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The slides within this resource, although detailed, are designed to be used as a starting point for teachers to construct lessons around the language points that are explored here. The slides are intended to be used individually as a resource within a lesson and to be incorporated as part of instruction incrementally throughout the term to ensure that students have been exposed to all the language points in the coverage ahead of their end of term exam. Therefore, the PowerPoint should not be presented at a single event or in its entirety. Some functional language points may overlap with grammatical points in the coverage, and in that case, it is possible to combine slides. However, this resource should be considered to be a collection of individual slides that teachers can use to enhance students’ learning.

The Coverage, Grammar and Functional Language Teaching Resource

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Within this document, you will find information about the coverage for this term. The lexis family that assessments will contain is mentioned as well as the particular grammatical and functional language points that will be tested in the exams at the end of this term. In the preparation sections, you will find examples and explanations for the grammatical and functional language points that will be assessed this term.

The grammar preparation section has an example sentence that illustrates the grammatical point. It follows this with an explanation of the meaning of the example sentence. Next, the specific grammatical structure used within the example sentence is detailed and links given to further resources. Next is an explanation of the circumstances under which the particular structure is used. More example sentences using the structure are given at the end of the slide.

In the functional language preparation section, there are examples of the particular language point followed by an explanation of how the particular are used. In the associated grammar section, language points that comprise the structure or can be used to in conjunction with the language point to express the stipulated function are detailed.

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Term 3 Assessment Coverage

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Topic(s): Environment, technology, jobs.
ECFE Grammar	Prerequisite Grammar	GSE Grammar	Functional Language
Future perfect	Can use the past perfect in a range of common situations.	Can use the future perfect with reference to actions to be completed by a specific time in the future. (66)	Comparing and contrasting Expressing regret Describing habits, routines, tasks, and jobs
Conjunctions: subordinating	Can use conjunctions such as 'when' and 'before' with the present simple, with future reference.	Can use conditional subordinate clauses with a range of conjunctions ‘as long as’, ‘provided’ + present simple or present continuous, with future reference. (see English Grammar Profiler)
Adjectives: comparatives	Can use all forms of comparatives and superlatives of adjectives.	Can make complex comparisons between clauses. (66)
First conditional	Can describe possible future outcomes of a present action or situation using the first conditional.	Can use 'as if/as though' with the present simple to refer to what appears to be the case. (66)
Modals: past modals	Can use 'may'/'might (+not) have...' to talk about past possibilities.	Can express regrets and preferences with 'would rather/it's time' with past tense clauses. (66)
Past perfect passive	Can use the past perfect in a range of common situations.	Can use the past perfect passive. (64)

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Term 3 preparation: Grammar

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Will you have finished writing your weather report by tomorrow? Yes, I will have done it all by the time the programme starts.
Meaning	First, I will finish the report. Tomorrow, the programme will start. My report will be completely finished before another time in the future, when the programme starts.
Grammatical structure	Future perfect subject + will / won’t + have + past participle + complement G.15.5 Future Time (future perfect simple)
Usage	We use the future perfect to talk about an event that is expected to happen before a particular time in the future. We look forward to the future event from the moment of speech. The auxiliary ‘will’ is used in a clause with the past participle to describe the event that is expected to happen and it is usually combined with a time phrase in the complement to give information about when the event is expected to occur.
Other examples	The crocodiles will have left the lake by the time we arrive. We will have travelled 20,000 kilometres by the end of our trip. He won’t have played any sport for three months by the time his injury is healed.

Past

Present

Future

Now

time of speech

time report finished

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Tiger populations will thrive, as long as humans stop hunting them.
Meaning	When people stop hunting tigers (conditional or dependent clause), that’s when the number of tigers increases in the wild (action or independent clause).
Grammatical structure	Subordinating conjunctions Clause 1 (action or event) + ‘on the condition that / as long as / providing / provided that’ clause 2 (condition) G 6.2 Conjunctions (subordinating)
Usage	Subordinating conjunctions: on the condition that, as long as, providing/provided that can be used to join or connect two clauses together. In the example above, the first part of the sentence ‘Tiger population will thrive’ is the action and the second part ‘as long as… hunting them’ is the condition that needs to be met before they can thrive (event/action). Present simple and present continuous tenses can be used.
Other examples	He should join the football team, provided that he exercises at the gym everyday. We are travelling to Africa next month, as long as I can find our passports! Providing we are all working hard, the wildlife garden can be finished today.

