Reading Lesson Plans - Pearson Qualifications
Reading Lesson PlansFunctional Skills : English Level 2This Planning document is to aid in teaching and learning and should be usedas a guide only.
Reading lesson plansApproaches to teachingIntroductionThe Reading section of the Edexcel Functional SkillsEnglish Level 2 student book targets all of the skillsstandard and coverage and range required for theteaching of Level 2 Reading. Reading is divided into12 sections and each has an introduction, importantinformation presented as Top tips and activitiesdesigned to develop the skills as described in the OfqualFunctional Skills Subject Criteria.Each section in the student book forms the basis for thelesson and the purpose is made very clear in the boxThis lesson will help you to. The tone of each section isdirected at students to enable them to engage with thereading activities. Reiterate that the text book will alsobe a useful revision tool and a reference book in theirpreparations for the examination.The lessonsPage 6 of the student book introduces the Readingsection. It details how learners will be assessed, andthe ‘standards’ are also printed for the students so theyknow what they need to be able to do in order to beconsidered functional at Level 2.It is always a good starting point to ask the students toidentify the main purpose of a text. This is a feature ofour Reading assessment, as exemplified in the sampleassessment materials. There are opportunities to makeconnections between lessons – wherever possible,encourage students to make these links in order tocontextualise their reading.As you take students through the different sections ofthis book, encourage them to decide which readingskill/s they need to use to navigate their way aroundparticular texts and how to answer a particular question.Helping students to engage with thetextsIt is important to teach students how to read textsactively. Encourage them to read with a pencil andannotate (where appropriate) or make brief notes whilethey are reading. As they become more confident, theycan focus on: words or phrases that might help them to answer theassessment question words they do not know which may need thoughtwhen answering the question topic sentences that define the subject of a paragraphand help to identify the main points20 Pearson Education Limited 2010 connectives that link ideas together, helping them tosee the relationship between ideas in a text.These activities will help them to recognise differentfeatures of texts and to shape their own writingaccording to form, audience and purpose.Modelling reading skillsModel reading skills by using an overhead or digitalprojector. Choose a task or question and talk about your thoughtprocesses as you read it. Explain what reading skills you are using and why. Explain how you make sense of difficult words, orwords you do not know. Show that you sometimes have problems answeringquestions, but that you can engage with the text inorder to work things out.As you take students through the course, encouragethem to co-present with one of their peers and modeltheir own reading skills and thought processes.Understanding how texts are organizedWith knowledge of the conventional language andpresentational features of different text types, studentscan explore a range of texts and their purposes.Writers will use language and presentational featuresdeliberately for effect, and they collectively influence themessage of the text. Encourage learners to ask questionssuch as: What effect does the layout have? Why is part of the text presented in columns? Do the bullet points help to structure the informationto make it easier to find and use?Encourage students to use strategies for reading tables,using keys, and understanding titles, headings andsymbols. Impress upon them that they will need to beable to recognise features of a text in order to considerits purpose, and be able to select and use different typesof text as defined in the coverage and range.How meaning is conveyedEncourage learners to focus on the purpose of a text,and how the writer has conveyed meaning to achievethat purpose. Demonstrate how to read ‘between thelines’ for implied meanings, and interrogate texts for biasand point of view.
