should not be left in front of the television for hours at a time because it may cause them longterm damage.

5

However, when a child is watching television they are just sitting still. They do not get any exercise at all and studies have shown that children who watch a lot of television are more likely to be overweight and to be less fit than children who do not watch more than an hour a day. In addition, watching television is effortless – a child just sits there and lots of exciting pictures and sounds dance in front of them. They do not have to use their imagination and spend less time doing other important activities such as looking at books,

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2

Often the first sentence of a paragraph is a topic sentence which tells the reader what the main point of the paragraph is about. The rest of the sentences explain this idea in more detail and may give evidence to prove why it is sensible.

Find the topic sentence in each paragraph of the essay then decide which of these best sums up how the rest of that paragraph persuades readers it is a sensible point. explaining why or how 3

proving

comparing

giving more detail

Connectives show readers how your ideas are linked. Search the essay on page 21. a) Make a list of connectives this writer used, e.g. on the one hand … on the other hand… . b) Decide what job each is doing, e.g. balancing points of view.

4

Look through the essay. a) Pick out six describing words or phrases that the writer used to give their opinion greater impact, e.g. Poor speech can have a terrible effect on a child’s ability to make friends. b) How many of your words are emotive words (i.e. words that will stir the readers feelings, e.g. the word ‘terrible’ will make readers feel sorry for those children)? What effect do they have? c) Discuss your list with a partner.

5

Using what you learned when finding out how to write a letter of application, decide whether the essay has been written in formal or informal English. How can you tell?

6

Compare the words used in these sentences from the letter of application and the essay. One of them is written in an impersonal style, the other is in a personal style. a) Which is written in each style? b) How can you tell? c) What is the difference between the two styles?

Application letter

Your advertisement in The Albany News on 31 May caught my attention because it offers a new challenge in an environment that I find extremely stimulating and enjoyable. EEssay There is a great debate at the moment over what effect watching television has on young children. Should young children watch it? On the one hand children can learn a lot through educational, fun programmes but on the other hand watching too much television can be harmful as well. Pilot material only – see introduction before use

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Presenting information and ideas logically and persuasively

D2

Try the skill You are going to write an essay discussing the statement below. We already watch too much television: the average person watches 202 minutes of television per day with men watching more than women (Office National Statistics). Developments such as the digital switchover and BBC iplayer will only make things worse. 1

Work in a group. You have to come up with as many reasons for and against this idea as possible. Use the internet to find out about digital switchover and BBC iplayer, find out: ■ what their likely effect will be on different groups of people who watch a lot of television, e.g. disabled people, Mums at home, children, the elderly ■ the advantages or disadvantages of having more choice in when and what to watch ■ whether it would be better to ban evening television and only broadcast during the day ■ the effect allowing more television would have on people’s jobs, advertising etc.

2

Hold a class discussion and try to reach a conclusion.

Plan your writing Next plan your piece of writing using a chart like the one below. Paragraphs

Points to include

Evidence

Explore

Introduction

People already watch a lot of television.

202 minutes per day

For some that’s not too much because they are housebound or disabled, for others it may be a waste of their life because sitting watching stops them getting out or keeping fit.

Currently many people Making more television still only watch the free programmes available five channels but with will have a big effect on digital switchover they lots of viewers’ lives as will have access to all well as many people’s the freeview channels jobs. – over 40 TV channels and 25 radio channels. Points for

People would make less effort to go out and about…

Points against

Housebound people such as the disabled or elderly will have more to choose from…

Conclusion

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Write your draft 1

Once you have done all your planning, you are ready to write a first draft of your essay. Prepare to write by checking that you remember how to: ■ write in formal English and keep to an impersonal tone ■ use topic sentences to begin your paragraphs ■ make sure you write your verbs in the right form (see page 25) ■ use quotation marks correctly to help you include quotations (see D1 download, page 11) ■ use emotive words and phrases to persuade readers to agree with you ■ proofread a text (see page 29).

2

After you finish your first draft, work in pairs and check through each other’s essays. ■ Tick each paragraph that begins with a topic sentence and makes good sense. ■ Underline any parts of the essay which are not impersonal or formal enough. ■ Put a star by any effective persuasive words that sway the reader’s feelings. ■ Proofread the essay, circling any mistakes you spot.

Improve your writing 1

Naledi is writing her essay. Read it and decide what she has done well and how she can improve her writing. On average people already watches 202 minutes of television per day but there were obviously some groups of people like the elderly housebound or disabled who may watch more and others who watch a lot less. For some people this may be too much television but not for others. Have more choice of what to watch and when may tempt some people to watch more and go out less but other people may be freed from wanting to stay in to catch a programme on a particular night and worrying they will forget to record it.

2

Make any necessary changes to your essay and then write out your final version before giving it a final proofread to spot any mistakes.

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Functional English Level 2 • Section D2 • page 24

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Presenting information and ideas logically and persuasively

D2

3 Using correct verb tenses Learn the skill The verbs (action words) in a sentence must refer to the correct time when things happened – the past, present or future. past tense

present tense

future tense

I ran to work

I run to work

I will run to work

■ Some words signal the verb tense you need to write in e.g. In the future I will study so that I can get a better job. Soon there will be a wider choice of courses. In the past you just sat exams, there was no coursework. ■ When you are writing about the same event or group of events, make sure you keep to a single tense – past, present or future.

Try the skill 1

Look carefully at the verbs in bold in this paragraph. a) Which verb tense is the writer using? b) When the writer changes tense why is this change made? The exam system was mostly college or school based. Soon major employers such as McDonalds, Flybe and Network Rail will offer qualifications. In the past employers sent their apprentices off to college on day release but in the future more studying will take place in the work place. These new qualifications will allow the learning and achievements of people currently working in the hospitality section to be recognised and valued.

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2

Below is some information about the new courses. Your manager has asked you to turn them into a one paragraph news report for the staff magazine. This must be written in the past tense. Write the news report, e.g. Yesterday, McDonalds …. A McDonalds wins approval to offer Level 3 courses. B Students can train in management. C Flybe and Network Rail are developing Level 3 courses. D Some universities worried that the courses are not demanding enough. E Similarly, Network Rail plan to offer courses up to A-level or Diploma standard to their track engineers.

3

Pick out the word or phrase in each sentence below which tells you which tense is needed for the verb in brackets. Then write out the verb in brackets in its correct tense. A Asked about the new qualifications, the Prime Minister said ‘In the future it (to be) a tough course but once you have got a qualification in management you can probably go anywhere.’ B In the past business leaders (to be) concerned that schools, colleges and universities (to not prepare) youngsters for the world of work. C From next month McDonald’s (to try out) their basic shifts manager course. D Network Rail too (to offer) courses up to A-level or Diploma standard to their track engineers soon. E Flybe courses are up to Level 4 and (to cover) the work of all cabin crews, engineers, call centre staff.

4

Work in pairs and discuss whether a) these new courses are a good idea b) there are other types of work which you think people should be trained in and given qualifications for.