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Having good qualifications is more important when looking for a job than being confident.
Meaning	The sentence is comparing two aspects of finding work and suggesting that there is a big difference in the value of each: qualifications being more valuable than confidence.
Grammatical structure	Complex comparisons between clauses. (verb phrase) + comparative + than + (verb phrase) (noun phrase) + comparative + than + (noun phrase) G.1.2 Adjectives (comparatives)
Usage	We use these forms to compare things. We can modify with words like much, a lot, no, exactly and just to show large or small differences, or no difference at all.
Other examples	Pollution can be just as harmful to animals as global warming. The interview for the job was more demanding than the actual work itself. Writing the scientific study was no easier than gathering the data.

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It looks as though this new technology is making our work much easier.
Meaning	The instruction from the principal to the teacher is that the student cannot leave the classroom until he finishes the work.
Grammatical structure	First conditional 'as if/as though' + complement clause G.5.2 Conditionals (First)
Usage	We use ‘as if’ and ‘as though’ to talk about an imaginary situation or a situation that may not be true but that is likely or possible. As if is more common than as though.
Other examples	The lion looks as if he could eat us all! It sounds as though they are having a party. She feels as if she hasn’t stopped working all day.

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It’s time people stopped destroying the rainforest.
Meaning	The speaker shows regret that the rainforest is being cut down, and would prefer that it was protected.
Grammatical structure	Modals: past modals 'would rather / it’s time' + VP (past) G.8.2 Modals (past) G.8.4 Modals (semi-modals)
Usage	We use would rather / it’s time + past clause to talk about what we want or would prefer someone else to do. They are used with past tense clauses to express regrets and preferences. We use would rather or ’d rather to talk about preferring one thing to another. Would rather has two different constructions. (The subjects are underlined in the examples.)
Other examples	It’s time you concentrated on your work. Many people would rather recycle their waste. I’d rather you didn’t throw your rubbish on the ground.

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The elephants had been studied by the biologists three years earlier.
Meaning	The astronauts had discovered the planet three years before the time at which the person was speaking, which is also in the past.
Grammatical structure	Past perfect passive subject (object of active sentence) + had + been + past participle G.10.7 Passives (past perfect simple passive)
Usage	We use the past perfect passive to talk about two past events where one event occurred and continued until another past event. In this case, the object of the active sentence is moved into the subject position of the passive sentence. The passive makes the action more important than whoever is doing the action.
Other examples	The fire had quickly been put out by the firefighters. The objectives had already been discussed in the meeting yesterday. By the time we arrived in Africa, the whole trip had been organised for us.

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Term 2 preparation:

Functional language

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A doctor designs the treatment plans, while a nurse carries them out. He completed the required assignments more quickly than his struggling peers. Tablets offer a significantly more user-friendly experience compared to laptops.
Functional language point	Comparing and contrasting FL26. Comparing and contrasting
Associated grammar	Adverbs, present simple, pronouns, gerunds

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If I’d been on time for the football match, I would have seen the full game rather than just the highlights. I’d rather governments did more to stop pollution. It’s time people stopped using fossil fuels, and moved to alternative energy sources. I deeply regret not spending more time searching for employment before accepting my current job role. If I had watched the documentary on plastic pollution, I would be more informed about how to reduce the use of harmful materials. If only I had more time to practise running. I would have won the race easily. I deeply regret not thinking more creatively when painting the portrait. I wish I had enough money to buy lots of horses.
Functional language point	Expressing regret FL.40 Expressing regret
Associated grammar	Pronouns, third and mixed conditionals, If only / wish conditional, past tenses, pronouns

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I hardly ever go hiking after 7pm. I check my personal email regularly. Hamad usually works late every Thursday.
Functional language point	Describing habits, routines, tasks, and jobs FL.9 Describing habits, routines, tasks, and jobs
Associated grammar	Adverbs, present simple, pronouns, gerunds.

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