Reading lesson plansSuitable responsesWriters may want readers to respond in a particularway to their texts. Encourage students to consider thewriter’s purpose in a text and what the audience’s needsmay be, before considering suitable responses – the bestresponse may or may not be what the writer intended.Emphasise to students that suitable responses to texts inFunctional English is linked with real-life application ofreading skills. Invite them to think of examples of thistype of text, such as advice/guidance leaflets. It wouldbe useful to provide some practical examples such asguidance on how to complete a passport application.Although the newly accredited qualification differsslightly from the pilot materials, there are past paperswhich will provide resources to use for this aspect oftheir reading.These materials will also help you and your studentsto identify areas in which they feel confident andareas where they need more practice in order to refinetheir reading skills. After your they have answered thequestions, take them through the mark schemes and anyexaminer commentaries. Encourage them in pairs/smallgroups to discuss the answers as indicated in the markscheme, link the questions with the skills standard andread closely any examiner comments. They might wantto highlight key words/concepts to discuss and then toshare with others in the group. These types of activitieswill help them build up confidence, prepare them forthe examination and to be functional readers in real-lifesituations.Preparing for the testTeach students to read the questions before they startto read the source texts. Looking out for key words inthe question will help them to find specific informationin the texts. This will mean their reading has a purpose.It is important, however, that learners read the textclosely before they begin answering the questions. Usepast pilot texts to encourage students to read both textsand questions wisely. Invite them to respond to specificquestions and identify which part of the standard isbeing assessed. Share the mark schemes with them.Use the mini test provided in the student book andthe newly accredited sample assessment materials asthe definitive guidance for your students. Give thempractice or ‘mock’ examination opportunities using thesematerials so that they become used to managing timeand responding appropriately to the questions and thetext. Use these practice assessments, sample answersand examiner commentaries in this teacher guide toanalyse what the examiners are looking for in terms offunctional reading at Level 2. Pearson Education Limited 201021
Reading lesson plansStudent book pages 8–111 R eadingdifferent kinds of textsCoverage and range Learning to choose and use varied types of text forinformation.Lesson starter:individual/pair workAsk students to think of as many different kinds oftexts as they can in 5 minutes and display them ona spider diagram. What makes each text different?Direct students to the start of page 8 in the studentbook and ensure they focus on purpose as well asfunction.Main teaching and learningAsk students to look at Text A on page 8 of thestudent book and answer Activity 1 on the samepage. Select students to feed back their answers tothe class.Then, they move on to Activity 2 (on page 9),completing Tasks 1–3 by referring back to the listof features at the beginning of the chapter (page 8)to help them. Ask students to link the features to aspecific purpose (e.g. how the top five theme parksare presented in the text?).Give feedback to the class again and continue withTask 4 in Activity 2, if there is time.PlenaryDiscuss the activities as a class, linking back to thepurpose of the lesson and the list of features. Askstudents to add any other features that they havespecifically identified in terms of making readingdifferent kind of texts accessible.Lesson learning objectives Choose and use different texts to find relevantinformation.HomeworkEither complete Task 4 or direct students to find onetext by themselves and carry out the same analysisas in the activities above (including: text type, clues,locating information on a page, instructions to thereader, how the first section/paragraph introducesthe rest of the text).AnswersActivity 1This gives the student a pointer on how to startidentifying specifics from a text, e.g. here Text A is a letterand the clue is it starts with the greeting ‘Sir’.Activity 21 The first paragraph introduces the troubles the writerhas had with chopping onions, which make hissensitive eyes run.2 a This information is given at the start of the maintext:Alton Towers, Thorpe Park, Chessington World ofAdventures, Drayton Manor and Legoland Windsor.b A sub-heading highlights information aboutAdventure Island in Southend-on-Sea. It is a freeadmission park, where you just pay for the ridesyou go on. The park features roller coasters, such asGreen Scream and other rides for the family.c The top banner of the website has a search featurewith individual ‘buttons’ for various theme parkswhere (presumably) more detailed information canbe found. Also separate sections for theme parks inEngland, Scotland and Wales.3 a The tariff table’s third column provides AverageLine Rental costs.b The tariff table’s second column shows and lists theMobile Phone Model(s), (e.g. here a Nokia 1661).c By clicking on the underlined ‘Click here for moreinformation on this deal’ in the Contract DealInformation column.4 a The labels identify all the important features thatone should have on their door to improve safety.b The text in bold gives important information thatthe reader should consider.c The words in CAPITALS label the door safetyfeatures.22 Pearson Education Limited 2010