5

Then work together to write a paragraph giving your views. Use the two sentence starters below. Take care to write your verbs in the right tense. I think the new courses are… In the future…

6

Work with another pair and check each other’s paragraphs. As you read them: ■ underline each verb that is in the past tense ■ star each verb that is in the present tense ■ circle each verb in the future tense ■ put a cross by any verb which you think is in the wrong tense. Pilot material only – see introduction before use

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Presenting information and ideas logically and persuasively

D2

4 Using subject and verb agreement accurately Learn the skill Check that the way the sentence is written is right for the number of people doing the action. ■ Find the verb (action word). E.g. running, taking part, winning ■ Decide how many people or things are doing the action. ■ Check whether the verb is written in the right way for that number of people. E.g. He was sprinting to the finishing line. ✓ He were sprinting to the finishing line. ✗ Be careful with words like government, crowd and committee. They are singular words but they can sound like plural words because they involve lots of people. Make sure you match up the correct number of people or things with the verb – don’t be confused by other singular or plural words in the sentence, e.g. The athletes, who landed in Bejing on Wednesday, were given a tour of the city. Remember if two singular things are doing one action the verb needs to be plural, e.g. The swimming and diving are on this afternoon.

Try the skill 1

Decide what the missing verb is in each sentence below. Then think about how many people or things are doing the action. Work out how the verb should be written in each sentence.

The Olympic Games have a very long history, however the Paralympic Games _________ much newer. This competition _________ started in 1948 by Sir Ludwig Guttman at Stoke Mandeville in Aylesbury. He used sport to help people with spine injuries from the Second World War to recover and _________ up a competition with other hospitals to run at the same time as the London Olympics.

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2

Work in pairs. Read the draft text of a description for a website below. Find the eight errors in subject-verb agreement. Be aware that: ■ some verbs are irregular, i.e. I have becomes he has not he haves ■ Nobody, everybody, anybody all take singular verbs, e.g. nobody is…

5

10

15

20

3

The 2012 Paralympic Games are being hosted in London and for the first time ever the planning for both the Olympic and Paralympic Games is being combined. The organisers wants to make people more aware of the Paralympics. They hope to encourage people to have a more positive attitude towards disabled sport. With this in mind the Paralympic athletes is going to be housed in the Olympic Park where the Athletes for the Olympics will be living. Everybody feel this shows that the two groups of athletes has the same status. The Olympics always gets a lot of television time. In 2012 paralympic sports such as Boccia, Goalball, Wheelchair Tennis and Rugby is to be shown on television too. The Games organisers are making sure that most of the Paralympic competitions will take place at two venues which is within 15 minutes of each other. This make travelling between events so much easier for the disabled athletes. The whole Olympic Village are designed to be fully accessible to disabled people. The 2012 Paralympic games run from Wednesday 29 August through to Sunday 9 September and are the second largest multi-sport event in the world.

W k on your own. Which Whi h off the th sentences t b l have h b that th t do d nott Work below verbs agree with their subject? A Thursday 30 August 2012 have been scheduled to be ‘Paralympic Day’. B On that day spectators will be encouraged to try out Paralympic sports. C Everybody have the chance to watch athletes train and compete. D A brand new Tennis Centre and hockey pitches is being built and will be kept after the event. E The plan is that by the end of 2012 Britain will have more sports sites for disabled athletes to use.

4

Do you think the 2012 organisers will be successful in making people think more positively about disabled sport? a) Write your views in a paragraph taking care to make sure each subject and verb agree. b) Swap your paragraph with a partner. Check each other’s sentences. Tick verbs that agree and put a cross by any you think do not agree. Pilot material only – see introduction before use

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Presenting information and ideas logically and persuasively

D2

5 Proofreading Learn the skill Use this checklist to help you check if there any big changes that need to be made to the text you are working on. ■ Has it got all the features you would expect to see in that type of text, e.g. both the writer’s name and the business’ address in a formal business letter. ■ Does it suit your readers? ■ Will it achieve its purpose? ■ Have you included the right content? ■ Is it formal or informal enough all the way through? Spot and correct spelling, punctuation and grammar mistakes. ■ Read the text aloud (in your head). Does each sentence make good sense? ■ Check for homophones – words that sound the same but are spelt differently when they mean different things, e.g. their/there/there. Have you used the right one? ■ Then read the text backwards focussing on the way each word is spelled. Highlight any you are unsure of and use a dictionary to check them.

Try the skill 1

Work in pairs or small groups. Look through the text on page 30. It is an appeal for young teenagers to volunteer to help Elton Trading Standard Officers check whether shop keepers obey the law. Use the checklist above to decide whether there are any ways in which the text needs changing.

2

Read the text on page 30 again, carefully searching for spelling and grammar mistakes. Pick out each one you can find and either a) write the misspelt word out correctly, or b) write out the sentence with the grammar error correctly.

3

Search some of your recently written work and work out which of the common errors in the box below you make. Then: a) Find out what the rule is for each of the words you have not used correctly, e.g. You use there when you are talking about a place. b) Learn the rule. Take special care to check you follow the rule as you write your next piece and when you proofread your finished work. Common errors they’re/their/there

too/to/two

of/off

your/you’re

whose/who’s

lose/loose

effect/affect

lay/lie

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4

Using the information from the webpage, write a short article for a local newspaper appealing to teenagers to take part in the Elton Trading Standards Operation to catch shopkeepers selling age-restricted goods to underage teenagers.

5

Proofread your finished article and, in a different colour, mark on it any changes that need to be made.

Teenage volunteers needed

5

10

15

20

25

30

35

40

Throughout the year trading Standards Officers carry out operations to tackle illegal sales off goods to the underaged. To do this we needs teenage volunteers who wood be able to take part in test purchasing campaigns for agerestricted goods. We are looking for volunteers aged 12,13, 14 or 15 years who would be willing to help us. We wants to make sure that shopkeepers fully realises they must follow the law about selling age-restricted products. If you would be willing to give up some of your spare time and: • live in or close to Elton • look your age but are matuer in personality • are confident in unfamilliar circumstances We would be intrested to hear from you. Volunteer’s may also take a friend with them on any operations. Obviously a friend must have parental permission to help you and be able to fullfil the criteria above aswell. No payments or gifts is given to the volunteer. However, we will provide meals and travelling expenses where appropriate. Some of the work may involve working late into the evening or at weekends. All volunteers will be given apropriate training and time spent with Trading Standards Officers will be conducted in acordance with strict guidelines to keep you safe at all times. Contact us: Parents, relatives of potential volunteers or volunteers should contact Harry Burns or Sarah Harris: Tel: 01347 614778. We would welcome information from anybody who wishes to report an Elton retailer who sells alcohol, cigarettes or fireworks to the under-aged.

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EDEXCEL FUNCTIONAL SKILLS PILOT

English Level 2 Section D

Understanding and writing texts D3 Writing for different purposes 1 Presenting information clearly in a report

31

2 Presenting a convincing argument

37

3 Using commas

42

4 Using apostrophes

45

5 Using inverted commas

47

6 Improving your spelling

49

Picture Credits The publisher would like to thank the following for their kind permission to reproduce their photographs: (Key: b-bottom; c-centre; l-left; r-right; t-top) Caro 89; F1 Online 95t, 95cl; Vehbi Koca 95b; Woody Stock 95cr; JLP/Jose.L. Palaez 87; iStockphoto: 94; Photofusion Picture Library: 33, 34b; All other images © Pearson Education Picture Research by: Kevin Brown, Lisa Wren, Rachel Naish Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication. Pilot material only – see introduction before use

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Functional English Level 2 • Section D3

© Pearson Education 2008

Working with shape and space

5

EDEXCEL FUNCTIONAL SKILLS: INTErIm SUppOrT mATErIAL

English Level 2 Geoff Barton, Clare Constant, Kim Richardson, Keith Washington

Section D: Understanding and writing texts D3: Writing for different purposes Use these free pilot resources to help build your learners’ skill base We are delighted to continue to make available our free pilot learner resources and teacher notes, to help teach the skills learners need to pass Edexcel FS English, Level 2. But use the accredited exam material and other resources to prepare them for the real assessment We developed these materials for the pilot assessment and standards and have now matched them to the final specification in the table below. They’ll be a useful interim measure to get you started but the assessment guidance should no longer be used and you should make sure you use the accredited assessments to prepare your learners for the actual assessment. New resources available for further support We’re also making available new learner and teacher resources that are completely matched to the final specification and assessment – and also providing access to banks of the actual live papers as these become available. We recommend that you switch to using these as they become available. Coverage of accredited specification and standards The table below shows the match of the accredited specification to the unit of pilot resources. This table supersedes the pilot table within the teacher notes.

