F U N C T I O N A L S K I L L S E N G L I S H · L E V E L 1
Who's It For? Audience, Purpose and Language
READING · LESSON 5 OF 10
Les van English
In deze les zitten 19 slides, met interactieve quizzen en tekstslides.
F U N C T I O N A L S K I L L S E N G L I S H · L E V E L 1
Who's It For? Audience, Purpose and Language
READING · LESSON 5 OF 10
Functional Skills English Level 1 · Reading · Lesson 5 of 10 (about 60 minutes)
Covers: subject content 12 (how language and features vary with audience and purpose) and 16 (vocabulary associated with different text types and purposes). Speaking and listening (statements 2, 3, 6) run through the pair talk.
Before the lesson: print the handout (Texts A, B and C are slides 9 to 11) as an A4 handout, one per learner, so nobody has to read the texts only from the board.
Device-free fallback: every activity works with the printed texts, mini whiteboards and hands up.
Description: Functional Skills English Level 1 Reading, lesson 5 of 10. Learners read a swim club flyer, a gym advert and a formal letter about the same leisure centre, and work out each text's audience, purpose and the language that gives it away.
Tags: functional skills english, functional skills level 1, level 1 reading, audience and purpose, purpose of a text, persuasive language, formal letter, command words, text types, advert, flyer, sport and fitness, further education, adult learners Image credit: Centre for Ageing Better / Unsplash
😄 Great – ready to go
🙂 Good
😐 Okay
😕 Not great today
😴 Tired
Wellbeing check: how's your energy today?
Phase 0 · Wellbeing check (first 2 mins)
A quick, low-stakes check-in. Only totals show, so nobody is singled out. Say: "There's no right answer. It just helps me plan today."
Act on it: if several learners choose the last two options, ease the pace and build in a pair task early. Check in privately with anyone you are concerned about, and follow your college's wellbeing and safeguarding route.
Editor note: if any emoji have not come through, re-add them in the editor.
Device-free fallback: learners show 1–5 fingers, or write a number on a sticky note face down.
A free first week
A friend coming with me
A low monthly price
Classes for beginners
Nothing – it's not for me
A new leisure centre opens near you. What would get you through the door?
Phase 1 · Hook (0–5 mins)
No wrong answer. Vote, then ask two or three learners why. Every answer is valid, including "it's not for me".
Point it out: "The people who write adverts know exactly these answers. They choose words to reach a certain group of people. Today we read three texts and ask: who is it for, and what does it want?"
Device-free fallback: hands up for each option, or stand by the corner of the room that matches your answer.
What we're doing today
R E A D I N G
Today you will
Why it matters
work out a text's audience
name its purpose
spot the language that gives it away
You decide in seconds if a text is for you: a leaflet, a letter, an advert.
The Level 1 reading exam asks who a text is for and what it wants to do.
Phase 2 · Goals (5–7 mins)
Keep it practical: we all decide in seconds whether a text is meant for us, and what it wants from us. Junk mail goes in the bin; a letter from the council does not.
The Level 1 reading assessment often asks "Who is this text for?" and "What is the main purpose?", and expects evidence from the words.
Device-free fallback: read the slide aloud; learners copy the three goals into their book.
What texts might you find at a leisure centre?
Phase 2 · Activation (7–10 mins)
Free association. Every answer counts: timetables, price lists, pool rules, safety signs, posters, membership forms, flyers, emails and app messages, a "wet floor" sign, a letter about a change.
Probe: "Are they all trying to do the same job?" (No: some sell, some warn, some tell you what to do. That is today's lesson.)
Device-free fallback: pairs list as many as they can in 60 seconds; collect on the board. Image credit: z pm / Unsplash
Who's it for? Why?
Audience = who the text is written for: parents, customers, local residents.
Purpose = what the text wants to do: inform, persuade, instruct, describe or explain.
Ask: Who is it for? What does it want me to know or do?
Phase 3 · Teaching (10–13 mins)
Say: "Two questions unlock any text: who is it for, and what does it want?"
