English Language
Coverage, Grammar and Functional Language Teaching Resource
Grade 10 Advanced
Term 2
2024 - 2025
03
06
08
15
INDEX
How to use this resource
The slides within this resource, although detailed, are designed as a starting point for teachers. You can:
Ensure that students have been exposed to all the language points in the coverage ahead of their end of term exam.
The Coverage, Grammar and Functional Language Teaching Resource
Within this document, you will find information about:
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 sections contain:
In the functional language preparation section, there are examples and explanation of how the functional language is used, as well as relevant associated grammar points.
Term 2 Assessment Coverage
Topic(s): Business, Environment, Money | |||
ECFE Grammar | Prerequisite | GSE Grammar | Functional Language |
Past time: past perfect continuous | Can use the past perfect in a range of common situations. | Can use the past perfect continuous in a range of common situations. (see English Grammar Profile) | Expressing opinion
Describing past experiences and events
Describing advantages and disadvantages |
Past time: past perfect simple | Can use past simple in a range of common situations. Can use the present perfect with 'for/since' to talk about the duration of states and conditions. | Can use the past perfect with adverbial clauses of time. (63) | |
Nominalisation | Can form a range of nouns from adjectives and verbs with common suffixes. | Can use noun phrases in place of verb phrases in formal written language. (64) | |
Future time: future perfect simple | Can distinguish between present perfect simple and continuous. | Can use the future perfect with reference to actions to be completed by a specific time in the future. (66) | |
Conjunctions: subordinating | Can link clauses and sentences with a range of basic connectors | Can express purpose using ‘so as to’ with infinitive clauses. (66) | |
Adverbs: attitude | Can use a range of common linking words to sequence events or activities. | Can use adverbial phrases to make comments. (66) | |
Term 2 preparation: Grammar
She had been crying before I arrived. | |
Checking questions | Did she cry before or after I arrived? Was she still crying when I arrived? Which action happened first: her crying or my arrival? |
Grammatical structure | Past time: past perfect continuous subject + had + been + present participle (verb +ing) + rest of the sentence |
Usage | The past perfect continuous tense is used to describe an action that was happening for a period of time in the past. It emphasises the duration or ongoing nature of the action. We can use past perfect continuous to describe a past action that continued up until a specific point in the past. In the above example, the woman was crying for an unspecified time in the past and stopped before the speaker arrived. We can also use it to talk about effects or reasons for the continuous past action where the results are still relevant at a point in the past. In the example below, the continuous past action of the sun shining had caused the ground to be hot in the past. |
Other examples | Ahmed had been working at the hospital for over two years before he left for Spain. The sun had been shining and the ground was hot. How long had you been standing there before you met the manager? |
past
future
present
crying
x
arrival
She had eaten dinner before they arrived. | |
Checking questions | Did she eat dinner first or did they arrive first? Was she eating dinner when they arrived? Was her dinner finished before they came? |
Grammatical structure | Past time: past perfect simple subject + had + past participle + past simple past simple + subject + had + past participle |
Usage | The past perfect tense is used to indicate that one action or event in the past was completed before another past action or point in time. Past perfect sentences also contain a past simple clause. The action in the past perfect clause happened before the action in the past simple clause. Adverbial clauses of time provide more information about the specific timing of the actions in a past perfect sentence. |
Other examples | By the time we got to the station, the train had already left.�She felt better after she had taken the medicine.�We had waited at the cafe until they closed for the night. |
past
present
future
x
x
eaten dinner
arrival
Original: We decided to act. Nominalisation: The decision to act was made. | |
Checking questions | What is the verb in the first sentence? What is the noun form of ‘decide’ used in the second sentence?�Which sentence sounds more formal? |
Grammatical structure | Nominalisation A verb can be turned into a noun by adding a suffix at the end of the word. Some examples include: -tion, -ment, -al, -ence, -ure, -sis |
