Category Archives: Course info

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 …………………………

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Levels: Emerging? Consolidating? Established?

Not everybody in your class has exactly the same level of English. Some of you might be strong in writing, others may be strong in speaking. Some of you might be just beginning to achieve the language skills expected at this level, others may be getting close the next level.

Therefore each student at your level is classified as emerging, consolidating, or established in his or her language skills. Sometimes these terms will be used to describe a specific skill like pronunciation, or a general skill like reading. Normally, most people in your class are consolidating the skills expected at this level, with just a few emerging or established learners.

To teach is to learn twice! (Joseph Joubert d.1824)

Learning is most effective when emerging, consolidating, and established students work together. This means that emerging learners have a right to receive support from more able learners. (This does not mean passively copying classmates’ work!) It also means that more able learners will benefit from teaching less able learners – nothing reinforces and increases a skill more than having to teach it!

emerging (eM)

CONSOLIDATING (C)

established (E)

     

weak for this level

average for this level

strong for this level

Induction – Term 1

Teacher: Dawud  ·  Learning area: ESOL  ·  Course: E1 Speaking and listening (NOCN)  ·   Length of course: 12 weeks  ·  Length of sessons: 2.5h

Week 1, Mon 10 Sep to Thu 13 Sep

DIAGNOSTIC TESTING AND INDUCTION

 

Induction objectives

By the end of this week, Ss who start attending from day one will:

  • have completed their diagnostic tests
  • be aware of their responsibilities (e.g. attendance, respect for others, independent study, health and safety)
  • know their way around the building (including emergency exits)
  • know the names/roles of key personnel and names of classmates
  • know what to expect from the course

No attempt should be made in week 1 to start formal delivery of language objectives. Aim for high quality induction and initial assessment and the timely transfer of inappropriately placed learners.

Start of lesson activities

Welcome Ss as they arrive, check they’re in the right place, ensure they have evidence of enrolment. Ask them to find out the names of their classmates until more people arrive.

Teaching and Learning Activities related to the Learning Objectives

[Lesson A, 15 mins] Icebreaker and getting to know each others’ names.  Use Find Someone Who… This should not become a grammar session!  T should get involved and circulate as much as possible – particularly at the outset.[More confident/able Ss will have more encounters with fellow Ss in the time allowed, so they shouldn’t run out of things to do if they work more quickly. Less able Ss do not need to ask all the questions on the list. Identify less confident learners and support their interactions.]

[ Lesson A, 20 mins] Listening diagnostic. Use DfES materials. [Do any ALNs necessitate, for example, enlarged versions of diagnostic (just blow it up to A3), special seating, louder audio? Give gentle/sensitive encouragement to Ss who are reluctant to join in.]

[Lesson A, 20 mins] Induction activities. Use induction checklist and relevant handouts. Start with Course Components. Then rules. Just ask  low level Ss to see how much they understand. Aim is to make Ss aware that it is important info that should be studied further at home and fully understood. See HW. [Put Ss in L1 groups allowing more able to translate for less able. Continuing Ss should be given a role in teaching new Ss what they know about induction matters. Lower level Ss should be shown how to use – with caution – Google Translate to increase their understanding of fglzesol.wordpress.com course info. Higher levels should try to understand the materials in English. ]

Mark Ss listening diagnostics.

[Lesson B, 20 mins] Getting to know each other. Ss intro themselves in small groups and try to remember names. Ss introduce classmates to whole class. Ss could then mingle to exchange basic info with those they haven’t spoken to yet and to check names. [More able Ss should continue asking for more than three pieces of PI if they finish quickly. Less able Ss in lower level should not necessarily be pressed for more than two pieces of info. ADC should not join in any activities until he has completed both E2 and L1 diagnostic assessments. Let him make a start on this straight away.]

