Level 4.1
Term 2
2022-2023
English Language Coverage
Contents:
How to use this resource
Coverage
Preparation – grammar
Preparation – functional language
�Level 4.1
�Term 2 Academic Year 2022-2023
The Coverage, Grammar and Functional Language Teaching Resource
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.
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 followed by 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 2 Coverage
Term 2 Coverage
Topic(s): Environment | |||
Lexis | ECFE Grammar | GSE Grammar | Functional Language |
animals, places |
Adjectives: comparatives Adverbs: frequency and manner
Adverbs: superlatives
Modals: present modals
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Can make comparisons with 'more' + longer adjectives.
Can use adverbs of frequency and manner in the correct position.
Can form the superlative of regular adjectives with '-est'.
Can use 'must' to express obligation and necessity in the present and near future. Can use 'should(n't)' to offer or ask for advice or suggestions.
|
Comparing and contrasting
Expressing opinion
Asking for and giving advice
Describing places |
6
Term 2: Preparation - Grammar
Flying is more expensive than taking a train. There were more exciting places to visit in the city than in the desert. | |
Meaning | The sentence compares the amount of money people pay to fly and take a train. The next sentence compares places in the city and in the desert. |
Grammatical structure | Adjectives: comparatives (more) subject + verb + comparative adjective + than + object |
Usage | In this case, it is used to compare the same quality of two nouns in the sentence. We usually use –er for one or two syllable adjectives (taller) while more is used for longer adjectives (more successful). Other examples: more difficult, more powerful, more expensive, more beautiful, more interesting, more exciting |
Other examples | Flying is more comfortable than going on a cruise. I think the mountains are more interesting than the beach. Salem thinks that the sky is more peaceful to look at than the ocean. |
We occasionally read at the library. He sometimes comes home late. | |
Meaning | It is not our habit to read at the library but we read there 1/10 times, for example. The speaker returns home on time most of the time, but not all the time. |
Grammatical structure | adverbs of indefinite frequency subject + adverb of frequency + main verb + object subject + auxiliary verb + adverb of frequency + main verb + object subject + ‘to be’ + adverb of frequency usually/frequently/generally/occasionally/sometimes, + main clause |
Usage | An adverb of frequency describes how often an action happens. Common adverbs of indefinite frequency include always, usually, often, sometimes, occasionally, hardly ever and never. We can grade the frequency from most frequent (always) to least frequent (never). Adverbs of indefinite frequency usually come before the main verb, but between the auxiliary and the main verb, e.g. We must always tell the truth. If the sentence contains the verb ‘to be’, they come after it, e.g. I am often tired. ‘Usually’, ‘frequently’, ’generally’, ‘occasionally’ and ‘sometimes’ can also come at the beginning of the sentence. |
Other examples | They should frequently practise their performance. You are never on time. Usually, I meet them at home. |
We go on holiday annually. I eat pizza twice a week. | |
Meaning | We take a holiday once every year. The speaker eats pizza two times every week. |
Grammatical structure | adverbs of definite frequency main clause + adverb of definite frequency adverb of definite frequency + main clause |
Usage | An adverb of definite frequency answers the question, ‘How often?’ It gives specific information about the frequency of an action and is usually positioned at the end of the sentence. However, it can also go at the beginning of the sentence if the speaker wants to emphasise the time period rather than the action. |
Other examples | How often do you go swimming? What do you do each week? Every Thursday, I go to the park. She goes to the dentist every six months. |
He walked slowly up the road. She placed the cup on the table gently. | |
Meaning | The boy takes a lot of time going up the road. The speaker put the cup down in a careful way. |
Grammatical structure | adverbs of manner subject + adverb of manner + main verb (intransitive verbs) subject + main verb + object + adverb of manner (transitive verbs) subject + auxiliary verb + adverb of manner + main verb (transitive verbs) |
Usage | We add –ly to adjectives to form adverbs of manner, e.g. slow - slowly. If the adjective ends in –y, we change the –y to –i and add –ly, e.g. easy – easily. There are also irregular forms, e.g. good – well, hard – hard, fast – fast. We use adverbs of manner to describe how the action is done. They are usually positioned at the end of the clause after the object (or between the auxiliary and main verb) for transitive verbs and after the main verb for intransitive verbs (verbs that do not take an object). They can never be positioned between the main verb and the object of the sentence. If the speaker wants to emphasise the way the action is done in the sentence, adverbs of manner with –ly forms can come before the main verb. |
Other examples | She quickly closed the door. I watched the match closely. He is quietly singing to himself. |
He bought the most expensive car. He drove the car on the longest road. | |
Meaning | The person bought a car that costs more money than any other car. He drove the car on a road that was a long distance. |
Grammatical structure | Adjectives: superlatives subject + verb + the + superlative adjective + object |
Usage | Superlatives are used to compare things in quantity (how many of something) and quality (how good something is). They are used to describe an object that is more of something than all the others (the biggest, the smallest, the fastest, the highest). We usually use -est when it’s a one or two syllable adjective. We use most with longer adjectives. |
Other examples | Saleh was the fastest student in his class. Mariam lives in the smallest house in the neighbourhood. Helma has the most exciting job in the school. |
I must do my homework. We must not walk in the road. It is very dangerous | |
Meaning | must / have to – it is a rule to do the action must not – it is a rule to not do the action |
Grammatical structure | Modals: present modals subject + modal + main verb |
Usage | A modal adds meaning to the main verb in a sentence. In this case, it is a modal of obligation that expresses a firm obligation. The action is a rule and there is no other choice. |
Other examples | You must stop when the traffic lights are red. You must not forget to take a water bottle to the desert. Must you wake up at 8am? Yes, I must be on time to catch my flight. |
Should I go to Canada to work? You shouldn’t because you can get the same job in Dubai. | |
Meaning | The speaker is asking for advice about going to Canada to work. The friend tells them not to go as the same work is available in Dubai. |
Grammatical structure | Modals: present modals subject + modal + main verb |
Usage | A modal adds meaning to the main verb in a sentence. ‘Should’ is a modal used to ask for and give advice. It is also used for suggestions. In a sentence, it goes before the main verb that it modifies. |
Other examples | You should go home to have dinner with your family. You shouldn’t skip breakfast in the morning. Should my cousin take the bus to work? No, he shouldn’t. I will drive him. |
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Term 2: Preparation – Functional Language
Rabbits are big, but mice are very small. Horses are bigger than rabbits, but they are not the biggest animal. The blue whale lives in the sea and it’s the largest animal. | |
Functional language point | Comparing and contrasting |
Associated grammar | Superlatives, comparatives |
What would you like for dinner? I think pasta with white sauce would be great. I feel like this is the right direction to the place. In my opinion, eating out everyday makes people lazy. | |
Functional language point | Expressing opinion |
Associated grammar | Modals, wh-questions, yes / no questions, prepositional phrases |
When should I go to the bus station? You must get there before 3:00pm to take your bus. On Saturday you should be studying for the exam. | |
Functional language point | Asking and giving advice |
Associated grammar | Modals, present tenses |
It is a beautiful lake, surrounded with palm trees. It is found in the centre of the city. What is Dubai famous for? | |
Functional language point | Describing places |
Associated grammar | Adjectives, noun phrases, adjectives |
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