Skills Standard

Coverage and Range

Learner Unit

3 Writing Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively

In a range of text types 3.3 Use a range of writing styles for different purposes

1 Presenting information clearly in a report 2 Presenting a convincing argument

3.5 Punctuate written text using commas, apostrophes and inverted commas accurately 3.6 Ensure written work is fit for purpose and audience, with accurate spelling and grammar that support clear meaning

3 4 5 6

Using commas Using apostrophes Using inverted commas Improving your spelling

Where to find the final specification, assessment and resource material Visit our website www.edexcel.com/fs then: • for the specification and assessments: under Subjects, click on English (Levels 1–2) • for information about resources: under Support, click on Published resources.

Published by Pearson Education, Edinburgh Gate, Harlow CM20 2JE. First published All rights are otherwise reserved and no part of this publication may be reproduced, 2008. © Pearson Education 2008. Typeset by Oxford Designers and Illustrators, Oxford stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanic, photocopying, recording or otherwise without either the prior written This material was developed for use with Edexcel pilot and development centres and permission of the Publishers or a licence permitting restricted copying in the United is available for continued use with development centres. To become a development Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby centre you need to offer Edexcel Functional Skills. The material may be used only Street, London EC1N 8TS. within the Edexcel development centre that has retrieved it. It may be desk printed and/or photocopied for use by learners within that institution.

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Functional English Level 2 • Section D3

© Pearson Education 2008

D3 Writing for different purposes By the end of this section you should be confident about how to shape your writing to suit different purposes. You will learn how to: present information clearly build an argument as you write a report and a letter of complaint. To help you do this effectively you will also sharpen accurate use of commas, apostrophes, speech marks and spelling along with proofreading.

1 Presenting information clearly in a report Learn the skill The key to presenting information clearly is to plan and work out: ■ what information your reader needs to find out ■ the best order for the information ■ which layout features such as headings, numbering, bullet points you can use to help your reader find the information they want easily. In this unit you will develop these skills as you write a report.

Learn from other writers The writer of the report on page 32 has made sure that readers can: ■ quickly and easily find the information they are looking for ■ rely on the recommendations given at the end of the report being sensible. Find out how this was done as you answer the questions below.

Remember A report gives readers information about a situation and may make recommendations about future actions they should take, e.g. an accident report gives information about how an accident happened and may recommend ways to make sure it does not happen again.

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1

The writer has organised the information logically. Read the report and decide which information you would find in each part of the report. Parts of the report

Information ■ Suggestions about how the problem may be solved ■ Why the report is being written ■ Facts and figures and evidence about the present situation ■ Discussion about what the evidence means ■ Reasons for the problem ■ What the report is about

A Reducing the amount of food wasted in our canteen and kitchen In the summer Environmental Health were called in because cleaning staff had discovered large numbers of rats were visiting our bins. This was happening because leftover food was being disposed of incorrectly and the problem has now been resolved. However, our service would be much improved if the amount of food being wasted could be reduced. This report looks at how and why food produced in the kitchen and served in the canteen is wasted and recommends ways to avoid this.

B How much food is wasted? The amount of waste food was measured every day over a two-month period from September to October. In an average week the daily amount of wasted food varied from 0.5 to 3.25 full bins. Although no clear weekly pattern of food wastage has been identified, Fridays were most likely to be a day on which a large amount of food had to be binned.

C Which foods are most likely to be wasted? The majority of wasted food was prepared ‘Dishes of the Day’, sandwiches which had passed their sell-by dates and toast. The Dishes of the Day most likely to be binned before being served were the vegetarian options and sandwiches containing pork or coleslaw. Scraps left on plates were most often meat pies and creamy sauces. The food least likely to be found in the bin were freshly prepared puddings, curry and pasta dishes and salad vegetables. The largest quantities of milk were wasted on Fridays.

Introduction

Main part of the report

Conclusions

D Why is food wasted? • Over-ordering As there is always food wasted every day it is clear that more food is being bought and prepared than is being eaten. • Unpopular food choices Some Dishes of the Day sell out while others are frequently left over. The high volume of scraps cleared off plates showed that certain foods are ordered but then not enjoyed by employees. • Friday is the end of the week and all leftover food is disposed of. Kitchen staff told us ‘milk won’t keep over the weekend till Monday so we always pour it away Friday afternoon’. A large number of employees also choose to go out for lunch on Fridays rather than eat at the canteen. • The number of employees on site varies from day to day, but the kitchen do not know how many are on site or how many will order food from the canteen before preparation begins at 9.30 am.

E Recommendations 1 Employees should be regularly surveyed to find out which meals they enjoy most and which they dislike. Only the most popular dishes should be prepared. 2 Employees should be surveyed to find out how many are vegetarian or have special dietary requirements, e.g. do not eat pork. The kitchen should be made aware of these figures when working out monthly menus. 3 All employees should be sent a daily menu by email and asked to order their lunch from it before 9.30. 4 Fresh food stocks, e.g. milk, should be monitored so that stocks can be run down before Friday.

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Writing for different purposes 2

D3

The writer used evidence in the report to work out sensible recommendations to improve the situation. a Compare the evidence with the recommendations. Work out which facts the writer used to support each recommendation, e.g. The writer made the first recommendation because… b Re-read the information in part C again. Discuss why some foods may be bought but then left on plates as scraps. Then write a recommendation which would help to reduce the amount of scraps left on plates.

3

A report should be quite formal so sentences are written in standard English. Below is another point a kitchen worker told the writer. a Rewrite it in standard English so that it could be included in Section D.

‘We makes loads of toast in the morning ’cos people fancy some with their tea but then there’s always stacks left over so then we just bin it.’

b What recommendation could you make to reduce the amount of wasted toast? Write your recommendation in standard English. 4

The writer has used different layout features to help readers find information in the report quickly and easily. Which features in the table below has the writer used to achieve the following: Features 1 Headings 2 Words in bold 3 Bullet points 4 Numbering

A To make different points stand out clearly B To show readers what the next section of text is about C To emphasise the order of importance these points are placed in D To make this key information stand out and be easily found. Pilot material only – see introduction before use

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Try the skill Task: The canteen at your work/place of study plans to open its canteen early to offer ‘healthy’ nutritious breakfasts. The canteen managers want to find out if there is a demand and what they should offer. Carry out a survey and write a report based on your findings which makes sensible recommendations.