[Lesson B, c45 mins depending on level] Reading diagnostic.  [See previous notes re ALNs. Apart from this, a level playing field, as opposed to differentiation, is necessary in order to ensure fair testing and usable data]

[Lesson B, 25 mins] Induction activities cont. Use induction checklist and relevant handouts. See HW. [Put Ss in L1 groups allowing more able to translate for less able. Continuing Ss should be given a role in teaching new Ss what they know about induction matters. Lower level Ss should be shown how to use – with caution – Google Translate to increase their understanding of fglzesol.wordpress.com course info. Higher levels should try to understand the materials in English. ]

[Lesson C] Speaking and listening warmer. Ss mingle, asking each other ‘What did you do on the weekend’. They should use the list of Past Simple verb forms on the board when answering.

[Lesson C] Ss learn their diagnostic results for tests completed/marked to date. First put the grade boundaries on the board and explain whats’s meant by E, C, eM. Explain that now is not an appropriate time to discuss individual scores. Ss should see me afterwards if they think there is a mistake. If Ss lost marks through mis-reading the instructions this helps me to ascertain their level within the Entry X spectrum. Grades will not be changed on account of reading errors – Ss had ample opportunity to check with me on the day. Now let Ss see their score but not to let anyone else see it. Produce a HO that explains all this with spaces for Ss to record their score. Ss should know which listening questions were for gist and detail and Ss should note in which domain most of their mistakes occurred.

[Lesson C] Writing diagnostic. Make sure Ss know task numbers and page numbers. Don’t set a strict time limit, this is usually couter-productive but tell them I will have to stop them if they take too long (in relation to most of their classmates). Ss who have not yet done the reading diagnostic should try to complete this as well – they might need a bit longer [Deqa]

[ Lesson C] More induction activities. See induction checklist. Try to finish as many as possible today as their will be no more lessons dedicated entirely to induction.

[Lesson C] Ss who’ve not yet completed all of the diagnostic tasks due to absence in previous sessions should now do what they have missed. Begin with the listening task. (Those who’ve already done it will need to wait and read silently).

[Lesson C] Set homework. This might include giving a presentation, induction materials, preparing for the spelling test.

[Lesson C] Mark diagnostics

Assessment of learning linked to learning objectives

  • Randomly select different learners and elicit comprehension check questions at regular intervals
  • Learners use Google Translate to check their understanding of induction information at fglzesol.wordpress.com
  • Learners complete and discuss Induction Questionnaire
  • Learners complete Personal Induction Checklist and have a second opportunity to do induction activities they missed or did not understand.

Diversity (impact on learners)

See Differentiation. Find out if any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress   the need to respect difference (some Ss make surprise/disdain over difference rather obvious just from body language – all must know at the outset this is not acceptable.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table.

End of lesson activities

Homework setting  ·  Q&A  ·  Tour of building  ·  Nominate speakers for the next three lessons

Learning resources

See induction checklist. In particular: copies of rules; info for Ss online; copies of Find Someone Who…; Copies of diagnostic student booklets; Diagnostic audios; Google Translate;

Homework

Get a friend or family member to translate Rules into mother tongue (or use Google Translate)  ·  Choose and start memorising a poem (not too easy not too hard)  ·  Prepare a short introduction to your poem  ·  Look at all the Course Information posts at fglzesol.wordpress.com  ·  Look at Being an Effective Learner posts (fglzesol)  ·  Look at the exam criteria post  · Look at the exam criteria post for your level

Poem recitation: Fatima, Ina, Daniela (E1AM); Amina, Rasheda, Cristina (E1PM); Sultana, Jasmin, Azizur (E2); Ion, Danny, Vaida (L1) prepare to recite their poem during 2nd lesson of next week. 

Click for a selection of poems by Roald Dahl. (You don’t have to choose a Roald Dahl poem.) 

Click for a website has a list of famous poets and links to their poems.

Spelling for E1 and E2: induction, lesson, around, building, know, names, expect, course, your, responsibilities.

Spelling for L1: all the E1-2 words (above) and: emerging, consolidating, established, diagnostic, average, discussion, explanation, presentation, achieve, assessment.