Reading lesson plansStudent book pages 12–132Skimming, scanning and close readingCoverage and range Reading to suit different purposes: skimming,scanning and close reading of texts.Lesson starter:pair/small group workPut the three terms (skimming, scanning and closereading) on the board/screen. Students work in pairsor small groups to discuss what they think eachterm means. Then, direct students to page 12 of thestudent book to read the explanations. Reinforce the‘functionality’ of the skills.Main teaching and learningStudents complete Tasks 1–3 in Activity 1, onpage 12 of the student book. Afterwards, take classfeedback and discuss why these are important skillsto learn.As a class, look at Task 4 combining the two skillsscan and close read. The task could be completedin small groups, giving students a few minutes to dothis before discussing as a whole class. Ask studentswhy they were given a time limit – relate it to a rangeof situations where they’ll need to read quickly for aspecific purpose.Lesson learning objectives Use different reading skills to find relevantinformation.PlenaryIn small groups, students discuss why we need thesethree main skills in reading and link this with real-lifesituations.HomeworkAsk students to find an appropriate text of theirown and carry out the above activities, writing theirresponses and submitting these with their chosentext.AnswersActivity 11 Answer C: It explains what the law says every humanbeing’s rights are.2 Freedom to move, freedom of thought and freedomof expression.3 Answer C: The law is the same for everyone and we allhave to be treated fairly.4 No, people cannot be forced to join a religion orpolitical party. Pearson Education Limited 201023
Reading lesson plansStudent book pages 14–153Finding main ideas and detailsCoverage and range Read and summarise succinctly and identify thepurposes of texts.Lesson starter:individual/pair workIntroduce the purpose of the lesson and link it withthe standards. Make clear the distinction betweenmain ideas and details, as students often find thisproblematic.Ask students to look at Text A from page 30 of thestudent book. They should read the text and note themain idea as well as the details. Then discuss the textwith a partner, including the differences between themain idea and the details.Select some students to share ideas about theirexamples with the class. Reinforce the distinctionbetween main idea and details.Main teaching and learningRead Text A in Activity 1 on page 14 of thestudent book. As a class, discuss the four possiblestatements, listed in Task 2, and decide which onecaptures the main point of the text and which onesare about the details within the text. Use opportunityto draw their attention to the multiple choice style ofthe Activity.Direct students to Text B in Activity 2 on page 15 ofthe student book and read the text with them. Then,on their own, students write answers to Task 2. Askthem to share their answers with a partner.Students should then look at Task 3 in small groupsand identify the three offers made to teenagers to getthem to take part. They should also make brief notesand then discuss the main idea of the text.24 Pearson Education Limited 2010Lesson learning objectives Find and use main ideas and details in texts.PlenaryEach group shares their responses with the class.Remind students once more of the differencebetween main ideas and details within a text.HomeworkStudents turn their notes from Activity 2 intoproperly written answers.AnswersActivity 12 Answer B: Panelbase pays people money or giftvouchers for taking surveys.3 A, C and D are details, rather than the main focus.Activity 22 Market research companies need teenage opinionsto help influence what new products and services areintroduced in the future.3 Three of the things explained can include: cash, HighStreet vouchers, free CDs, cinema tickets, online musicdownloads, the chance to win thousands of prizes.4 That online surveys are the perfect teen job, becausethey are a safe, free and fun way to earn extra money.
Reading lesson plansStudent book pages 16–174Comparing textsCoverage and range Read and summarise succinctly, information/ideasfrom different sources.Lesson starter:whole classAsk students to discuss what they understand bythe instruction to ‘compare two different texts’.Take them through the four steps on page 16 of thestudent book.Discuss ways that students can make these steps andrecord their findings (e.g. as spider diagrams). Make itclear that the four steps will be a useful revision aid.Lesson learning objectives Compare texts. Choose and use different texts tofind relevant information.PlenaryReturn to the Task 3 in Activity 1. Ask students toshare with another pair their views regarding howTexts A and B are presented. Ask for feedback fromthe class. It might be necessary to use the plenaryto draw students’ attention to text features, contextsand purposes, as well as language and information,in preparation for the homework.HomeworkMain teaching and learningDirect students to Text A on page 17 of the studentbook and read it with them. Ask them in pairs to listor highlight the main idea and the details. Do thesame with Text B on the same page.In pairs, students go through the tasks in Activity 1,on page 16. In feedback, focus on the words ‘similar’and ‘different’ to encourage students to compareand contrast. Students should list differences andsimilarities.Students to present their findings on both texts inthree parts.1 Similarities in terms of subject and structure oftexts.2 Differences in terms of subject and structure oftexts.3 Differences and similarities of how texts arepresented.AnswersActivity 11 Answer A: There is only one way to score a goal infootball.2 A, B and C3 a Both games have certain rules for scoring.b Each game has different ways of scoring points. Pearson Education Limited 201025