Plan your writing 1

Work in a group. Gather the evidence. Work out what the situation is at the moment. a Decide what sort of information you want to find out, e.g.: ■ if people think eating breakfast is important; ■ how many people eat before they leave home; ■ what they typically eat; ■ what stops them eating breakfast; ■ whether they would be prepared to use the canteen etc. b Make a list of questions that will help you find this information out. You may like to prepare a questionnaire chart like the one below to record people’s answers. Person 1 No

Person 2 Yes

Do you think eating breakfast every day is important? No Yes, every day Do you eat breakfast before Takes son to leaving home? childminder at 7, too early to eat Nothing cereal + milk What do you eat for breakfast? 2

Person 3 Yes

Person 4 Yes

2/3 times a week if time

No

toast

coffee and pastry when gets to work

If possible, ask at least ten people to answer your questions and record their answers. Then study the information you have been given and work out what their answers show.

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Writing for different purposes 3

D3

Use a planning frame like the one below to help you work out the best order to write about the information you have collected. Sections

Information

Introduction What is your report about?

We wanted to find out if there was a demand for… We asked…

Main evidence Divide this into sections using headings that show what evidence you collected.

Reasons for making these choices … people thought it was important to…, however, … people ate breakfast… but… … people ate… and …

What the evidence shows Give this a heading and then write a bullet list of points. Recommendations Make sensible suggestions about what people should choose to eat based on the evidence you gathered.

1 … should… because

Draft your writing 1

Once you have done all your planning, you are ready to write a first draft of your report. Prepare to write by making sure that you remember how to: ■ use features such as headings, bullet and numbered points to help your writer find information easily ■ write in standard English ■ use commas to make the meaning of your sentences clear ■ use speech marks to begin and end any words people spoke to you which you want to include in the report ■ use apostrophes to show ownership or that letters are missing in words ■ use connectives that help you explain your thoughts or give reasons for your recommendations, e.g. because, since, so… .

2

When you have finished your first draft, work in pairs to read each other’s reports. a Compare the way your partner’s report is laid out with the one on page 32. Does its layout make it easy for readers to find the information they need? Pilot material only – see introduction before use

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b Read through your partner’s report: ■ Tick each sentence that gives a sensible explanation of what the evidence means. ■ Underline any recommendations which are not based on the evidence. ■ Put a question mark by any sentences that are not easy to understand. ■ Put a star by any words or phrases that are not in standard English.

Improve your writing 1

Olla is writing his report. Read the first draft for the middle of the report where he tells readers what evidence he has found and what he thinks it means. a Make a list of things he could do to improve his report. What people eat and drink for breakfast 14 of the 16 people interviewed thought it was important to eat a ‘healthy’ breakfast. The most popular breakfast was nothing. 10 people said they usually ate nothing before leaving the house because they were in such a rush. 6 of those people picked up a chocolate bar or pastry and had it when they got to work. The rest didn’t eat until lunchtime and kept going on cups of coffee. 3 people ate toast for breakfast at home. 2 people had cereal and milk. 1 person ate porridge everyday and said ‘its’ good for you and I never need to snack before lunch’. 8 people said they would use the canteen for breakfast if it opened at 8 a.m. They all wanted healthy and quick options. People were more worried about needing to eat quickly than anything else. One person said I know I should eat healthily but I just grab whatever I can. It’s usually toast but I always try and drink some milk too so that’s not so bad is it?’

What the evidence shows This evidence shows that the best breakfast to eat is nothing at all as it is quick, cheap and no one said it didn’t keep them going till lunchtime.

b Check your fi rst draft again first again. Have you made any of the same mistakes that Olla has? Mark in any places where you need to make changes. 2

Make all the changes you need as you write a final draft of your report. Don’t forget to proofread it carefully to spot and correct any spelling, punctuation and grammar errors. Pilot material only – see introduction before use

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Writing for different purposes

D3

2 Presenting a convincing argument Learn the skill The key to presenting your argument convincingly is to carefully plan how you are going to back up each point you want to make with evidence. You are going to develop this skill as you write a letter of complaint. To do this well you need to understand; ■ what evidence you wish to give to your reader ■ how you can use that evidence to support your point of view ■ how to build points together to argue your case.

Learn from other writers The writer of the letter of complaint on page 38 has presented a convincing argument to persuade a shop to take back a faulty watch and refund the money. Find out how this was done as you answer the questions below. 1

When writers develop an argument, they organise their points to build a case. Read the letter on page 38 and decide in which paragraph, A, B or C, the writer told the reader these points. ■ What is wrong with the watch ■ How long he has owned the watch ■ What he wants to happen now ■ Why he chose to buy this watch ■ What the manufacturer had promised about the watch ■ How the watch has been used

2

When developing arguments good writers use evidence to prove their ideas are sensible. Read the letter again and jot down the evidence the writer gave to support each of the points listed above.

3

Using connectives can help emphasise the logic of the argument and make it more persuasive. Scan the text opposite and make a list of connectives the writer used to make his reasons clear and link evidence and points to argue for what he wanted. Examples: as…, … as well as …

4

The writer wants his letter to be taken seriously. Which words best describe the style of writing the writer has chosen to make sure the letter creates the right effect? informal

humorous formal

polite rude

serious angry

relaxed

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Dear Sir Pro Diver’s Watch A As you can see from the receipt I have enclosed with this letter, I bought a watch from you only a month ago. As I am a keen scuba diver, I wanted a watch which I could wear while diving as well as while swimming. It was important to me that the watch would work well during deep dives and had a timer which I could set to let me know when my oxygen would be running low. I also wanted a watch that looked good. B I chose your Pro Diver’s Watch because your website advertisement said it was ‘reliable up to 1000 feet or 30 atmospheres’ so I thought it would be ideal. The advertisement also said that the watch face was ‘scratch resistant’ which convinced me it could cope with being worn every day. However, I have worn the watch only once and part of the time I was in the local swimming pool with my family. When I looked at the watch face after I took it off at the end of that day, I could see condensation misting up the watch face. This could only be because the seal is broken and water had got into the workings of the watch. Although I have not worn the watch more than ten hours in all, the face is scratched. I am deeply disappointed with the quality of your watch which is no where near the quality your advertisement stated. C

Your guarantee states that if I ‘return the watch in the original packaging together with receipt’, you will either repair the watch or send me a replacement. I am enclosing the watch so you can see for yourself the scratches and condensation. Since the watch face scratches so easily, I would like a full refund rather than it being replaced or mended. Please could you arrange this as soon as possible and add in the cost of posting the watch back to you? The postage receipt for £3.40 is attached. Yours faithfully Nissa Patel

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Writing for different purposes

D3

Try the skill You are going to write a letter of complaint to a supplier of mobile phones about a mobile package you recently bought. Read some information about the package from the supplier’s website. Then read your notes about what happened when you used the phone:

Home

Products

Orders

Contact

UR mobile You have chosen: • UR360 • Slim stylish camera ringtones Bluetooth music player camera video camera expandable memory • Package A – Year’s contract payable quarterly in advance: includes 500 texts, 300 minutes per month and reduced price line rental for the first three months. What you pay: £40 today, then 3 further payments of £50. Buy now

Contact: 0845 2080 or email: [email protected] URmobile registered address: 20 Upside Retail Park, Claxton, Sanchester S1 10XX

●

●

●

●

●

Chunky – 5cm thick and 10cm high. The Bluetooth only works occasionally. camera and video – a black line appears across every picture in the same place. Is lens cracked? Sent 5 texts URmobile messaged that all the month’s allowance was used up ‘0 texts left’ phoned the internet site’s number - queued for 20 mins and still didn’t get to speak to anyone but was using up minutes Get UR mobile to cancel the contract and refund first quarter’s payment of £40

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Plan your writing 1

Work on your own. Plan your letter of complaint by completing a chart like the one below. Paragraphs

Points to include

Opening paragraph • Which phone and contract you bought • What the advertisement promised Middle paragraph(s) • What the problems with the phone were • Evidence Closing paragraph What you want the supplier to do however, which, so, since, because…

Useful connectives

Draft your writing 1

Once you have done all your planning, you are ready to write a first draft of your letter. Prepare to write by making sure you remember how to: ■ set out a business letter ■ back up your points with evidence and use quotation marks where necessary ■ write in standard English and sound polite but serious ■ use connectives that help you argue your points effectively ■ make sure you use commas to make your meaning clear in your sentences.