 

Reflection/Evaluation

Trying to be strict about diagnostic tests was counter-productive. You need to me more thorough in demonstrating what they have to do in each diagnostic session.

Activity cycle – Term 1

To ensure a variety of exam preparation is included in your course, a cycle of four activity types is repeated every two weeks. (This is in addition to the activities that occur more or less every lesson, e.g. presentations and Headway material). Sometimes the required activity will be fulfilled by Headway material already planned for that lesson. If a lesson’s Headway material does not contain a sufficiently challenging activity of the required type, the lesson will be supplemented by an appropriate activity from another source.

1. First week – lesson A: Spelling test with pronunciation and phonic elements

2. First week – lesson B: Listening comprehension task

3. Second week – lesson A: Discussion task or role play

4. Second week – lesson B: Exam practice task

Cycle begins again at step 1.

E1 Assessment criteria – NOCN S&L



To pass your exams you will need skill in the following 14 language elements. References (such as HBSB1.10.1) refer to relevant activities from units 1 – 3 of the Headway Beginners materials. For example: HBSB1.10.1 = Headway Beginners Student’s Book Unit 1, page 10, exercise 1). Not all of these 14 elements are addressed by Headway units 1 – 3. Supplementary material will be used to address these. Colour coding (e.g. red for stress/pronunciation/intonation) helps to ensure planning encompasses the full range of skills required for NOCN ESOL Speaking and Listening exams.

1. Speak clearly to be heard and understood

1.1 Use stress, pronunciation and intonation to make speech comprehensible to a sympathetic native speaker (HBSB 1.11, 2.12

  • A. Place stress on correct syllable in familiar words (e.g. station, computer, appointment) HBSB1.10.3, HBSB1.1A, HBSB2.12.starter, HBSB3.18.starter, HBSB3.18.2, HBWB3.?.11-12, E1DfES6.8A1
  • B. Pronounce phonemes adequately in utterances so as to be comprehensible and make meaning clear (e.g. ship or sheep?) can/can’t (24/09/12), HBSB1.7.3, HBSB1.10.1, HBSB1.11.3, HBSB2.12.3, HBSB2.14.1, HBSB2.17.1-6,HBSB3.18.starter, HBSB3.18.1-2, HBSB3.19.3,
  • C. Appropximate appropriate intonation patterns, for example, to indicate politeness, to ask questions (e.g. rising intonation: Can I see the manager, please?) HBSB1.8-9, HBSB2.16.3, HBSB3.19.5, HBSB3.20.3, HBSB3.11.3
  • D. Use intonation patterns appropriate for friendly social interactions HBSB1.6-7, HBSB2.12.1, HBSB2.13.5, HBSB3.23.1

2. Make and respond to requests and ask questions to obtain information

2.1 Make requests using appropriate terms

  • A. Make requests with or without modal verbs (e.g. Can I see the manager please? A cup of tea, please.) can 24/09/12, E1DfES1.4A-B, E1DfES6.7C
  • B. Introduce requests (e.g. Excuse mecan 24/09/12, E1DfES1.4B(needs modifying to meet this aim),E1DfES6.7C

2.2 Ask questions to obtain specific information

  • A. Ask WH and Yes/No questions (e.g. What’s your name? Where do you work? Do you speak English? What time is…? Do you live in…? Have you got a job?) HBSB1.6.1-2, HBSB1.9.1-3, HBSB1.10.1-5, HBSB2.11-13.1-6, HBSB2.14-15.1-7, HBSB3.19.1, HBSB3.19.4-5, HBSB3.20.1-3, HBSB3.22.4, E1DfES6.5.2
  • B. Use question form of simple present tense of common verbs, including verbs to be and have got (see previous examples) HBSB2.13.grammarspot, HBSB2.16.3, HBSB2.16.grammarspot, HBSB3.19.4-5, HBSB3.21.3
  • C. Form questions using common modal verbs (e.g. Can you drive?) can 24/09/12
  • D. Use contractions where appropriate (e.g. what’s, who’s, where’s) HBSB1.6, HBSB1.9.1-3, HBSB2.12.grammarspot, HBSB2.13.grammarspot, HBSB2.14-15.1-7, HBSB2.16.3, HBSB3.19.4-6
  • E. Seek clarification where necessary, for example, by asking for repetition, using non-verbal signals (e.g. Can you repeat that please?) HBSB3.23.2, E1DfES1.10A

