Level 8.1
Term 2
2022-2023
English Language Coverage
Contents:
How to use this resource
Coverage
Preparation – grammar
Preparation – functional language
�Level 8.1
�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.
4
Term 2 Coverage
Term 2 Coverage
Topic(s): People | |||
Lexis | Grammar | | Functional Language |
business, jobs | Past perfect continuous
Past perfect simple
Nominalisation
Verb tense: imperative Conjunctions: subordinating Clefting and fronting | Can use the past perfect continuous in a range of common situations. Can use the past perfect with adverbial clauses of time. Other suitably complex ways to use past perfect. Can use noun phrases in place of verb phrases in formal written language. Can use 'will' + infinitive for orders and instructions. Can express purpose using ‘so as to’ with infinitive clauses. Can use adverbial phrases to make comments. | Describing habits, routines, tasks, and jobs
Talking about time periods
Describing causes and consequences
Describing past experiences and events |
6
Term 2: Preparation - Grammar
First action done during this time
Second action
5 years
I had been working at the company for five years before I got the promotion. | |
Meaning | The promotion and the job both took place in the past, and the person continued to have the job after being promoted. |
Grammatical structure | Past time: Past perfect continuous subject + had + been + verb –ing |
Usage | The past perfect continuous tense shows that an action that started in the past continued up to and potentially after another action happened in the past. It is often used to say how long the first action took place before the second one. Additionally, a cleft sentence helps us to focus on a particular part of the sentence. Using phrases like ‘the fact is, the thing that, it was / wasn’t’ at the beginning of the sentence can help do that. |
Other examples | Martha had been walking three miles a day before she broke her leg. Cathy had been playing the piano for over 5 years when she joined the band. It had been raining for several hours before the village flooded. |
Mum leaves
I get home
By the time I reached home, Mum had already left. | |
Meaning | The speaker is explaining that he reached home and found his mum wasn’t there. |
Grammatical structure | Adverbial clauses of time (used with past perfect) adverbial clause of time + past perfect clause main clause + adverbial clause (in the past perfect) |
Usage | Adverbial clauses function as adverbs in that they can modify a verb, adjective or another adverb. They are introduced by adverbs of time (as soon as, just as, when, before, after, while, by the time). In this case, the adverbial clause has been used with the past perfect to show that one past action happens before another past action (the use of the past perfect indicates that that action happened first). |
Other examples | Maryam called after I had gone out. By the time Salem finished reading, I had cooked dinner. As soon as I saw my bag I realised I had left my lunch at home. |
Not knowing about available jobs
Told about jobs
I hadn’t realised there were any job vacancies until you told me. | |
Meaning | I did not know about the jobs that I could apply for until you told me about them. |
Grammatical structure | Past time: past perfect simple subject + had + verb (past participle) + past simple |
Usage | We are using this structure to expresses an action taking place before a certain time in the past. We use the past perfect structure for the earlier action and past simple for the later action. |
Other examples | It wasn’t until he had learned about eco living that he began volunteering. I failed my exams because I had relaxed instead of studying hard. The reason why I hadn’t come to see you before now is that I had to focus on my exams. |
The exploration of space is expensive but very exciting, not to mention the beauty of it all. | |
Meaning | The speaker is explaining that, although going into space will cost a lot of money, it is also fun and pleasant to look at. |
Grammatical structure | Noun phrases that are made from verbs (nominalisation). explore = the exploration, beautiful = the beauty |
Usage | Nominalisation is turning verbs or adjectives into nouns or noun phrases by using suffixed such as -ment, -ance, -ation, -ist or –ism. Some adjectives can also become nouns with suffixes -ity or -ty. Nominalisation adds variety, objectivity and an impersonal tone to texts. It is used a lot in formal writing. |
Other examples | The rate of employment in the city improved when the new mall opened. Steve Jobs is an inspiration for anyone wanting to work with technology. The thought of all the work she had to do made her stressed. |
He will finish the work before he leaves the classroom. | |
Meaning | The instruction from the speaker is that ‘he’ cannot leave the classroom until he finishes the work. |
Grammatical structure | Verb tense: imperative 'he/you/they will' + VPinf for instructions |
Usage | You can use the imperative form to give an order, to give a warning or advice, and make a request. We use will + imperatives to give instructions or commands. To make the imperative, use ‘will’ plus the infinitive of the verb without ‘to’. Imperatives are commonly in the second person, directly addressing another person. |
Other examples | You will do as you are told or you will be in trouble. They will wait till they’re called to the reception desk. Everyone will listen carefully to the instructions before starting the test. |
She got up at 6:00 so as to be on time for work. | |
Meaning | She had to get to work at the right time (the action), therefore she got up early (the purpose). The reason she got up early was that she had to be at work on time. |
Grammatical structure | Conjunctions: subordinating: 'so as to' + VPinf for purpose |
Usage | The phrase ‘so as to’ joins two clauses. One clause expresses an action, the other expresses the purpose. ‘So as to’ is used before the clause which indicates the purpose, i.e. why the action is done (this is the subordinating clause). |
Other examples | So as to be healthy, I go for a run every morning. I will go to the cinema so as to watch the new sci-fi movie. We must burn more wood so as not to be cold. (negative form) |
At the end of the day, I’ll decide what is best for the business. | |
Meaning | You use this phrase after considering the relevant facts of a situation and forming a conclusion. Here, the person is recognising that, regardless of other people and events, they will make the final decisions for the company. |
Grammatical structure | Clefting and fronting adverbial phrase + subject + verb + rest of sentence |
Usage | A fronted adverbial is a word or phrase that starts a sentence and occurs before the sentence subject. Fronted adverbials emphasise to other people that the speaker is making a comment and giving their opinion. The adverbial phrase is usually separated from the sentence by a comma. |
Other examples | Practically speaking, laptops are more convenient than desk top computers. Taking the long view, the company will be financially stronger next year. Undoubtedly, Dubai is a fantastic place to live and work. |
14
Term 2: Preparation – Functional Language
Once every two months, the company holds a training day for new employees. Our accountant is usually responsible for the company finances. The manager hardly every gives new employees any help or training. | |
Functional language point | Describing habits, routines, jobs |
Associated grammar | Adverbs, adjectives, conjunctions, verbs, time phrases |
The new computer will arrive some time tomorrow. Last year, I began my new business. We can discuss our work for the new community project in the morning. | |
Functional language point | Talking about time periods |
Associated grammar | Past, present and future tenses, adverbs, prepositions, time phrases |
Due to unforeseen circumstances, the shop is closed. The cause of the damage was a fire in the office. The letters were not sent on time as a consequence of the printer being broken. | |
Functional language point | Describing causes and consequences |
Associated grammar | Verbs, adjectives, fronting, conjunctions |
I began working as a teacher fifty years ago. At that time, we didn’t have computers in schools. You weren’t at the meeting yesterday. What happened? A long time ago, people didn’t have machines and gadgets to help them do their work. | |
Functional language point | Describing past experiences and events |
Associated grammar | Past simple, past continuous, time phrases, prepositions, adjectives, adverbs |
Follow us