2

When you have finished your first draft, work in pairs to read each other’s letters. a Has your partner laid out their letter as a standard business letter? Does anything need to be changed? b Has your partner put the right information in each paragraph in order to build a convincing argument? Would any of the information work better in a different place? c Read through your partner’s letter carefully and: ■ tick each point that is backed up by some evidence ■ underline any sentences which are not in standard English or do not sound polite and serious ■ put a question mark by any points which are not clearly argued ■ put a star by any effective use of connectives to link evidence to a point that argues your case. Pilot material only – see introduction before use

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Writing for different purposes

D3

Improve your writing

1

Ana is writing a letter of complaint. Read the first draft of her final paragraph. Make a list of things she could do to improve it. So I want you to give me back my money. It’s outrageous sending me a camera that’s cracked and doesn’t work properly. Even if you sent me a new phone I do’nt trust your system to count the number of texts and minutes I am supposed to have properly. I ca’nt waste hours of my life waiting for your customer service team to answer the phone. And I don’t want to be wasting my 300 minutes phone time on that either. I don’t want you to replace the phone I want my money back.

2

Check your letter to make sure you are not making the same mistakes. Make any necessary changes and then write your final draft. Remember to proofread it afterwards.

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3 Using commas Learn the skill Using commas correctly helps your reader understand you correctly. Watch out for common mistakes and make sure that you: ■ separate items in a list with a comma ■ use commas to separate extra information within a sentence ■ use commas correctly around clauses so that meaning is clear ■ don’t use a comma where you need a full stop ■ A comma is used to separate items in a list, e.g. The sports shop sold clothing, footwear, rucksacks, equipment and books. ■ Commas are used to separate out extra information that has been added in a sentence, e.g. Fahim and Hasan, the owners of the shop, are selling their business. ■ Commas can be used to make the meaning of a sentence clearer, e.g. ‘That woman, said the hairdresser, wants to dye her hair purple.’ means something very different from ‘That woman said, the hairdresser wants to dye her hair purple.’ (Hint: who will end up with purple hair in each sentence?) ■ A comma can be used to separate clauses (a clause is a main part of a sentence; each clause has a verb), e.g. Although Adam was fit, he couldn’t reach the summit. this is one clause (note the verb ‘was’)

a comma separates each item, ‘and’ is used instead of a comma to link the last two items in a list

commas separate out the additional information To check whether the commas here are used correctly, say the sentence without the information in the commas. It should still make sense on its own: Fahim and Hasan are selling their business.

this is another clause (note verb ‘couldn’t’)

■ A comma should be used after connectives such as ‘however’, ‘for example’, ‘in addition’, e.g. I wrote to you over 2 weeks ago. However, after a month I am still waiting for a reply. In addition, you have ignored several phone calls.

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Writing for different purposes

D3

Try the skill 1

Read the information from the website below. Use what you have just learned about commas to work out which job each comma in the paragraph below is doing. Example: 1 A A – a comma used to separate items in a list B – a comma used to separate out extra information added into the sentence or to make the meaning clearer C – a comma used to separate clauses.

Home

1 2

3 4 5 6

2

Gym

Beauty

Contact

We all need time to relax and look after ourselves,, whether it’s a break from the kids,, work or the general routine. Come to the Ranleigh Health and Fitness Centre,, which is just behind Tesco’s,, and let us pamper you with luxury,, peace, space and some ‘you time’. Ranleigh Health Club is for adults only,, so all areas of the club are guaranteed to be calm and relaxing.

a Rewrite this sentence so that it has commas in the right places.

Home

Gym

Beauty

Contact

Ranleigh Health Club offers an extensive range of fitness equipment: treadmills rowing machines weights machines and free weights.

b Write a sentence that includes a list of activities that you would enjoy doing at a leisure centre. Make sure you use commas correctly.

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3

Now decide where commas need to be added to each sentence in this paragraph about fitness equipment so that they will make sense.

Home

Gym

Beauty

Contact

The gym area overlooks the tennis courts so while you get yourself fit you can watch the game. If you like to swim then we have a pool 25 metres long together with a sauna steam room and spa area for you to enjoy. However we also offer a range of popular exercise classes which you can book including Dancersise yoga spinning and step.

4

Read this draft page for the website describing treatments members can enjoy at the health club. a For each sentence decide: does it make good sense without a comma? b For sentences that do not make good sense without a comma or pair of commas rewrite the sentence placing commas in the right position.

Beauty is not skin deep we know. That’s why we’ve created a wonderful spa system that will indulge your mind and body too. Step inside and explore a whole world of exotic beauty treatments relaxing massages and the latest advanced therapies. Then step outside feeling full of energy and uplifted totally refreshed by your time spent with us. Coming to our therapists each of whom are highly qualified professionals means you can be confident that you are being treated by an expert. Together you can decide on a treatment programme that will really suit you. Imagine the pleasure of a one-off session which includes: restoring flagging energy levels making tired-looking skin more youthful or ridding your body of tension. Alternatively you might decide to book a series of weekly treatments which will give you longer lasting benefits. Whatever your choice after your treatment you can take the luxury home with you by choosing from our designer range of skincare and beauty products.

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Writing for different purposes

D3

4 Using apostrophes Learn the skill Using an apostrophe helps your reader understand your meaning more clearly. There are two rules to help you decide when you need to use an apostrophe. 1

Omission The apostrophe is used to show where a letter is missing when two words have been made into one word. Sometimes an apostrophe shows that two or more letters are missing. I am ➞ I’m can not ➞ can’t. Take care: a common mistake is to put the apostrophe in between the two words that are being joined rather than in the space where the letters are missing, e.g do’nt ✗ don’t ✓

2

Possession The apostrophe is used to show that something belongs to someone or something. Add ’s after the word that shows who the owner is, e.g. The player’s shirt and the player’s shorts were ruined. Last week’s match was not great.

Note:

Its and it’s An apostrophe is only ever used when you are shortening ‘it is’ or ‘it has’ ➞ it’s. There is no apostrophe when something belongs to it. E.g. A football coach knows it’s vital to train the team regularly. ✓ A football coach knows its vital to train the team regularly. ✗ It’s been difficult but we got there in the end. ✓ Its been difficult but we got there in the end. ✗

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Try the skill 1

Read the message below and decide which words have letters missing and need an apostrophe. Write out those words making sure you put the apostrophe in the right place.