2.3 Respond to requests for personal information

  • A. Recognise and respond to different types of WH and Yes/No questions (e.g. What’s your name? Parvis. e.g. Where do you come from? Iran.) HBSB1.6.1-2, HBSB2.15.6, HBSB3.21.3, HBSB3.22.4
  • B. Respond using minimal response, short form of verb, or fuller answer (e.g. Are you married? Yes. / Yes, I am. / No, I’m not. / I’m single.) HBSB3.19.grammarspot, HBSB3.20.1-3
  • C. Spell words out loud when asked HBSB3.21.3(adapted)

3. Present information to others [Headway Beginner units 1-3 is mainly concerned with exchanging personal information and therefore does not adequately address this skill area. The Present Simple (with verbs other than to be) is introduced and covered in units 5-6.]

3.1 Make simple statements of fact clearly

  • A. Use verb forms suitable for the level, e.g. Simple Present tense of common verbs and modal can (e.g. He works in Bristol. She can’t drive.) E1DfES2.1-6  EXTRA ACTIVITIES NEEDED FOR ‘CAN’
  • B. Use contracted forms HESB1.6, HESB1.8-9, [All the Headway and DfES materials frequently feature contractions though they don’t always teach them explicitly]
  • C. Spells words out loud when asked [This is addressed in the fortnightly spelling tests.]

3.2 Give a simple description of a person, place or thing

  • A. Use grammar appropriate to level, for example, there is/there are (e.g. There are lots of … in our town.) E1DfES6.2A-B
  • B. Use simple adjectives (e.g. It’s near the Underground. It has a red door. He’s very tall.) E1DfES6.6.A1-2, E1DfES6.6A4

3.3 Give single-step directions

  • A. Use imperative (positive and negative) (e.g. Go straight on. Don’t cross the road. Take the next left.) E1DfES6.7C, E1DfES1.5A
  • B. Use appropriate grammatical forms, for example: prepositional phrases (e.g. through the park, in front of the hospital); determiners (e.g. the, another, the third); and adverbs (e.g. first, then, finally) E1DfES6.7C

4. Speak and listen in simple exchanges and everyday contexts

4.1 Take part in basic social interaction

  • A. Greet another person (e.g. Hello, Hi, Good morning, How are you?) HBSB1.6.1-4, HBSB1.8.5-8, HBSB1.9.1-3, HBSB3.23.1
  • B. Respond to a greeting (e.g. Fine thanks. And you?) HBSB1.6-7, HBSB1.8-9, HBSB3.23.1
  • C. Introduce a person to others (e.g. This is Mahmoud. He’s from Iran.) HBSB1.7, HBSB1.9.3
  • D. Extend an invitation or offer (e.g. Would you like…) E1DfES1.6A
  • E. Recognise and respond to an offer (e.g. Yes please. No thanks. I’m sorry, I can’t.) E1DfES1.6A
  • F. Express thanks HBSB3.23.3.3, E1DfES1.6A, E1DfES6.5.B
  • G. Take leave (e.g. See you later.) HBSB3.23.1

4.2 Take part in more formal interaction.

  • A. Give personal information (e.g. I’ve got a pain in my chest.) E1DfES5.5A, E1DfES5.10A-B
  • B. State a problem (e.g. My son is ill.)E1DfES5.8A ANNOTATE COURSE FILE COPY, THIS WILL NEED SUPPLEMENTARY MATERIAL
  • C. Make a request (e.g. Can you help me, please?) E1DfES5.6A can 24/09/12