Audience can be broad (adults in Ashworth) or narrow (parents of children aged 5 to 11). The clues are in the words: "your child", "residents", "beginners".
Probe: "Who might a poster for wheelchair basketball be for?" (Players, new players, carers, supporters.)
Misconception: the audience is not always who the text is about. A swimming flyer is about children, but it is written for parents.
Device-free fallback: write the two questions on the board. Image credit: nader saremi / Unsplash
Four jobs a text can do
R E A D I N G
1
Inform – give you facts: who, what, when, where, how much. e.g. a timetable
2
Persuade – make you do, buy or believe something. e.g. an advert
3
Instruct – tell you what to do or how to do it. e.g. a recipe
4
Describe or explain – paint a picture, or say how or why. e.g. a review
Phase 3 · Teaching (13–17 mins)
Click to reveal each purpose. Ask for one real example of each from the word web.
Key point: many texts do more than one job. A flyer can inform and persuade. The exam asks for the main purpose: what does it most want the reader to do?
Support: give learners the four words on a card: inform, persuade, instruct, describe or explain.
Device-free fallback: write the four purposes on the board one at a time.
The language gives it away
R E A D I N G
Persuasive language
Formal and instructions
talks to you, asks questions
offers: free, just £19.99
opinion words: best, amazing
! and CAPITAL letters
formal phrases: We are writing to…
command words: Book, Please return
dates, times and numbers
Dear… / Yours faithfully
Phase 3 · Teaching (17–20 mins)
The words a writer chooses match the job. Statement 16: each type of text has its own vocabulary.
Vocabulary: a command word (also called an imperative) is a doing word at the start of a sentence that tells you to do something: Book, Join, Please return.
Probe: "Which column would 'Yours faithfully' go in? And 'Don't miss out!'?"
Device-free fallback: the same, read aloud; learners copy one example from each column.
Flyer · reception desk, Ashworth Leisure Centre
TEXT A · flyer
Make a splash!
Ashworth Otters Junior Swim Club · ages 5 to 11
Is your child nervous in the water, or ready to race? Our qualified coaches teach small groups of no more than eight, so every child gets the help they need.
Saturdays, 9am to 10am, from 7 March
£24 for a six-week block
Bring a towel and a swimming costume
Parents can watch from our new viewing gallery – with a coffee!
Book at reception or call 01632 960 482.
Small groups, qualified coaches
FREE trial lesson for new swimmers!
**Who is it for?** It's about children aged 5 to 11, but children can't book. The real audience is **parents**.
**A question to the reader.** "Is your child…?" speaks straight to parents and their worries.
**Bullet points: facts.** Day, time, price, what to bring. This part **informs**.
**"…with a coffee!"** A detail aimed at parents, with a friendly **!** It persuades, then a command word tells you to **Book**.
**FREE in capitals.** A bright badge and an offer. Offers are a big clue that a text **persuades**.
Phase 3 · Reading Text A (20–23 mins)
Read the flyer aloud while learners follow on the handout. Ask the two questions: who is it for, and what does it want? Then open hotspots 1–5.
Answer: audience = parents of children aged 5 to 11; main purpose = to persuade them to book, while informing them of the details.
Vocabulary: qualified means trained and with a certificate; a block is a set of lessons paid for together.
Device-free fallback: printed Text A; learners write "for:" and "wants:" at the top of the flyer. Image credit: Kevin Paes / Unsplash
www.ashworthleisure.co.uk/gym
TEXT B · web advert
It's never too late to start
New year. New gym. New you.
Ashworth's brand-new gym is HERE – and it's the best in town!
Total beginner? Training for a marathon? Our friendly team will build a plan around YOU.
Open 6am to 10pm, seven days a week
Free session with a personal trainer
Women-only sessions and quiet hours
Equipment for wheelchair users
Join before 31 January for just £19.99 a month. No contract. No excuses.
Join online today!
