Congratulations Level 1 candidates!

We had 100% attendance at the exam and almost 100% of you passed. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assessment: Rules (NOCN)

NOCN Reading Assessment

Rules to ensure we have a fair test

  • No dictionaries
  • No books or notes apart from your reader
  • No mobile phones
  • No communication with other candidates’*
  • No looking at other candidates’ work
  • No extra time
  • Don’t call out any answers
  • Don’t get out of your seat without your teacher’s permission

* gestures, eye contact, social interaction, three strikes

Administration of test

Go through the rules together making sure everyone understands everything. Specify which tasks are to be completed in this session and check understanding.

Show timings on the board

Distribute papers. Students don’t open their booklet. Ss write their name and date on the paper. On signal Ss open their boods and start. T alerts Ss at appropriate intervals of time remaining. When time’s up all Ss close their booklets.

Word classes

To learn more about grammar, it helps a lot if you know about word classes (verb, noun, adjective, etc). Click on Quizlet A, B, or C to learn them. If you’re new to word classes, start with Quizlet A.

If you’re not sure how to use Quizlets, get someone to help you at home or ask your teacher.

Quizlet A (Click)

Quizlet B (Click)

Quizlet C (Click)

verb
noun
adjective
adverb
verb
noun
adjective
adverb
preposition
conjunction
definite article
indefinite article
verb
noun
adjective
adverb
preposition
conjunction
definite article
indefinite article
pronoun
determiner
comparative adjective
superlative adjective
proper noun
I went to the market yesterday. [went]
.
I went to the market yesterday. [market]I went to the big market in Walthamstow. [big]I always go to the big market. [always]

He always wears trainers. [wears]

He always wears trainers. [trainers]

She wears expensive trainers. [expensive]

I can walk quickly in those trainers. [quickly]

Yolanda eats too much junk food. [eats]

John and Ali eat too much junk food. [junk food]

Junk food is unhealthy. [unhealthy]

Ben doesn’t eat slowly. [slowly]

Food is cheaper in the market. [is]
.
Food is cheaper in the market. [food]
.
Fresh food is healthier than tinned food. [fresh, healthier, tinned]
.
My phone isn’t working properly. [properly]
.
Take your phone to the shop and they’ll fix it. [to]
.
Take your phone to the shop and they’ll fix it. [and]An apply a day, keeps the doctor away. [the]An apply a day, keeps the doctor away. [an]

I enjoy travelling abroad. [enjoy]

Can you drive a car? [car]

Our car is quite old. [old]

Dilip works happily with other students. [happily]

Her book is on the table. [on]

I love apples but I don’t like pears. [but]

Keep walking this way, and you will soon see the library. [the]

I always drink some water when I get up. [drink]
.
She always drinks some water when she gets up. [water]I don’t like warm milk in with cereal. [warm]We never have warm milk with cereal. [never]

They sometimes have warm milk with cereal. [with]

Drink your tea now or it will go cold. [or]

My wife makes the best chicken soup. [the]

He is wearing a new jacket. [a]

They are wearing new clothes. [they]

Don’t be late for class. [don’t be]

Don’t be late for class. [class]

Who is your favourite teacher? [favourite]

Some students like working quietly on their own, others prefer to work in a team. [quietly]

The pen is in a cup on the desk. [in, on]

You can speak if you put your hand up and the teacher says your name. [if]

You can speak if you put your hand up and the teacher says your name. [the]

I’d really like a hamburger right now. [a]

We’d really like to visit Italy. [we]

Her handbag is made of leather. [her]

Grammar is harder than spelling. [harder]

Out of speaking, listening, reading, and writing you find speaking the easiest. [easiest]

We’d really like to visit Italy. [Italy]

Vishal left his book at home. [his]

Cars are more expensive than bicycles. [more expensive]

Marek’s class got the best exam results this year. [best]

Marek is a very good teacher. [Marek]

 

Games with words

Merriam Webster – quizzes and games

Wordplays.com 

BBC Learning English – quizzes

 

The Sounds of English (and the Phonetic Alphabet)

The links on this page are the work of the BBC Learning English team and this is gratefully acknowledged.

Alex Bellem on learning English sounds

The IPA (International Phonetic Alphabet)

Quickly read through the words on this chart. Notice how the underlined part of each word matches the symbol in large print. Try out the interactive BBC Sounds of English chart where you can click on the symbol and hear the sound.

Grateful acknowledgement to John & Sarah Free Materials 1996.