4.3 Express likes, dislikes, and simple views to another person

  • A. Recognise and respond to questions about likes and dislikes E1DfES2.7A-B
  • B. Express likes and dislikes (e.g. I like… / I don’t like…) E1DfES2.7-8. E1DfES2.8A-B
  • C. Express simple views (I think this is a good college.) E1DfES6.4A-B

4.4 Listen to another person in a simple discussion and indicate a response

  • A. Signal either verbally or non-verbally that you are listening during exchanges E1DfES6.8 can be supplemented to address 4.4A 
  • B. Recognise likes/dislikes/feelings/views of others and respond with a simple agreement or disagreement (e.g. I want a new job. Me too. I don’t like this town. Oh, I do. I think this is a good college. You’re right.) DEVISE EXAM TASK STYLE ACTIVITY TO DEVELOP THIS SKILL
  • C. Seeks clarification if necessary, for example: asking for repetition; using non-verbal signals E1DfES1.4A, E1DfES6.8A4-5

5. Listen to obtain information

5.1 Listen for the gist of short explanations, identifying situation and key words

  • A. Recognise context, identifying speaker or topic

5.2 Listen for detail using key words to extract specific information

  • A. Listen for and extract key information, for example: places; times; names. HBSB3.21.1, HBSB3.22.3, E1DfES6.5.1, E1DfES6.6.A3, E1DfES6.7B

5.3 Follow directions, asking for repetition if necessary

  • A. Recognise imperatives in directions (e.g. Turn right, then go straight ahead. Take the second road on the left.) E1DfES6.8A2, E1DfES6.8A6
  • B. Follow clear, simple directions (see above examples) E1DfES6.8A2-3, E1DfES6.8A6
  • C. Check back by repeating directions (e.g. Second on the left? Yes, that’s right.), E1DfES6.8A6

Lesson aims and objectives

Each lesson will take as its main aim one, or several, of the above functional skills (e.g. 4.2) though not necessarily in the same order. The term’s work will aim to address all of the above skills prior to the exam. The order in which these skills are addressed will depend largely on the Headway course book material as it unfolds. Skills not addressed in the Headway material will require adaptation of scheduled Headway activities or the use of material from other sources.

Course components – Term 1

Qualifications

In term 1 you will work towards a nationally recognised speaking and listening certificate from NOCN (National Open College Network) if you are at Entry Level, or City & Guilds if you are in Level 1. We will continue to work on reading and writing but with a bias towards speaking and listening.

In term 2 you will work towards an NOCN or City & Guilds reading qualification. You will continue to develop your speaking, listening, and writing skills while preparing for this qualification. Your term 3 qualification is in writing, but the other skills are still developed.

Induction

You will learn about how to make the best use of Forest Gate Learning Zone and what it means to be a member of Newham College of further education. You will be aware of your rights and responsibilities in terms of  health, safety, equality, effective study, etc.

Diagnostic tests

Your initial assessment simply helped to place you at the right level.  The diagnostic tests, on the other hand, measure your your speaking, listening, reading, and writing abilities and highlights specific areas that you, as an individual, should prioritise (e.g. spelling). In some cases, diagnostic tests will indicate that you need to move to a higher or lower level despite your initial assessment.

Headway materials

Headway is a set of published ESOL materials by Oxford University Press. Headway is probably the mostly widely used published resource in the ESOL sector. There are paper-based reading and writing materials, online activities, as well as practical speaking activities (e.g. role plays). We aim to complete several units of Headway each term. This promotes holistic language development that integrates speaking listening, reading, writing, and grammar. Also, much of the language and skills needed in your NOCN/City & Guilds assessments are taught effectively in the Headway syllabus.

