English Term 1 Coverage
Level 6.1
Term 1
2022-2023
Contents:
Coverage
Preparation – grammar
Preparation – functional language
�Level 6.1
�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: Jobs | ||
Lexis | Grammar | Functional Language |
money, business | Verb forms: gerunds Verb forms: infinitives Adverbs: comparatives Present time: present perfect continuous Present time: present perfect simple | Describing people Describing habits, routines, tasks, and jobs Describing past experiences and events Expressing opinion |
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Term 1: Preparation - Grammar
After leaving school, Ali became a policeman. | |
Meaning | Ali left school and then worked as a policeman. |
Grammatical structure | Verb forms: gerunds preposition + verb (-ing) clause |
Usage | We use prepositions with gerunds to form gerundial prepositional phrases that can act like adverbs. They can help sequence events. They can also an adjectives and describe nouns. |
Other examples | I’m excited about starting my new school. On reaching the bus stop, Ahmed greeted his friends. It’s a book for learning English. |
I chose to study chemistry at university. | |
Meaning | The speaker is talking about the decision they made about what subject to study in further education. |
Grammatical structure | Verb forms: infinitives verb + to + infinitive |
Usage | Some verbs in English are always followed by to + infinitive. Verbs that are followed by to + infinitive include: learn, attempt, prefer, plan, decide, choose, offer, try, hope, arrange, manage, seem, etc. |
Other examples | He agrees to come with us. She offered to help me find a new job. They decided to work together to complete their homework. |
He asked more politely than she did. | |
Meaning | The example is comparing how two people asked for something. |
Grammatical structure | Adverbs: comparatives subject + more + comparative adverb + than + object |
Usage | The examples make comparisons of two things using ‘more’ and an adverb. |
Other examples | He reads factual books more quickly than fiction. She speaks English more fluently than her sister. Omar can learn new things more easily than his friends. |
I have been working as an engineer for ten years. | |
Meaning | The person is talking about the time working in their current job until now. |
Grammatical structure | Present time: present perfect continuous have / has + been + verb (-ing) + for / since + time expression |
Usage | This example is describing an action that started in the past. The action is continuing in the present and is likely to continue in the future. With for/since, it says the action’s length of time. |
Other examples | They have been studying since this morning. She has been reading for a long time. He has been building the house for three years. |
I have taken English exams five times before. | |
Meaning | The person is saying how many times they did something in the past up until now. |
Grammatical structure | Present time: present perfect simple subject + have / has + past participle Can be used with adverbs: ‘ever’, ‘before’, ‘yet’ |
Usage | The present perfect simple tense is used to talk about our experiences from the past up to now. It can also be used to talk about events that have just been completed (the first sentence below) and also to talk about an event in the past that has a connection to the present (second sentence below). |
Other examples | Saeed has finished his homework. (recently completed event) The cake hasn’t arrived yet. (the cake still isn’t here) I have travelled around India before. How long have you lived here? |
Past
Present
Future
Now
Speech
Exam
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Term 1: Preparation – Functional Language
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Can you tell me about the people in your school? The other people in my class are very friendly. The principal is called Ms. Nadia. She is tall, has brown hair and brown eyes. Ms Amal is the English teacher. She has worked in the school for two years. | |
Functional language point | Describing people |
Associated grammar | Personal / subject pronouns, present simple passive, adjectives |
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What is your job? I’m a doctor. My job involves looking after other people. Where do you work? I work at the International Hospital. How often do you go to work? I go to work between five and six times a week. | |
Functional language point | Describing habits, routines, tasks and jobs |
Associated grammar | Wh- questions, adverbs of time and place, determiners (indefinite / definite article) |
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What were you doing yesterday? I was using my laptop to complete a project. I had to give it to my manager this morning. What did you do before you had a laptop? I used to read textbooks to find out information. I wrote all my work in notebooks. | |
Functional language point | Describing past experiences and events |
Associated grammar | Wh- questions, past time (used to / would / past continuous), adverbs of time |
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In my opinion, you have made the right choice. From my point of view, the exam was too easy. I’m certain that you will enjoy your new job. I strongly believe that computers make studying easier. | |
Functional language point | Expressing opinion |
Associated grammar | Pronouns, prepositional phrases |
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