Reading lesson plansStudent book pages 18–195 S electingrelevant information frommore than one textCoverage and range Select and use different types of texts, andsummarise succinctly information/ideas fromdifferent sources.Lesson starter:whole classLesson learning objectives Choose and use different texts to find relevantinformation.PlenaryAs in previous lessons, direct students to the foursteps to selecting relevant information (on page 18of the student book) and read it with them.Discuss the decisions made by the pairs, e.g. Whatkey pieces of information led to their decision?Which texts did students use to select relevantinformation? Was any one text particularly useful?Main teaching and learningHomeworkIn pairs, students read Texts A, B, C, on page 19, anddecide the text types for each one.Students select relevant information from anothertext (either one from earlier in the student book orone of their choice).They then complete Task 1 (a, b and c) in Activity 1on page 18. Remind students to think about previouslessons, where they identified the main ideas andtheir details. Ensure they look at the organisationalfeatures of the texts, including layout and language.Feed back as a class.Still in pairs, students read the profiles of Ash andEmily (page 18) and list the main ideas in eachprofile, in bullet points. Revisiting Texts A, B and C,they should link information from the profiles withinformation about the Fifteen Foundation and decidewho should be selected to become an apprenticeand why.Draw their attention to how we make judgements inreal life and how, to some extent, their decision inthis activity was a matter of opinion.26 Pearson Education Limited 2010AnswersActivity 11 a Text Bb Text Cc Text A2 b Emily is more qualified to become an apprenticebecause she ‘loves cooking’.
Reading lesson plansStudent book pages 20–216Understanding tablesCoverage and range The use of tables and finding information in them.Lesson starter:individual/pair workIn pairs, students think of all the different text typesthat they have encountered in the past week and listthem on a spider diagram. Discuss the different textsas a class and lead students to consider how theyuse tables. What types of table do they see and useoutside of the learning context?Remind students of the four steps as guidancefrom the previous lesson. Direct them to page 20of the student book and take them through the fourinstructions supplied to help them to ‘read’ a table.Main teaching and learningTake students through the description of Josh’srequirements at the beginning of Activity 1 (page 20).Connect his situation of being in an unfamiliar placeto real-life contexts.In pairs, ask students to list his requirements andlist the type of information Josh needs to be able tobook his hotel.Students work through Tasks 1–4 in pairs. Then,students feedback their answers and discuss as aclass. Finally, do the same for Tasks 5–7.Lesson learning objectives Use tables to find relevant information.PlenaryEmphasise the need to understand texts in theirbroadest sense (e.g. tables) and relate this to beingfunctional in real life. Why do we need to be able toread and understand tables?HomeworkAsk students to look at another example of a table(provide this for them, if possible) and highlight keyareas of information to be found in it.AnswersActivity 11 All of them except the Campanile Hotel Manchester,which is 0.8 miles away.2 The Midlands Qhotels, Velvet Hotel, The Palace Hotel,Radisson Edwardian Manchester, Abode Manchester,The Lowry A Rocco Forte Hotel.3 The Palace Hotel.4 Answer C: Velvet Hotel5 0.1 and 0.4 miles.6 Answer B: (In the table, on 8 January, the leastexpensive hotel is Days Hotel Manchester City, at 35.00/night, which is 0.6 miles from the city centre.)7 The Midland Qhotels or The Palace Hotel. Pearson Education Limited 201027
Reading lesson plansStudent book pages 22–237Summarising information and ideasLesson learning objectivesCoverage and range Read and summarise succinctly information/ideasfrom different sources.Lesson starter:individual/pair workRead and briefly summari
Reading lesson plans 2 Skimming, scanning and close reading Coverage and range Reading to suit different purposes: skimming, scanning and close reading of texts. Lesson learning objectives Use different reading skills to find relevant information. Main teaching and learning Students complete Tasks 1–3 in Activity 1, on
4 Step Phonics Quiz Scores Step 1 Step 2 Step 3 Step 4 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 . Zoo zoo Zoo zoo Yoyo yoyo Yoyo yoyo You you You you
Civil Engineering Specification First teaching September 2017 Version 1.0 . Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson .
Mark Scheme (Final) Summer 2018 Pearson Edexcel GCE In Further Pure Mathematics FP1 (6667/01) Edexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications .
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