Public speaking (mainly term 1)

Every lesson will feature at least one student speaking in front of the class. This will include memorised poetry recitation, story telling, and presentations on topics chosen by learners. Class members will ask questions afterwards. Use of ICT (e.g. PowerPoint) is encouraged.

Shared reading (mainly in term 2)

We are currently purchasing class sets of ESOL readers. This means that everyday everyone in your class is reading the same pages of the same book and during lessons you will discuss your feelings about the story, predict what happens next, and study the grammar used in the book. You will also consolidate and increase your vocabulary.

Small group discussion

This is a vital component in becoming a more confident and fluent speaking in everday situations. You will be given topics to discuss and activities to complete that require you to speak with your classmates in pairs or small groups. You must come prepared to TALK! Do your best to use the language you already know as well as learning new things. If you want to just copy information from the board and do grammar worksheets, this course is not for you!

Role play

Be willing to act out situations you may encounter in everyday life in order to apply your knowledge and gain confidence.

Exam practice

In each term we will regularly do activities taken from past exam papers.

Homework/Application/Practice

If you went to a piano teacher and said, “I want to learn music but I don’t have a piano, so I won’t be practicing outside of lessons,” the teacher would say, “Sorry, I can’t help you.”  The same goes for learning a language. Attendance at lessons is only one part of what you must do improve. Therefore you must complete homework on time. You are expected to make time everyday for reading at home. You must also keep a list of new words to learn everyday – use a pocket sized notebook for this. The previous remarks about learning the piano is true here as well. If you spend all of your time at work or home speaking your mother tongue and only watch TV in your own language, you won’t progress. You must find opportunities to use and practice ENGLISH! Ask your tutor to suggest strategies and activities that you can use outside lessons. Make friends with your classmates and meet up with them to practice speaking. Importantly, students whose families are actively involved in their learning are always more successful than students whose families are not.

Collaborative learning and participation

Solving problems together with your classmates will cause you to practice using English and help you to remember what you have learned. Just listening to the teacher or completing worksheets will be much less effective. This means you will be receiving help from classmates and giving help to classmates. If you don’t like teamwork, you will not get the most out of this course. Each learner must have five ‘buddies’. These are classmates you feel comfortable exchanging contact details with. You will need to phone or email your buddy at various time during the term. You will also need to collect handouts for your buddies if they are absent.

Tutorials and ILPs

During the term you should have several one to one sessions with your tutor. In these sessions (tutorials) you and the tutor will identify and prioritise your individual learning needs. A record of your leaning history, overall strengths and weakness, targets, and achievements will be kept. This record is an ILP (individual learning plan). You should check your ILP regularly to remember your targets. You should inform your teacher when you think you have met a target.

Attendance

You must aim for 100% attendance. If you fall below the minimum attendance threshold you may be asked to leave, or you may not be welcome back next term. You must inform your teacher as soon as possible if you know you are going to miss a class. There will be negative consequences if you miss a lesson without informing (or sending a message to) your tutor beforehand. You are ot permitted holdiday/travel absence during term time.

Exams

You will have to complete several speaking and listening tasks during the last few weeks of the term. You must  attend and pass all of them in order to get a certificate. Your 100% attendance is vital during the exam period as exam sessions are not usually usually repeated. Dates and times will be made available closer to the time. If you doubt your ability to attend all the lessons during the last few weeks of the course you MUST tell your teacher now.

Levels

Pre-Entry

 

Entry 1

 

Entry 2 Entry 3 Level 1
Complete beginners

No English or very little English

Beginners with some language skills

Able to talk about everyday things in a basic way

Able to read short simple texts and write simple sentences

 

Elementary

Beginning to gain some confidence and range

Beginning to link ideas in speech and writing

Able to read basic information about familiar topics

Can express past, present, and future in a basic way

Pre-intermediate to intermediate

Enough English to communicate independently in everyday life

Can read texts on familiar topics and identify key points

Able to write a letter (for example) with paragraphs and linking of ideas

Can use basic tenses with some accuracy

Intermediate to upper-intermediate

Fluent in English and aware of relatively complex grammar.