Hi Amy, its ages since we spoke. Just checking that everythings all right with you. Ive just bought a new laptop that Im pretty excited about – its pink casing is amazing! I was getting sick of fighting for time on my Mum’s machine. Now she cant moan about me going on U Tube when she wants to work. Im off to college now so Ive got to go. Bye C

2

Read the café blackboard below. a Decide where apostrophes are needed to show possession. Rewrite those words. b Where has an apostrophe has been wrongly used? Rewrite those sentences.

Cheryls Café Todays

£4

specials

Fish and chip’s with mushy pea’s Deep fried pizza’s Don’t delay – come in today! You’re fish is our command!

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Writing for different purposes

D3

5 Using inverted commas Learn the skill You need to use inverted commas so that your writing is easy for your reader to understand. You can use them to show your reader three things: 1

That the words you have placed inside inverted commas are a quotation of the words someone has said or written, or a piece of text quoted from somewhere else, e.g. The notice in the shop window said ‘95% off everything today.’ We looked at each other, ‘Wow, that’s amazing!’ I said.

2

That the words you have placed inside inverted commas are a title of a book, newspaper, play or film, e.g. I was reading ‘The Life and Times of the Thunderbolt Kid’ by Bill Bryson.

3

That you know that this word or phrase is slang, or being used in a special way, e.g. He thinks he’s a ‘dude’.

Try the skill 1

Look at the film review below. The examples of inverted commas are underlined. For each of them decide if it is an example of use 1, 2 or 3 mentioned above.

‘Donnie Darko’ For his debut feature, writer-director Richard Kelly certainly didn’t lack ambition. It’s a ‘teen’ movie combined with science fiction and thriller elements. It’s a twisted combination of ‘American Beauty’ and ‘Fight club’. When this strange bunny creature that haunts the film informs him of the apocalypse is less than a month away, and a jet engine mysteriously falls on his house, a warped tale begins. Despite all the darkness, story is lifted by a ‘down-to-earth’ romance with a new girl (Jena Malone) in school. The director makes the character’s torment all too real, but that’s not to say that Donnie’s a big ‘mope’; he’s remarkably smart, and his dark wit is razor sharp. ‘Creepy, funny and stunningly immaginative’, says Bart Lemovich of ‘Film Monthly’, and I have to agree. Rent it!

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2

Use quotation marks correctly in the sentences below to make your meaning clearer. Write each of the sentences below adding in the details that are in brackets and deciding whether you need to use inverted commas around it. a A trial offer such as is a good way to persuade people to try out online DVD rental companies. [Unlimited DVDs for a monthly fee of only £5] b People can put together a wish list under so they know they’ll always get a film they want. [My Top 10 Films] c The best thing about shops is that you don’t have to order the film several days before but sometimes you have at finding the film you want anyway. [Z-luck]

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Writing for different purposes

D3

6 Improving your spelling Learn the skill You already know how to spell a lot of words correctly and different ways to help you remember the spellings of words you find difficult. What you need to do now is build on this and explore which strategies work best for you. 1

Learn to spell a new word Remember what has helped before when learning the spelling of a new word. Ask your friends for their tips and try them out. I look it up in the dictionary and then write it out 10 times.

I use Look Cover Say Write.

I highlight the part of the word that’s tricky.

I use a rhyme or message to help me remember it, e.g. ‘Necessary’ is like a shirt with one collar and two sleeves.

2

If you sometimes spell part of a word wrongly, find a way to help yourself remember the correct spelling. Work out which part of the word is spelt correctly and then which part of the word you still need to learn. ✓ E.g. proberbly ber ✗ I need to remember that probably has an ‘a’ in it not ‘er’ and makes the word ‘ably’.

3

Be careful not to mix up homophones (words that sound the same but are spelled differently). Make up rules that will help you remember which version of a word you need to write like this: ■ When I can ask ‘where’, I need to write there. ■ If it belongs to them, I need to write their because it belongs to a person. ■ If the word is short for they are, then I need to write they’re.

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Try the skill 1

Work in pairs and read through this text. Take it in turns to spot a spelling mistake. Score 1 point for: ■ each mistake you spot ■ each word you change to its correct spelling ■ explaining how you know the word is misspelled and how to remember the correct spelling.

Dear Sir I wish to complane about the film I saw last night at your cinama. The quality of the pitcher was terible their were marks that kept appeering on the screen as if there was dirt on the projecter lense. To make things worse, all the way threw they’re were people talking and laffing so loudly I couln’t hear the words. Three times mobile phones went of during the film. I would like a refund of my tickit money wich was £5.50. Yours faithfully Gita Patel

2

Study the group of words below and sort them into two groups: A Ones you already know how to spell – for these you are the spelling expert. B Ones you find difficult to remember – these are your spelling challenges. a lot accidentally accommodation argument average business believe calendar committee cucumber

definitely eighth equipment experience foreign grateful guarantee height immediately independent

library license maintenance necessary neighbour parliament publicly really recommend reference

restaurant receive secretary separate surprise until vegetarian vehicle

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Writing for different purposes 3

D3

You need to find ways to remember how to spell words in your spelling challenge list. a Find someone who is a expert on spelling that word and find out how they remember it or go online to www.yourdictionary.com or www.askoxford.com for tips. Be ready to explain how you remember the right way to spell words on your spelling expert list. b Learn your spelling challenge words using the strategies you find most helpful. Then work with a partner and test each other.

4

Study the homophones below. a Use a dictionary to find out the different meanings of the words you find confusing. Then make up a rule to learn that will help you remember when to use each of them. aloud/allowed

board/bored

of/off

metre/meter

plane/plain

practice/practise

site/sight

their/there/they’re

checks/cheques

past/passed

right/rite/write

stationery/stationary

to/too/two

your/you’re

b For each homophone you want to remember, write sentences which show which meaning needs which spelling.

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EDEXCEL FUNCTIONAL SKILLS PILOT

English Level 2 Section D

Understanding and writing texts D4 Varying texts for different purposes 1 Making the best choices of style 2 Writing persuasive texts

Picture Credits The publisher would like to thank the following for their kind permission to reproduce their photographs: (Key: b-bottom; c-centre; l-left; r-right; t-top) Art Directors and TRIP photo Library: 52; Jens Lucking/Stone 58tl; Michael Krasowitz 58b; Arthur Kwiatkowsk 58tr; Comstock 57 All other images © Pearson Education Picture Research by: Kevin Brown, Lisa Wren, Rachel Naish We are grateful to 3V Transactions service for permission to reproduce text and images concerning their 3V Visa Voucher Scheme, www.3vcash.com © copyright 3V 2008, reproduced with permission. Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication. Pilot material only – see introduction before use

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Functional English Level 2 • Section D4 • Contents page

© Pearson Education 2008

Working with shape and space

5

EDEXCEL FUNCTIONAL SKILLS: INTErIm SUppOrT mATErIAL

English Level 2 Geoff Barton, Clare Constant, Kim Richardson, Keith Washington

Section D: Understanding and writing texts D4: Varying texts for different purposes Use these free pilot resources to help build your learners’ skill base We are delighted to continue to make available our free pilot learner resources and teacher notes, to help teach the skills learners need to pass Edexcel FS English, Level 2. But use the accredited exam material and other resources to prepare them for the real assessment We developed these materials for the pilot assessment and standards and have now matched them to the final specification in the table below. They’ll be a useful interim measure to get you started but the assessment guidance should no longer be used and you should make sure you use the accredited assessments to prepare your learners for the actual assessment. New resources available for further support We’re also making available new learner and teacher resources that are completely matched to the final specification and assessment – and also providing access to banks of the actual live papers as these become available. We recommend that you switch to using these as they become available. Coverage of accredited specification and standards The table below shows the match of the accredited specification to the unit of pilot resources. This table supersedes the pilot table within the teacher notes.