You should get to know the IPA (International Phonetic Alphabet). Why? There are about 44 sounds in the English language but only 26 letters. This means that some letters represent more than one sound (e.g. the A in banana), and some letter combinations represent more than one sound (e.g. TH in thin and that). Therefore, it is often difficult to work out how a word  will sound by looking at it, and it is often difficult to spell words you already know. The symbols in this chart represent each of the sounds of English, and your dictionary should have phonetic spellings of each word using these symbols. You don’t need to learn all these symbols at once. Do make use of the interactive BBC Sounds of English chart. This (and your dictionary) will help you to work out how words sound before you try to use them in speech. You can also use the BBC Sounds of English chart to work out which sounds don’t exist in your mother tongue. Learning new sounds is very important. Go to the BBC Sounds of English page for help doing this.

Smartphone users

You can download an interactive IPA chart (touch the symbol and hear the sound). Just go to Google Play or App Store and look for the Macmillan Pronunciation App.*

Using the BBC Pronunciation Tips site

If you go to BBC Pronunciation Tips: Introduction you can:

  • learn how to get started on improving your pronunciation
  • work on sounds that are very similar (but can completely change meaning as in shior sheep
  • learn facts that will help you to improve your spelling
  • find out how words change their sounds in connected speech
  • test your knowledge with interactive quizzes.

If you go to BBC Pronunciation Tips: The Sounds of English you can:

  • Diagnose which sounds might be a problem for you
  • Learn more about using the IPA to improve your English
  • Learn exactly how to use your lips, teeth, tongue, breath, and voice to produce the English sounds you find difficult. (There is a video for each sound. Just click on the one you want to learn about.)
  • Open the interactive BBC Sounds of English chart by clicking ‘Listen to the Sounds of English’  – then just click on the sound you want to hear.

There is even more to learn by going to other BBC Pronunciation Tips pages, for example:

Note

* The sounds for /l/ and /r/ (Macmillan Pronunciation App) are not correct. When you click these symbols you hear la and ra. However, the correct sounds are lll and rrr.

Induction checklist in different languages

માતાનો ___________________ ઇન્ડક્શન ચેકલિસ્ટ અને કરાર

જવાબદારીઓ
હું સમજું છું કે શું નિયમિતતા અને હાજરીની દ્રષ્ટિએ અપેક્ષિત છે.
હું સમજું છું અને વર્ગ નિયમો (જે NCFE નીતિઓ પર આધારિત છે) સ્વીકારે છે.
મને કોઈ કારણ મને મારી પરીક્ષા માટે ગેરહાજર હોય જાણતા નથી.

વહીવટ
હું સંપૂર્ણપણે પ્રવેશ છું. (મારા નામ રજિસ્ટર પર છે અને હું દસ્તાવેજીકરણ હોય છે).
હું ઇન્ડક્શન પ્રશ્નાવલી પૂર્ણ કરી લીધી છે અને આ મોડેલ જવાબો ચકાસાયેલ.
હું NCFE વિદ્યાર્થી કાર્ડ કર્યા ફાયદા જાણો છો.
હું સમજું છું શું કહે છે: સ્તર, કુશળતા, શબ્દો, શૈક્ષણિક વર્ષ.
હું સંચાલન અને સ્વાગત સ્ટાફ નામો છો.

શીખવી
મને ખબર છે કે શું દરેક પાઠ લાવવા માટે.
હું યોગ્ય શબ્દકોશ અને એક વાચક છે.
સાથીઓ: હું ઓછામાં ઓછા ત્રણ સહપાઠીઓને જે શિક્ષક સંદેશાઓ પસાર અને મારા માટે handouts એકત્રિત જો હું ગેરહાજર છું તૈયાર છે ટેલિફોન નંબરો છે.
હું ઓનલાઇન કોર્સ માહિતી અને શિક્ષણ સામગ્રી ઍક્સેસ કરી શકો છો.
હું મારા બધા સહપાઠીઓને અને અભ્યાસક્રમ પ્રતિનિધિ નામો છો.
હું એકાંતે નિયમિત અભ્યાસ સમય (હોમવર્ક માટે, reading, ઓનલાઇન સંસાધનો, વગેરે ની મદદથી) સેટ અને રોજિંદા જીવનમાં ઇંગલિશ ઉપયોગ માંગો.

ઓરિએન્ટેશન અને સલામતી
મને ખબર નહીં કે શું અને કટોકટી જાય છે.
હું શૌચાલય, બાકીના વિસ્તાર, સંચાલક ઓફિસ, પીવાનું પાણી, પ્રથમ સહાય, અને મેનેજર ઓફિસ કરી શકાય છે.