**Pattern of three.** New… New… New… Short, catchy and easy to remember.
**CAPITALS and "best".** HERE shouts at you. "The best in town" is an opinion, used to persuade.
**Talking to you.** Questions and "YOU" make every reader feel it is meant for them.
**Who else is it for?** Women, beginners, wheelchair users. A wide adult audience.
**Offer + deadline + command.** "Just", "before 31 January" and "Join online today!" push you to act now.
Phase 3 · Reading Text B (23–26 mins)
Read the advert aloud, then open hotspots 1–5. Ask the two questions again.
Answer: audience = adults in and around Ashworth, including beginners, older people, women and wheelchair users; main purpose = to persuade them to join.
Probe: "Find one fact and one opinion." (Fact: open 6am to 10pm. Opinion: the best in town.) This links back to Lesson 3.
Vocabulary: no contract means you can stop paying when you like.
Statement 15 link: what does the photo add? (It shows the gym is for older people and beginners too.)
Device-free fallback: printed Text B; learners circle every persuasive word. Image credit: Centre for Ageing Better / Unsplash
Letter · posted to every home on Mill Lane, Ashworth
TEXT C · letter
Ashworth Borough Council
Town Hall, Ashworth AS1 4PQ
14 February
Dear Resident,
Changes to parking on Mill Lane
We are writing to inform you of changes to parking near the new Ashworth Leisure Centre.
From Monday 2 March, Mill Lane will become permit-only parking between 8am and 8pm. This is to prevent congestion caused by visitors to the centre.
Residents are entitled to two free permits per household. Please complete the enclosed form and return it by 20 February.
Should you have any queries, please contact Parking Services on 01632 960 715.
Yours faithfully,
Ngozi Adeyemi, Parking Services Manager
**Address and date.** Who sent it and when. Real letters set out like this are usually formal.
**"Dear Resident".** The writer does not know your name, so the letter ends "Yours faithfully".
**Formal phrase.** "We are writing to inform you" states the purpose: to **inform**.
**Harder words.** permit = a pass to park · congestion = traffic jams · entitled = allowed to have
**Polite instruction.** "Please" + a command word tells residents what to do, and by when.
Phase 3 · Reading Text C (26–29 mins)
Read the letter aloud, then open hotspots 1–5. Ask the two questions again.
Answer: audience = residents of Mill Lane, near the centre; main purpose = to inform them of a parking change, with an instruction to apply for permits.
Vocabulary: a permit is a pass that lets you park; congestion = traffic jams; entitled = allowed to have; enclosed = in the envelope with the letter; queries = questions.
Misconception: "Dear Resident" is not rude. It is used when the writer does not know your name, and goes with "Yours faithfully".
Device-free fallback: printed Text C; learners underline the formal phrases.
Who is Text C mainly written for?
People who use the new gym
Parents of children who swim
Staff at the leisure centre
People who live on Mill Lane
Phase 4 · Check (29–31 mins)
Answer: D. It begins "Dear Resident", is posted to every home on Mill Lane, and tells residents about permits.
Why the others are wrong: A and B are the audiences of Texts B and A. C: staff are not mentioned. The letter is about the leisure centre, but it is for the people who live nearby.
Probe: "Which word in the letter tells you?" (Resident, residents, household.)
Device-free fallback: learners hold up A–D cards or fingers.
Drag each line to its main purpose: persuade, inform or instruct.
Persuade
Inform
Instruct
Mill Lane will be permit-only from 2 March.
Bring a towel and a swimming costume.
Your first week is FREE – what are you waiting for?
Please return the form by 20 February.
Lessons run on Saturdays, 9am to 10am.
Feel stronger, sleep better, love Mondays again!
Phase 4 · Practice (31–36 mins)
These lines come from texts about the leisure centre. Learners decide the main job of each line before they drag it.
Answers: Persuade: "Your first week is FREE…"; "Feel stronger, sleep better…". Inform: "Mill Lane will be permit-only…"; "Lessons run on Saturdays…". Instruct: "Bring a towel…"; "Please return the form…".
Clue to share: instructions start with a command word (Bring, Please return). Persuasive lines use you, offers, questions and !
Device-free fallback: read each card aloud; learners show P, I or N (iNstruct) on a mini whiteboard.