Skills Standard

Coverage and Range

Learner Unit

3 Writing Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively

In a range of text types 3.3 Use a range of writing styles for different purposes 3.6 Ensure written work is fit for purpose and audience, with accurate spelling and grammar that support clear meaning

1 Making the best choices of style 2 Writing persuasive texts

Where to find the final specification, assessment and resource material Visit our website www.edexcel.com/fs then: • for the specification and assessments: under Subjects, click on English (Levels 1–2) • for information about resources: under Support, click on Published resources.

Published by Pearson Education, Edinburgh Gate, Harlow CM20 2JE. First published All rights are otherwise reserved and no part of this publication may be reproduced, 2008. © Pearson Education 2008. Typeset by Oxford Designers and Illustrators, Oxford stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanic, photocopying, recording or otherwise without either the prior written This material was developed for use with Edexcel pilot and development centres and permission of the Publishers or a licence permitting restricted copying in the United is available for continued use with development centres. To become a development Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby centre you need to offer Edexcel Functional Skills. The material may be used only Street, London EC1N 8TS. within the Edexcel development centre that has retrieved it. It may be desk printed and/or photocopied for use by learners within that institution.

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Functional English Level 2 • Section D4

© Pearson Education 2008

D4 Varying texts for different purposes By the end of this section you will have adapted styles of writing to suit: who you are writing for (your audience) and the relationship you may have with them why you are writing (your purpose) and the relationship you would like to build. You will also sharpen your editing skills so that your meaning is clear for your readers.

1 Making the best choices of style When you write a text it is important that your choice of words, use of sentences and level of formality all suit the audience and purpose you are writing for.

Learn the skill

Up until now neighbours Katie and Ben have always had a very good friendship but last night Ben parked his car in front of Katie’s driveway and forgot to move it before he caught the train to work. Katie hasn’t been able to get her car out of the driveway all day and is furious. Katie is working on an email she wants to send to Ben complaining about his thoughtless parking. Discuss what Katie should say. Pilot material only – see introduction before use

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Functional English Level 2 • Section D4 • page 52

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Varying texts for different purposes 1

D4

Read three different emails she has drafted on page 54, each written in a different style. Then answer these questions to help Katie get the style right. a) Where would you place each of the emails on the graph below? furious 10 9

8

7

6

calm 5 4

3

2

cheerful 1 0 0

1

2

3

4

5

6

7

8

9

informal

10

formal

b) Think about Ben’s reaction to reading each of the emails. Katie wants to stay friends with Ben after the parking problem is sorted out. Which email is most likely to make sure she and Ben keep their good relationship? Why? 2

Read Katie’s email C. Pick out words and phrases that make it sound so informal and angry that she may not achieve her purpose of telling Ben about his behaviour and not spoiling their relationship.

3

Does using shorter sentences (e.g. email C) or longer sentences (e.g. in email A) help make Katie sound a) more or less angry? b) more or less formal?

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4

The highlighted words and phrases in email A make it sound very formal. Re-draft the email to make it less formal, but not as informal as email B, and still carry the same message. Include some of the suggested words and phrases in the word bank below A

Katie Turner Mr Williams Road Traffic Violation

Dear Mr Williams Under the Road Traffic Act it is an offence to park on the white line in front of my driveway. Please remove your vehicle immediately and do not park there again. Should this happen in the future, I will inform the police so that they can issue you with a parking ticket. Yours sincerely Katie Turner

B

Katie Ben Parking

Hi Ben It’s a real pain when I can’t get my car in or out of my own driveway because you’ve parked across it. Could you make sure you move it and park it somewhere else from now on? Thanks. Katie

C

Katie Ben Parking

Ben How dare you park here! You don’t care. You’re totally selfish. I haven’t been able to get in and park in my own driveway all day. If you ever do it again, I’ll get the police onto you. Katie

Word bank Dear Ben Hi Ben you should not have parked… it is against the law to park … it was annoying that you parked… straight away as soon as you can asap if you do it again, … I’m afraid if you park there again, … report you to … tell give issue supply hand Pilot material only – see introduction before use

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Functional English Level 2 • Section D4 • page 54

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Varying texts for different purposes

D4

Try the skill 1

You are making some toast and jam but just as you open the new jar and are spreading the jam on the toast you notice there is a dead fly in it. You are going to write an email for each of these situations: A Your Granny made the jam. You want to tell her that you found the fly in it and get her to throw away the whole batch of jam and warn anyone else she’s given a jar to. You have a good relationship with Granny and do not want to spoil it. B This was a luxury jar of ‘Deli Jam’ and you are writing to Customer Services to complain. You are very concerned about their hygiene – how could a fly have ended up in your jam? Ask for an explanation, and for compensation.

2

Plan each of your emails using the chart below to help you think carefully about the different way you need to write each one: Granny

Who is the email for?

Customer services at Deli Jam

What is your relationship with them?

I want to sort out the problem but keep the good relationship

What is your purpose?

How formal should you be? [Look back at the graph on page 53 and decide where your email would fit on it] How angry should you sound? [Look back at the graph on page 53 and decide where you would want to be on it] Make a list of words and phrases that suit the level of formality and anger that you are trying to get across 3

worried

disgusted

Draft your emails. Then use the checklist on page 56 to help you check what you have written and improve it before writing your final version of each email.

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Draft for Pilot

Sharpen your drafting skills Whenever you are working on a text, you need to stop after you have written your first draft to make sure it will achieve its purpose and suit its audience. It is also a good time to check that your text really says what you mean and that your spelling, punctuation and grammar are correct – and are not letting you down.

Checklist for proofreading Form – Have you followed the rules for writing this kind of text? E.g. setting out the addresses correctly in a business letter and using the right form of address and closure, i.e, Dear Sir/Madam – Yours faithfully; Dear Mr/Ms Smith – Yours sincerely. Content – Have you included everything your reader needs to know? Organisation – Have you placed your points in the best order so readers can follow your thinking? Has the text got a clear introduction and effective ending? Style – What sort of vocabulary suits this audience and purpose, i.e. should you use standard or non standard, formal or informal English? Check that you have kept to the right style in each sentence and not suddenly changed it, e.g. from formal to informal. Make sure you have used the best words to express yourself and not kept repeating the same ones. Grammar – Make sure each sentence makes good sense and that the verbs are in the right tense (see D2 pages 25–26). Punctuation – Check every sentence has the punctuation that will make its meaning clear to your readers, e.g. commas to separate chunks of meaning to make it clearer, apostrophes showing ownership etc. (see D3 pages 42–44 and 45–46). Spelling – If a word looks wrong then think about whether it is spelled right – sound it out, think about what parts it is made from, e.g. sub +stance or subtance. Take special care with words that have more than one meaning but sound the same, e.g. to/too/two.