સહી …………………………….. તારીખ …………………………

_____________ Lista kontrolna Wywoływanie i umowa

obowiązki
I zrozumieć, co się spodziewać w zakresie punktualności i frekwencja.
Rozumiem i akceptuję regulamin klasy (które są oparte na NCFE polityki).
Nie wiem, z jakiegokolwiek powodu, dlaczego miałbym być nieobecny na egzaminie.

administracja
Jestem w pełni zarejestrowany. (Moje nazwisko jest w rejestrze i mam dokumentację).
Mam wypełniła kwestionariusz indukcyjnej i sprawdzone odpowiedzi modelu.
I wiemy, że korzyści z posiadania legitymacji studenckiej NCFE.
Rozumiem, co należy rozumieć przez: poziomy, umiejętności, warunków, akademickich lat.
Znam nazwiska kierownictwo i personel recepcji.

nauka
Wiem, co zabrać ze sobą do każdej lekcji.
Mam odpowiedni słownik i czytnik.
Przyjaciele: Mam numery telefonów, z co najmniej trzech kolegów, którzy są gotowi do przekazania wiadomości do nauczyciela i zbierać materiały informacyjne dla mnie jeśli jestem nieobecny.
Można uzyskać dostęp do informacji online przedmiotów i materiałów edukacyjnych.
Znam nazwy wszystkich moich kolegów i przedstawiciel kursu.
Zamierzam uchylenie regularnego czasu nauki (na odrabianiu lekcji, czytania, korzystania z zasobów online, itp.) i używać języka angielskiego w życiu codziennym.

Orientacji i bezpieczeństwa
Wiem, co robić i gdzie się udać w razie wypadku.
Mogę zlokalizować toalety, miejsca odpoczynku, Office Admin, woda pitna, pierwsza pomoc, i kierownik biura.

Podpis …………………………….. Data …………………………

Reading Assessment Practice

Click for a past assessment papers or other reading resources. When you have completed the paper, look at the answers onscreen, and do corrections in a different colour. I you can’t print, it doesn’t really matter. Just look at the texts and questions onscreen and write your question numbers with answers on a piece of blank paper.

Entry 1

‘Anna’ (assessment paper)                       Anna  (answers)

‘Gulay’ (assessment paper)                      Gulay (answers)

‘Fozya’ (assessment paper)                      Fozya (answers)

‘Iwona’ (2008 assessment)                      Iwona (answers)

‘Ali to Nick’ (2011 assessment)             Ali/Nick (answers)

Trinity past papers and answers

ELC Study Zone for upper beginners

Entry 2

2005 ‘Nada’ (assessment paper)                  ‘Nada’ (answers)

2006 ‘Husneyi’ (assessment paper)           ‘Husneyi (answers)

2007 ‘Marie to Fatima’ (assessment)         ‘Fatima’ (answers)

Trinity past papers and answers

ELC Study Zone Lower Intermediate

Level 1

Continue using MoveOn

Words that go together

This lesson started out as an idea for a 15 minute job interview micro-teach. However the plan below can run for about an hour. Therefore, it is anticipated that only Activities 1 and 2 will be completed in the 15 min micro-teach. Brief: to teach a vocabulary session. Students not known to teacher. If the vocab below is already known to Ss, then the aim would be to improve pronunciation and/or spelling of these words. The category of words being studied is compound nouns, and this is contextualised by concentrating on words used in college.

Aims 

  • Understand the term ‘compound nouns’
  • Practice using compound nouns you know
  • Learn some new compound nouns
  • Improve your pronunciation and spelling, if time


Key

  • Underlined text denotes assessment opportunities
  • [Square bracketed] text denotes differentiation strategies
  • Differentiation that is also an assessment opportunity or vice versa is both [bracketed and underlined].


Warmer

T writes boards his name and Ss write names on EGART sticks. [Point out misuse of capital letters. Be aware of anyone who has difficulty writing their own name]. Given time constraints, this may have to suffice by way of introduction. Otherwise, T and students intro themselves using I’m (+ name, + from …, + a …)

Teaching and learning activities

Throughout the three activities, Ss should not write unless specifically asked to. Instead they should actively engage with a partner, taking turns saying target vocabulary items. [This needs close monitoring to ensure all are participating.] Ss should discuss difficult items rather than using a dictionary. Where possible, pictures (or actual items present in the classroom) should illustrate meaning.

