Level 6.2
Term 2
2022-2023
English Language Coverage
Contents:
How to use this resource
Coverage
Preparation – grammar
Preparation – functional language
�Level 6.2
�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): health and fitness | |||
Lexis | Grammar | | Functional Language |
sports, leisure activities | Adjectives: comparatives Passives: present simple passive, past simple passive and future simple passive Conjunction: subordinating Adverbs: degree Present time: present simple and present continuous | Can use a repeated comparative to emphasise the rate or amount of change. Can use parallel comparatives ('the' + comparative1, 'the' + comparative2). Can use verbs of change of state in the passive with object complements Can use '(in order) to' to express purpose and intention (also others, check GSE for examples) Can correctly use 'so' and 'such (a)' with adjectives and nouns respectively. Can correctly use 'such' and 'such a' with mass and count nouns respectively. Can use 'plan'/'intend'/’mean’ + 'to' + infinitive to talk about present and future plans and intentions. | Comparing and contrasting Describing hopes and plans Describing causes and consequences Expressing opinion |
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Term 2: Preparation - Grammar
Ahmed ran faster and faster towards the end of the race. | |
Meaning | The example explains that the boy’s speed increased as he got closer to the finish of the race. |
Grammatical structure | Comparative adjectives comparative adjective-er + and + comparative adjective-er |
Usage | We can use repeated comparative adjectives to highlight the rate of or amount of change in something. This can be something that is increasing or decreasing. |
Other examples | Salim is eating too much fast food. He’s getting heavier and heavier! The number of people who read printed books is getting smaller and smaller. The university entry exams are becoming harder and harder to pass. |
The harder you practise playing tennis, the better you’ll be. | |
Meaning | The example explains that if you work hard at something such as tennis, you will improve at it. |
Grammatical structure | Comparative adjectives ‘the’ + comparative adjective + clause 1 + ‘the’ + comparative adjective + clause 2 |
Usage | We can use comparative adjectives with ‘the’ to show how one thing depends on another. They describe how if a person or thing gains more of a particular quality, this causes an increase of another quality. Comparative adjectives of words with one (or two when the word ends in y) syllables are formed by adding the suffix –er. Comparatives of longer adjectives are formed by adding ‘more’ or ‘less’ before the adjective. |
Other examples | The faster you walk, the sooner you’ll get there. The bigger the TV, the more expensive it is. The older the boy got, the taller he became. |
A new football team is chosen to compete every few months. | |
Meaning | Someone selects a different football team to take part in a competition every few months. |
Grammatical structure | Passives object + ‘to be’ + past participle + time phrase (present simple passive) object + will / going to + be + past participle + time phrase (future simple passive) object + was / were + past participle + time phrase (past simple passive) |
Usage | Factitive verbs such as ‘appoint, build, paint, make, choose, think and find’ can be used to show a change of state. They are used in the passive voice as the focus is on the action being described rather than on who or what is performing the action. To use the passive voice, the object of the active sentence is moved into the subject position. A range of tenses can be used. |
Other examples | The sports stadium will be finished in three years. (future simple passive) The picture was painted over 100 years ago. (past simple passive) Are they going to be invited to the event next week? (future simple passive) |
I go to the gym every day in order to stay fit and healthy. | |
Meaning | The person is explaining the reason why they go to the gym. |
Grammatical structure | Conjunctions: subordinating clause + ‘in order to / so as to’ + verb (infinitive) |
Usage | We can use subordinating conjunctions with ‘in order to / so as to’ to describe purpose and intention. These conjunctive phrases are positioned at the beginning of a dependent clause. They link it to an independent clause and without them, the sentence would not make sense. |
Other examples | I usually walk to most places so as to save money. She practiced hard in order to pass the test. In order to win the game, we had to beat a much stronger team. |
There’s such a lot of rain today! | |
Meaning | The statement emphasises the amount of rainfall over a period of time. |
Grammatical structure | Adverbs and determiners of degree ‘so’ + adjective / adverb ‘such / such a’ + noun / adjective + noun phrase |
Usage | An adverb or determiner of degree tells us how strong or intense something is, or the amount of something. They are usually placed before the adverb, adjective, or noun that they modify. If an uncountable noun that is modified, ‘such’ is used. If a countable noun is modified, ‘such a’ is used. |
Other examples | It’s so hot today. It’s such a long time until our next holiday. We had such fun at the theme park! |
I'm planning to join the new gym when it opens. | |
Meaning | The subject is talking about a future plan in the present continuous tense. |
Grammatical structure | Present time: present simple or present continuous ‘mean / intend / plan to’ + verb phrase (infinitive) |
Usage | The present simple or present continuous tenses can be used with ‘mean / intend / plan to’ with a verb phrase and infinitive to express future plans or intentions. |
Other examples | Do you intend to join the school art classes? (present simple) I mean to do that as soon as possible. (present simple) They are intending to go to the park later. (present continuous) |
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Term 2: Preparation – Functional Language
The city is loud and crowded, but the desert is quiet and peaceful. He completed his work faster than his brother. Walking downhill is much easier than walking uphill. Ahmed is the tallest boy in the class. | |
Functional language point | Comparing and contrasting |
Associated grammar | Adjectives, noun phrases, comparatives, superlatives |
I’m planning to visit England in the summer. (plan) I’ve always wanted to try sailing. (hope) What I’d like to do is join the new running club. (hope) I intend to go to university to study art. (plan) | |
Functional language point | Describing hopes and plans |
Associated grammar | Present continuous, present perfect continuous, future tenses |
I woke up late this morning, which caused me to be late for school. I was late was because I was so tired. As a result of being late, I was in trouble with my teacher. | |
Functional language point | Describing causes and consequences |
Associated grammar | Subordinating conjunctions, relative clauses |
In my opinion, playing football is more fun than watching movies. From my point of view, the competition was too easy. I’m certain that you will enjoy visiting Oman. | |
Functional language point | Expressing opinion |
Associated grammar | Pronouns, comparatives, intensifiers, gerunds, adjuncts, prepositional phrases |
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