Usage | Nominalisation is the process of changing a word, in this case, a verb into a noun. This is often used in academic writing to make sentences sound more formal, abstract, or focused on the idea rather than the action. When we use nominalised forms instead of verbs, we focus on products and results rather than processes. |
Other examples | Original: The team reacted quickly to the situation. Nominalisation: The team's reaction to the situation was quick. Original: The police will investigate the crime scene. Nominalisation: The investigation will be conducted by the police. Original: The project failed because there were not enough resources. Nominalisation: The reason for the project failure was the lack of resources. |
By the time you arrive, I will have finished my homework. | |
Checking questions | Will I finish my homework before or after you arrive? �When you arrive, will I still be working on my homework? �At what point will my homework be completed? |
Grammatical structure | Future time: future perfect simple Subject + ‘will/won’t have’ + past participle + rest of the sentence with time phrase Rest of the sentence with time phrase, + subject + will have + past participle |
Usage | The future perfect simple tense is used to describe an action that is expected or planned to be completed before a specific point in the future. This tense emphasises the completion of an action and is often used to highlight that something will be finished before a particular time or before an event occurs. |
Other examples | They won’t have finished the report by the time the meeting begins. In two month’s time, they’ll have moved to a new house. We’ll have been friends for ten years by the end of this month. |
past
present
future
Finished homework
You arrive
x
She left early so as to catch the train. | |
Checking questions | Why did she leave early? |
Grammatical structure | Subordinating conjunctions using ‘so as to’�main clause + ‘so as to’ + infinitive verb |
Usage | We use subordinating conjunctions to connect a dependent clause (incomplete thought) to an independent clause (complete sentence). They are used when we want to show the relationship between two ideas. We use ‘so as to’ to talk about reasons for an action. |
Other examples | They moved to the city so as to find better job opportunities.�We wear sunscreen so as to protect our skin from UV rays.�The students kept quiet so as not to disturb others in the library.�How can we communicate the message so as to reach a wider audience? |
Thankfully, the storm passed quickly. | |
Checking questions | How does the speaker feel about the storm passing quickly?�Is the speaker happy or unhappy that the storm ended quickly?�Why might the speaker feel thankful? |
Grammatical structure | Adverbs: attitude �adverbial phrase, + subject + verb + rest of the sentence subject + verb + rest of the sentence + adverbial phrase |
Usage | Adverbial phrases are groups of words that show the speaker’s feelings, opinions, or attitude about what they are saying. These phrases often come at the beginning of a sentence to add a comment or reaction. For example, you can say, "To be honest, I didn’t like the movie" to show your opinion or "Thankfully, it stopped raining" to express relief. They help make your sentences more personal and expressive |
Other examples | With great excitement, she opened the letter from her dream university.�In a serious tone, the teacher explained the rules.�She faced the challenge in an optimistic way.�She spoke with hesitation about the plan. |
Term 2 preparation:
Functional language
The way I see it, artificial intelligence will permanently replace many jobs, such as artists and authors. I can’t help thinking that people had a much higher quality of life in the past than they do today. You can’t have finished the exam. You’ve only been here twenty minutes. | |
Functional language point | |
Associated grammar | Modals of deduction, present perfect, verb phrases |
The book I read last week was fascinating, and I couldn’t put it down. I used to go camping every summer when I was younger, but now I prefer beach vacations. When I finally arrived at the airport last night, my flight had already been cancelled, and I was left waiting for hours without any information. | |
Functional language point | |
Associated grammar | Past tenses (simple, continuous, perfect, perfect continuous, ‘used to’), relative clauses |
A major benefit of online shopping is that it saves time and offers a wider variety of products. The downside of relying on technology is that it can lead to a lack of face-to-face interaction. Online learning offers the flexibility to study at your own pace, which is ideal for people with busy schedules. Using public transportation reduces your carbon footprint, which is better for the environment. | |
Functional language point | |
Associated grammar | Noun phrases, present simple, modal verbs, relative clauses |
Thank you