Activity 1 (Intro) should be used to assess how much Ss already know in order to judge what to cover and how quickly. Matters not grasped in Activity 1 may become clearer in Activity 2 so don’t labour Activity 1. Activity 1 should raise awareness of compounds inductively.
T displays nonsense  words. (Ss should not yet see the pictures.) Ss consider the nonsense words with some prompting from T (Where’s the course basin? Does anyone have handrinks? Allow Ss to talk among themselves briefly before saying more in open class. Ss should reach the conclusion that something’s wrong with these words. T guides them subtly towards this if necessary. T elicits from Ss (using EGART sticks) English terms for the numbered pictures underlining each element on the the board after each plausible answer. [Give emerging E2’s clues rather than waiting too long for responses. Consider alternating EGART stick selection with allowing more confident Ss to volunteer--this will also keep things moving.] If Ss give a plausible ‘wrong’ answer causing a word to be used twice, T underlines it twice. If there are any words left over (and corresponding words underlined twice), T asks Ss to revise their ideas in order to use all words once. T points out that compound nouns are either spaced, joined, or hyphenated, and even native speakers need to check the dictionary to know which. Ss match the words spaced, joined, hyphenated with doorway, fire exit, mother-in-law .

Activity 2 (small groups/pairs), Ss pair single words from columns to provide compound nouns. (Dictionary use not allowed.) If Ss can find the object in the classroom they write what it’s called on a post it and stick the post it on the item thereby ‘claiming’ it. (No item can be claimed twice.) After the time is up (4mins?) T counts up who claimed what and declares a winning team. T explains what’s wrong with any unacceptable choices. [Ss who finish the task early should test each other on the spellings, while less advanced Ss receive more support from T.](Where more time available all Ss to use up most/all of the available compounds.) T points out that no spelling change occurs. T asks Ss which is correct: back’spack or backpack. By this point the 15 min micro teach would have ended.

There will, in all likelihood, be no time for Activity 3 in the micro-teach. However it might come in handy in the event of unforeseen issues arising.

Activity 3 Ss arrange all their cards in a complete circle so that a well-established compound is formed across each join. In feedback, T points out (or asks Ss to identify) where the stress falls. This should lead to the observation that in most compounds the first syllable is stressed.

 

 

Activity 1 materials

doortext
bookfire
hand drinks
exit mate
address way
class machine
course basin
email representative

 

 

Activity 2 materials

When you get to 26, go to 1.         

1. book
2. capital
3. class
4. emergency
5. English
6. enrolment
7. exclamation
8. exit
9. fire
10. hand
11. notice
12. plug
13. data
board
class
exit
form
letter
mark
projector
writing
room
socket
shelf
sign
alarm
14. head
15. hole 
16. home
17. key
18. learning 
19. lesson 
20. lunch 
21. note
22. back
23. work
24. Tower
25. light 
26. door
work
aims
pack
book
break
handle
phones
Hamlets
plan
switch
punch
sheet
board


 

 

 

Activity 3 answers

phone number, workbook, lesson plan, timetable, website, staff room, question mark, student number, student card, pencil case, fire extinguisher

 

 

Complete word list

Words for warmer using photos Words for body using split/mixed columns Words for game
classmate
email address
course representative
doorway
drinks machine
fire exit
hand basin
textbook
backpack
bookshelf
capital letter
classroom
emergency exit
English class
enrolment form
exclamation mark
exit sign
fire alarm
handwriting
headphones
hole punch
homework
keyboard
learning plan
lesson aims
lunch break
notebook
notice board
worksheet
Tower Hamlets
plug socket
light switch
data projector
phone number
workbook
lesson plan
timetable
website
staff room
question mark
student number
student card
pencil case
fire extinguisher
spelling test

 

 

 

 

Vocabulary – Words that go together

This lesson was created for an E3 course I had to cover at short notice with no knowledge of the learner’s current programme.

Activities: Start of lesson

Ss write their names on random sticks

Around the class, all introduce their partner to the teacher (country, job, time in UK).

  • Ask one pair to demo, then give Ss a couple of minutes to quiz their partner.
  • Ss intro their partner.

Activate schemata (no writing)

  • T boards: head-hand class cloth, sun basin, trafficburn, gas table , ache metre, cakelight, birthday gas, room head. T asks if Ss know what a sun basin is or birthday gas. Ss think/discuss briefly what’s strange about these words.
  • Ss look at some photos of compound nouns and and rearrange the boarded nonsense compounds to match the pics.
  • T introduces the term compound nouns then goes through today’s aims.

