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1. English Language Assessment Coverage Level 8.2 Grade 12 Advanced Term 3 2022 - 2023

2. How to use this resource 01 Assessment coverage 02 Preparation - grammar 03 Preparation – functional language 04 Contents

3. 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. How to use this resource

4. 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.

5. Term 3 Assessment Coverage

6. Topic(s): Looking back, health and fitness, free time Headline Headline ECFE Grammar GSE Grammar Functional Language Clauses and phrases: participle clauses Can order a sequence of events using an appended clause with present participle or 'having' + past participle. Expressing opinion Comparing and contrasting Describing past experiences and events Making predictions and hypothesising Past time: past perfect Can use 'as if/as though' with the past perfect to refer to hypothetical (counterfactual) circumstances in the past. Comparing and contrasting Clauses and phrases: cleft sentences Can use a range of cleft sentences in the present, past and future. Describing past experiences and events Conjunctions: subordinating conjunctions Can use 'since …' to talk about reasons, causes and explanations. Making predictions and hypothesising Verb forms: gerunds Can use 'on the point of' to talk about imminent events in the present and past. Conjunctions: correlative Can add information using 'not only … but also…' Term 3 Assessment Coverage

7. Term 3: Preparation – Grammar

8. Knowing she loved reading , she got her friend a book. Having bought tickets , we got on the plane to start our vacation. Headline Meaning She already knew that her friend loves reading so she got her a book. They bought tickets and then got on the plane to go on vacation. Grammatical structure Clauses and phrases: participle clauses present participle (verb -ing) reduced clause, main clause Usage We use participle clauses to say information in a more economical way and to show literary style. They are formed using the present and passive participle (given, standing, knowing, being, etc.) or the perfect participle (having seen, having bought, having been, etc.). Present or passive participle clauses are used to talk about two actions that happen at the same time. They can also indicate a reason for an action. They are formed using the present participle (standing, knowing, being, etc.) Being exhausted, I fell asleep during the movie. I fell asleep during the movie because I was exhausted. Opening the door, I noticed the bathroom was flooded. Both the action of opening the door and seeing the flood happen at the same time. Other examples Having walked in the park, he was tired. Having finished her workout, she left the gym. Standing in line , I realised I forgot my wallet.

9. Is your school project finished Ali ? Not yet, but I have been working all weekend and it should be ready soon! Headline Meaning He started working on his project at the weekend and is still working on it now . He thinks he is nearly finished. Grammatical structure Present perfect continuous tense have / has + been + verb (ing) Usage We use the present perfect continuous to talk about an action that started in the past and is continuing in the present. Other examples Alia has been thinking about going on holiday. I haven’t been working on the presentation today . What have you been doing until now ?

10. The woman behaved as though she hadn’t driven before. Headline Meaning The woman was so nervous that it looked like it was her first time driving, even though she had driven a car before. Grammatical structure ‘as if / though’ with the past perfect (equivalent to third conditional) as if / though + subject + compliment clause in past perfect (had + past participle) Usage We use ‘as if / though’ with the past perfect to talk about hypothetical or counterfactual circumstances in the past and how something seemed. The woman looks like she is a novice driver, but in reality, she can drive. Other examples He looked as if he had worked there for months. The local gym looked as though it had been closed for years. She was acting as though she hadn’t met me before.

11. What you need to do is sleep 7 to 8 hours a day. This will help you focus during the day. Headline Meaning ‘What you need to do’ is understood information; the speaker knew that the other person needed to do something. ‘is sleep 7 to 8 hours a day’ is the new information that the speaker is emphasising . In one of the examples below, ‘that you saw” is understood information, the speaker knows someone was seen. “it was Ali that…” is new information and emphasising a correction. Grammatical structure Cleft sentences in the past, present and future tense Wh - cleft sentences: Wh - clause + be + emphasised word / phrase It -cleft sentences: It + be + noun + that/who relative clause Usage We use cleft sentences to emphasise new information.  It -cleft sentences : The information that comes after  it  is emphasised for the listener. We use  that  to begin the clause that contains information that is already understood. Wh - cleft sentences : Usually with what , but we can also use  why, where, how , etc. The information in the  wh -clause is typically understood information. Other examples I saw your brother Ahmad at the gym yesterday. No, it was Ali that you saw! The fact is that we can’t go back in time and change the past. What we’ll do is take the train from France.

12. My grandfather knows a lot about the traditions of the UAE since he has lived here so long. Headline Meaning My grandfather is old and has lived for many years. That is why he knows about the traditions of the past. It is because he grew up with them.  Grammatical structure Conjunctions: subordinating 'since' (=because) + sub-clause Usage ‘Since’ can be used in place of ‘because’ to explain a reason for a judgement or an opinion. ‘Since’ can also be used to talk about reasons for actions, causes and explanations. ‘Since’ links a dependent (subordinating) clause to a main clause.  Other examples Sam had no reason to take a taxi to work since his apartment was near enough to walk there.  Since fast food is so accessible, people have forgotten traditional cooking methods.  Since her husband hated holidays so much, she decided to go with her sister.

13. We were on the point of going out for a picnic when Sara called. Headline Meaning The speaker received a call from Sara when they were just about to go out for a picnic. Grammatical structure immediate future with ‘on the point of’ + VP gerund Usage W e use ‘on the point of’ with a gerund when we want to talk about imminent events in the present and past. Other examples He’s on the point of joining a training session. She is on the point of missing her flight. She needs to hurry up! They are on the point of finishing their coursework tonight.

14. I not only ran in the marathon, but I also competed in the long jump event. Headline Meaning The speaker is saying that they took part in more than one event during a sports competition. Grammatical structure Conjunctions: correlative ‘not only’ + ‘but also’ Usage The correlative conjunction ‘not only … but also’ adds information to a sentence. It can be used to connect two similar words or phrases in a sentence. It emphasises that both things happened or are true. Other examples The information is not only well presented, but also accurate. The children not only like cakes and chocolates, but they also like healthy foods too. Sabeena not only paints beautiful pictures, but also plays the piano brilliantly.

15. Term 3: Preparation – Functional Language

16. I’m absolutely certain that people live more comfortable lives nowadays than they did in the past.  I’m of the opinion that the modern lifestyle does not promote health like the old, traditional ways of living used to. As far as I am concerned, people in the past may have worked harder, but they were happier and healthier than people today. Headline Functional language point Expressing opinion Associated grammar Pronouns, present modals, prepositional phrases 

17. What’s the difference between soccer and American football? The survey showed that people were more interested in playing computer games inside than exercising outdoors. On the one hand, I’d like to spend more time with my family, but on the other hand, I enjoy spending my free time with my friends. Headline Functional language point Comparing and contrasting Associated grammar Adjectives, nouns, comparatives, superlatives, coordinating conjunctions

18. When I was a child, my teacher would read to us every day.​ I finished school in 2020, the year the pandemic began. ​ After studying for three years, I left university with a good degree in media studies.  I had heard that entrepreneurs can make a difference. As soon as I graduated, I applied and got a job supporting the manager. Headline Functional language point Describing past experiences and events​ Associated grammar Adverbial phrases of time, past simple and past continuous​, past perfect, adjectives

19. I reckon working four days a week gives you time to manage your life. Do you think Khalid will attend the meeting tomorrow? In the next five years, I can see myself living in the countryside. Headline Functional language point Making predictions and hypothesising Associated grammar Adverbial phrases, prepositional phrases, future tenses, present tenses

20. Thank you