Can read texts written for native speakers without too much difficulty

Can write a variety of paragraphed texts that require only straightforward correction in order to appear like native English

ESOL (English for Speakers of Other Languages)

Is the course for me?

If English is not your first language, but you are keen to learn more about the way it is spoken, written and read, then this is the right course for you. There are courses available for all levels of learners from beginners upwards.

What does the course involve?

All the courses are based on the ESOL Core Curriculum and involve the development of Speaking and Listening, Reading and Writing. The course focuses on everyday English and practical communication skills. You will also develop your grammar knowledge and understanding. The courses are part-time and involve attendance for 4/5 hours a week. You will also have the opportunity to achieve the NOCN Certificate in ESOL Skills for Life which is a nationally recognised qualification.

What options are open to me if I successfully complete the course?

When you achieve the appropriate standard, you will be able to progress to the next level ESOL course. You will also be able to progress onto vocational courses if you wish to do so.

What do I need to get on the course?

No qualifications are necessary just a willingness to learn. Your level of English will be assessed and you will be invited to enrol onto the course that most suits your needs.

How long is the course and when does it start?

The courses begin every 12 weeks and you can enrol in September, January and April. Course details may be subject to change.

You can choose to study at Forest Gate Learning Zone, Little Ilford Learning Zone, North Woolwich Learning Zone, Beckton Globe Centre and Hamilton Road Centre.

  • Newham College of Further Education Forest Gate Learning Zone 1 Woodford Road Forest Gate London E7 0DH 0208 257 4684
  • NewhamCollegeof Further Education Little Ilford Learning Zone 1A Rectory Road Little Ilford London E12 6JB 020 8522 5770
  • Newham College of Further Education North Woolwich Learning Zone 78 Albert Road North Woolwich London E16 2DY 0208 257 4180 – Call this number for information about Hamilton Road and Beckton Globe
 

Term 1 (autumn)

Sept–Dec

Term 2 (spring)

Jan–March

Term 3 (summer)

April–Jul

Focus of lessons Speaking & Listening along with Reading & Writing Reading along with Writing, Speaking & Listening  Writing along with Reading, Speaking & Listening
Assessment and Certificate ESOL Skills for Life Speaking & Listening  ESOL Skills for LifeReading ESOL Skills for Life Writing
Awarding body Entry level: National Open College NetworkLevel 1: City & Guilds

 

Entry level: National Open College Network

Level 1: City & Guilds

Entry level: National Open College Network

Level 1: City & Guilds

Abbreviations

Cambs Cambridge ESOL

C&G City & Guilds

ESOL English for Speakers of Other Languages

EW Extended writing

EWB Extended writing book

FGLZ Forest Gate Learning Zone

HB Headway Beginner

HBSB Headway Beginner Student’s Book (and CD)

HBWB Headway Beginner Workbook

HBTB Headway Beginner Teacher’s Book

HBTRB Headway Beginner Teacher’s Resource Book

HE Headway Elementary

HESB Headway Elementary Student’s Book (and CD)

HEWB Headway Elementary  Workbook

HETB Headway Elementary Teacher’s Book

HETRB Headway Elementary Teacher’s Resource Book

HI Headway Upper Intermediate

HISB Headway Upper Intermediate Student’s Book (and CD)

HIWB Headway Upper Intermediate Workbook

HITB Headway Upper Intermediate Teacher’s Book

HITRB Headway Upper Intermediate Teacher’s Resource Book

HUI Headway Intermediate

HUISB HeadwayIntermediate Student’s Book (and CD)

HUIWB Headway Intermediate Workbook

HUITB Headway Intermediate Teacher’s Book

HUITRB Headway Intermediate Teacher’s Resource Book

HW Handwriting or Homework

NCFE Newham College of Further Education

NOCN National Open College Network

OC Open class (as in open class feedback)

S Student

Ss Students

T Teacher