Lesson Aims

  • To increase and consolidate your vocabulary of verbs that go with certain nouns
  • To increase and consolidate your vocabulary of compound nouns
  • To begin to stress compound nouns correctly
  • To be aware of how compound nouns are written

Activities: Body of lesson

Ss look at HPISB8.68.3 (on the IWB) and read through the intro to compound nouns.

  • Note spaced, joined, or hyphenated; no spelling change; stress usually first.
  • T checks knowledge/understanding of these elements, eliciting answers from different learners using random sticks.
  • Ss match the nouns to make new words (looking at IWB and talking to partner – taking turns). [S asks if any of these compounds new and ensures all students aware of meanings].
  • T elicits compounds by pointing at one half on board and requiring ever speedier responses.
  • T obscures second column to see if Ss can recall the compounds from only the first word. Ss practice (taking turns) with their partner. T tests using random sticks.

Ss give definitions to classmates who must guess the word. HPISB8.68.4 (on the IWB)

  • T demos the following first and then gives Ss time to create definitions.
  • Ss can use T’s random sticks to choose who will answer after small groups have had a chance to discuss/agree.

Ss have some fun creating compounds HPITRB8.2

  • Ss divide into groups of 4 and T calls out words (e.g. car, book, hair) and Ss respond with compounds (e.g. car park, book case). 
  • T explains Ss must arrange the dominoes in a circle. He creates a random circle (Ss able to see) and asks (e.g.) if ‘rush clock’ is correct. A S would then choose a better domino to follow rush. If S creates a non-word, T warns Ss to check in their dictionary if uncertain.
  • T gives each group of 4 a set of shuffled dominoes. Ss work cooperatively to make a complete circle. T goes around monitoring/helping as needed.
  • Ss check each other’s completed circles.

HPISB8.68.1 and HPISB8.66-67

  • If time do the verb – noun collocation activities. 
  • If time do some of the agony aunt activities.

Differentiation

  • If at any point  Ss finish something early they can work on HPISB8.66-67 independently of T. This will allow T to give extra support to less able learners/slower workers.

Activities: End of lesson

Quick spelling test of compounds covered in today’s session.

  • T reads out sentences containing the target vocab. Ss copy into their books. 
  • T elicits correct answers. Ss correct their work in a different colour.
  • Ss count no. of syllables – check with teacher.
  • Ss identify the stressed syllable in each word (it will be the first in the vast majority.

Homework

None

E2 Assessment criteria – NOCN Writing

ENTRY 2

1 .Write to record or present information.

1.1 Compose simple texts and statements to communicate basic ideas and information. Choose information and layout for your purpose and audience.

You may need to write:

  • an email
  • a simple formal or informal letter
  • a personal narrative
  • a simple story
  • a message
  • information on a form

2. Construct compound sentences using conjunctions

2.1 Combine simple sentences to make compound sentences using common conjunctions. Word order and simple tenses should be mostly correct.

  • Conjunctions: and, but, so, or
  • Correct word order of simple clauses joined by a conjunction: subject – verb ( – object) + and/but + subject – verb (- object), e.g. I like to work hard so my students enjoy their classes.
  • Tenses: Present Simple, Past Simple, and will

3. Use adjectives.

3.1 Use appropriate adjectives to describe people, places, feelings, and objects. Your word order should be mostly correct.

  • Word order: adjective + noun (I have a difficult job.); noun + be + adjective (My job is difficult.)
  • Common adjectives, e.g. big, young, beautiful, happy
  • Regular and irregular comparative adjectives: better, worse, younger, bigger, more beautiful

4. Use punctuation.

4.1 Use punctuation to show the start and finish of each sentence and to separate items in a list.

  • Capital letters, full stops, and question marks
  • Commas in lists: We like apples, bananas, oranges, pears, and grapes.

4.2 Most proper nouns in your writing start with a capital letter, e.g. days, months, names of people, names of places

5. Spell personal details and familiar common words.

5.1 You should be able to spell correctly your personal details, common words, and common word endings, e.g.:

  • common verbs
  • words related to your life, e.g. your street, your town, your country, your country of origin, your job
  • plural forms (car/cars); Past Simple forms (work/worked); -ing (swimming, coming)

6. Produce legible handwritten text.

6.1 All of your letters (capital and lower case) should be formed correctly

  • tall, e.g. b, d, f, k, etc.
  • or short, e.g. a, c, e, g, etc.
  • tails of hanging letters written correctly
  • all capital letters should be tall (the same height as tall lower case letters)
  • Letters and words should be appropriately spaced.
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