English Term 1 Coverage
Level 5.1
Term 1
2022-2023
Contents:
Coverage
Preparation – grammar
Preparation – functional language
�Level 5.1
�Term 1 Academic Year 2022-2023
The Coverage, Grammar and Functional Language PowerPoint
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.
Although detailed, the slides within this PowerPoint 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.
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Term 1 Coverage
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Term 1 Coverage
Topic(s): Education | ||
Lexis | Grammar | Functional Language |
learning a skill, technology |
Determiners: quantifiers Present time: present simple Past time: past continuous Adverbs: degree |
Describing habits, routines, tasks and jobs Expressing agreement and disagreement Describing past experiences and events Expressing opinion |
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Term 1: Preparation - Grammar
Is there enough food left in the cafeteria? | |
Meaning | The speaker is asking about the quantity of food and whether there is as much food as everyone needs. |
Grammatical structure | Determiners: quantifiers enough + noun too many / too much + noun no + countable/uncountable noun |
Usage | We use ‘enough’ and ‘too many / too much’ to describe the amount of a noun. With ‘too much/many’ we are saying there is more than we want. We use ’many’ for countable nouns and ‘much’ for uncountable nouns. We can use ‘no’ in before a countable or uncountable noun to show the lack of something. |
Other examples | There are too many students in our class. I don’t have enough lunch. There is no space left in the classroom. |
It’s easy to pass the grammar test. | |
Meaning | The speaker doesn’t find the test difficult. |
Grammatical structure | Present simple it + be + adjective + ‘to’ + infinitive verb |
Usage | We use some adjectives followed by the to-infinitive form of verbs to express feelings, thoughts or ideas. The most frequently used adjectives are: clever, difficult, easy, hard, impossible, nice, possible, right, strange, wrong. Not all adjectives can be followed by the to-infinitive. |
Other examples | It’s difficult to win the spelling bee. It’s not easy to find your cafe. It is possible to use the smart board during the lesson. |
It was getting dark as I left the bookshop. | |
Meaning | The day turned to night as the person walked out of the bookshop. |
Grammatical structure | Past time: past continuous subject + was / were + verb-ing |
Usage | In the example, the past continuous tense is used to describe an action that took place over a period of time in the past and was interrupted by another past action. |
Other examples | I was sleeping when the phone rang. I was doing my homework when my father came home. We were watching the TV when you arrived. |
It is very likely that it will rain today. | |
Meaning | It will probably rain today. |
Grammatical structure | Adverbs: degree (really, very, quite) adverb of degree + adverb |
Usage | The adverb of degree tells us how strong something is. They are usually placed before the adverb, adjective, or verb that they modify. In this example, the adverb (very) is being used to modify another adverb (likely). |
Other examples | They ran really quickly. She talks very slowly. My family go to the cinema quite often. |
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Term 1: Preparation – Functional Language
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My mother drives me to school every morning. Twice a day, I brush my teeth. He always walks to school. Doctors help improve the health of their patients. | |
Functional language point | Describing habits, routines, tasks and jobs |
Associated grammar | Adverbs, present simple |
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No way, I totally disagree. I agree with you. Definitely! I think you’re right. | |
Functional language point | Expressing agreement and disagreement |
Associated grammar | Adverbs of degree, present simple |
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When I was a child, my teacher would read to us every day. When my sister arrived home from university, I was watching TV. I finished school in 2020, the year the pandemic began. | |
Functional language point | Describing past experiences and events |
Associated grammar | Adverbial phrases of time, past simple and past continuous |
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Do you like our new English teacher? Yes, I think that she is the best! I think this is a good way to approach the task. In my opinion, online learning is lots of fun. | |
Functional language point | Expressing opinion |
Associated grammar | Yes / no questions, prepositional phrases |
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What about buying a new a new laptop? Why not try that again? I’d suggest practising the piano for 30 minutes daily. I recommend putting your food away as lunch time is over. | |
Functional language point | Asking for and making suggestions and recommendations |
Associated grammar | Wh- questions, verb + ing |
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