Pilot material only – see introduction before use

Draft for Pilot

Functional English Level 2 • Section D4 • page 56

© Pearson Education 2008

Varying texts for different purposes

D4

■ Use the checklist on page 56 to help you remember what sort of things you need to look out for. ■ Read the text through once slowly and carefully – as if it is being read aloud. ■ Jot down any changes you need to make as you spot them. ■ Then re-read the whole text again backwards – notice what you have really put! ■ Know what your usual mistakes are and look out for them, e.g. I usually write do’nt and it should be don’t.

Pilot material only – see introduction before use

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Functional English Level 2 • Section D4 • page 57

Draft for Pilot

2 Writing persuasive texts Learn the skill Many businesses and organisations need to persuade people to do something, e.g. try out a new product or service, change their behaviour (e.g. recycle more) or become aware of an issue.

Learn from other writers The writer of the leaflet on page 59 has: ■ made sure the reader knows what the product is and how it works ■ given the reader reasons to want to use that product. Find out how this was done as you answer the questions below. 1

Read the leaflet opposite carefully. Decide which statement best describes the audience for the leaflet. Give reasons for your answers. A New clients who already shop happily online with credit or debit cards. B New clients who are wary of shopping online with a credit or debit card linked to their bank account. C Well-established clients who usually use a credit or debit card but want an alternative. D Old clients who do not have a credit card, debit card or even bank account but want to shop online.

2

Now decide what 3V’s main purpose is in writing this leaflet for their audience. A 3V want to build a very serious, formal relationship with this audience so that they will feel that using their service is a sensible decision. B 3V want to make their audience believe that it’s really cool to have a 3V card and they need one to be popular. C 3V want to show their audience that they understand their needs and worries and they want them to feel that they can trust them to help them spend their money online safely. D 3V want to make sure that everyone can use internet and mail order shopping and especially people who don’t have bank accounts, credit cards etc. Pilot material only – see introduction before use

Draft for Pilot

Functional English Level 2 • Section D4 • page 58

© Pearson Education 2008

Varying texts for different purposes

D4

Spend cash online It’s easy with

Register now at www.3vcash.com While you’re online, check out the to find ‘Where to buy 3V Vouchers’ section rs. che Vou 3V ng selli p your nearest sho

3V

3 easy steps to start shopping 1 Buy a 3V Voucher To buy your 3V Voucher, simply take ating your 3V Customer Cards to particip o shops that display the Payzone Log Buy any amount of credit from £20 to £200 You will be given a 3V Voucher with a unique 16-digit VISA number

Introducing 3V VISA Prepaid Vouchers – which allow you to buy online without using a credit or debit card or having a bank account. You can then use them anywhere that accepts VISA on the web, over the phone or for mail order. They’re simple and safe to use and as easy to buy as a mobile phone top-up. Register now at www.3vcash.com And follow the 3 easy steps shown on the reverse of this leaflet to start shopping with 3V

2 Get your security details r 3V As soon as you have bought you igit 3-d the ive Voucher, you will rece expiry security code (CVV2 Number) and will ils deta se The r. date for that Vouche ediimm il ema or S be sent to you via SM on them get to us ately. Or you can call rs when 0870 735 2933. The choice is you you register. 3 The best part – the shopping ne, With 3V you can shop safely onli any r, orde l mai by phone or by where that accepts VISA Simply choose VISA as your method of payment r Enter the 16-digit number from you e cod urity sec the 3V Voucher and and expiry date that you received separately

In partnership with

3

And that’s it! So what are you waiting for? Register now at www.3vcash.com

Find the different persuasive words and phrases the writer used to make the card sound: a) easy to use b) safe to use c) like something to start using straight away.

Pilot material only – see introduction before use

© Pearson Education 2008

Functional English Level 2 • Section D4 • page 59

Draft for Pilot

4

Work in pairs. Discuss the style used in the advertising leaflet. a) Has the writer used standard or non-standard English? b) Study the writer’s choice of words, and decide how informal or formal it sounds. Do you think the writer’s choice works well for the leaflet’s audience and purpose? c) How would you score the style the writer used in the leaflet on the line below? 1

2

3

4

5

6

7

8

9

very informal

10 very formal

Try the skill You are going to use what you have learned about appropriate style for leaflets to write a leaflet for the task below.

Task You have been asked to write an advertising leaflet persuading everyone in your work/place of study to take part in a sponsored 1km three-legged race that will raise money for the NSPCC on June 24 at 5pm in your local park.

Plan your writing 1

Work as a group. Decide what information needs to be included in the leaflet.

2

Think about your audience and purpose in writing and complete a chart with: a) reasons that would persuade people to join in b) reasons people may have for not joining in c) solutions to overcome people’s possible reluctance to join in. Reasons for joining in It’s a good cause – the NSPCC works to keep children safe from…

Reasons why people might not want to join in

Solutions for overcoming possible reluctance to joining in

Don’t have a partner…

Can fix people up with partners on the day.

Feel silly

It’ll be fun – make it seem a cool thing to do…

Pilot material only – see introduction before use

Draft for Pilot

Functional English Level 2 • Section D4 • page 60

© Pearson Education 2008

Varying texts for different purposes 3

D4

Think carefully about your audience and purpose. Is it better to use standard English or non-standard English? Why? Use the line below to help you work out what kind of style will suit them. 1

2

3

4

5

6

7

8

9

very informal 4

10 very formal

Make a list of persuasive words and phrases you can use in your writing, e.g. You could change a child’s life…it’s easy/ fun

Draft your writing 1

Prepare to write by making sure that you remember how to: ■ use features such as headings and subheadings, numbering and bullet points ■ use connectives to help argue points and persuade readers (see download D2 pages 21–22) ■ proofread a text carefully to spot errors in style, punctuation, spelling etc.

2

When you have finished your first draft, work alone and use the checklist on page 56 to help you mark on your text anything you can see that needs changing.

3

Then, work in pairs to read each other’s leaflets and, using a different coloured pen, do the following. ■ Is this the right style to suit the audience and purpose? Circle any words or phrases that are too formal or too casual. ■ Put a star by any persuasive words or phrases that work well. ■ Underline any effective reasons given for joining in the walk. ■ Tick any places where your partner has successfully overcome a reason the reader might have for not joining in. ■ Put a cross for anything that would put readers off taking part in the activity.

Pilot material only – see introduction before use

© Pearson Education 2008

Functional English Level 2 • Section D4 • page 61

Draft for Pilot

Improve your writing 1

Keysha is writing her leaflet. Read this part of her first draft below. Then make a list of things she could do to improve her leaflet.

What you doing on 25 June? Something that’s as cool as this… Go too the Jubilee Park at 5.30 with your friends and you could make a real difference to childrens lives. Grab one of the yellow ribbons and take of for a 1km 3 legged race. It will be hilarious. And the fastest pair win an £50 amazon voucher. Oh, and you’ll need to get sponsored, so make sure you collect one of them forms from reception and then get all your friends and family to fill it in and pledge loads off money if you finish the race.

I know it’s a bit of an effort – but it’s worth it. See you there!

Keysha 2

Check your first draft again. Have you made any of the same mistakes that Keysha has? Mark in any more changes you need to make to your text.

3

Make all the changes you need as you write a final draft of your report. Then don’t forget to proofread it carefully to spot and correct any spelling, punctuation and grammar errors.

Pilot material only – see introduction before use

Draft for Pilot

Functional English Level 2 • Section D4 • page 62

© Pearson Education 2008