6
2. Teaching materials
The teaching materials are based on five topics, each divided into four units. The
topics are typical for learners at this level, reflecting priority needs and, as far as
possible, universally engaging subject matter relating to learners’ lives, experiences,
opinions and plans. Being aware of the ongoing need for a refreshed supply of
resources to help reinforce learning at this level through repetition and using a variety
of approaches and activities, these topics are likely to be familiar to practitioners. (A
wider range of useful materials are summarised in the bibliography). Important
approaches underpinning these materials relate to drawing on learners’ input and
active contributions to their learning, and to encouraging learners to use their first
languages (L1s) to support their own and each other’s learning and understanding.
Each unit is accompanied by a set of instructions with ideas for the teacher/practitioner
on how to use, adapt and supplement them. The resources are copyright free and
authorable so that they can easily be customised to suit a range of contexts and
learners. Each unit provides about 2.5 hours of teaching and learning time, plus
additional and follow-up activities. However, the time taken to cover a unit may vary
considerably according to the level of each learner/group: learners with better writing
skills will be able to complete many of the written tasks in less time, and those who
find reading and writing in Roman script very challenging may require significantly
more.
The topics can be used in any order - there is no implied syllabus or structured
curriculum. The units are presented in one possible sequence, with some summative
activities in Unit 4 for each topic. However, the materials are designed so that they can
be ordered to suit the different priorities and interests of any group of learners. It is
also possible to pick and mix individual units from each topic rather than having to
complete each topic before moving on to another.
Many learners at this level are placed in mixed-level groups of learners who have a
wide range of skills across speaking, listening, reading and writing. Typically, these
learners, often referred to as having ‘spiky profiles’, will have higher level speaking
and listening skills than in reading and writing. Therefore, the resources have been
designed to be highly flexible and adaptable to suit mixed-level classes, and the
structural content has not been artificially limited. For instance, learners can be
supported to use past and future forms as well as the present.
Three inclusive-friendly fonts are used throughout: Arial for the teachers’ notes; Segoe
UI for materials learners need to read; Century Gothic for materials learners need to
copy. Font sizes have been chosen to be accessible to a very diverse range of
learners. Century Gothic was chosen for content that learners need to copy as it is
‘sans serif’. However, it should be noted that the question mark in Century Gothic is
rather idiosyncratic and has been replaced where used.