Persuasive words
Formal phrases
Command words
Find words in Texts A, B and C. Type one, then file it under the right feature.
Phase 4 · Practice: word hunt (36–41 mins)
Learners hunt through Texts A, B and C, type a word or phrase, and file it under the right feature. Aim for at least one in each. Show answers and discuss any that are filed in the wrong place.
Answers include: Persuasive: best, FREE, just £19.99, No excuses, New you, YOU, with a coffee! · Formal: We are writing to inform you, Dear Resident, Yours faithfully, entitled, Should you have any queries · Command words: Book, Join, Bring, Please complete, return.
Statement 16: this vocabulary tells you the text type before you read every word.
Support: pairs share one device and start with Text B.
Device-free fallback: learners draw three columns on paper or a mini whiteboard.
Exam-style practice
minute
second
Answer on paper using Texts A, B and C. Look at the marks: they tell you how many things to write.
1. Who is Text A mainly written for? (1 mark)
2. Give two features of Text B that persuade the reader. (2 marks)
3. What is the main purpose of Text C? (1 mark)
4. In Text C, what does enclosed mean? (1 mark)
5. Give one example of formal language in Text C. (1 mark)
Starters
It is written for…
One feature is…
Its main purpose is to…
Enclosed means…
Phase 5 · Independent practice, exam style (41–51 mins)
Learners work alone, on paper, with Texts A, B and C. Start the 10-minute timer. This is the format of the Level 1 reading assessment: short questions, with the marks shown.
Support: for question 2, remind learners of the hotspots on Text B.
Stretch: for question 3, explain how the purpose of Text C is different from Text B.
Mark it together on the next slide.
Device-free fallback: the questions are written to be copied from the board or printed.
Check your answers
R E A D I N G
1. Audience of Text A
2. Persuasive features
3. Purpose of Text C
4. "Enclosed"
5. Formal language
Not "children". They can't book or pay.
One mark each, for two different features.
Accept "to tell residents about parking changes".
Accept any wording that means sent with the letter.
Any one formal phrase gets the mark.
Parents (or carers) of children aged 5 to 11.
Any two: best, HERE, YOU, questions, offer, deadline, No excuses, Join online today!
To inform residents about the parking changes.
Put inside the envelope with the letter.
"We are writing to inform you", "Dear Resident", "Yours faithfully" or "Should you have any queries".
Phase 5 · Mark it (51–54 mins)
Click each yellow marker to reveal the answer. Learners mark their own work with a different colour pen and add up out of 6.
Common errors: Q1 "children" (the flyer is about children but written for parents). Q3 "to persuade" (that is Text B; Text C tells residents about a change). Q2: two examples of the same feature, e.g. two exclamation marks, get one mark.
Device-free fallback: read the answers aloud.
You can now…
R E A D I N G
work out who a text is for: its audience
name its purpose: inform, persuade, instruct, describe or explain
spot the language that shows it: persuasive words, command words, formal phrases
Phase 6 · Celebrate progress (54–56 mins)
Click to bring in each tick. Ask: "Which of these feels solid now? Which one needs more practice?" Name it as real progress: audience and purpose questions come up in almost every Level 1 reading paper.
Device-free fallback: learners tick the three statements in their book, adding a question mark next to any they are unsure about. Image credit: LessonUp Studio (made for this series)
Who is it for?
What does it want me to do?
What kind of text is it?
Which words give it away?
Which question will you ask first when you meet a new text?
Phase 6 · Reflect (56–60 mins)
No right answer. Ask one or two learners why they chose theirs, and where it would help outside college (junk mail, a letter from a landlord, an advert on social media).
Device-free fallback: thumbs up for each option, or write the question on an exit slip.
Take it further
R E A D I N G
Stretch: in class
Before next lesson
Rewrite the first part of Text C as a friendly flyer for residents.
What did you change: words, punctuation or layout?
Find a poster or advert with a photo: at college, on a bus or in a shop.
Write down:
who it is for
its purpose
one thing the photo tells you that the words don't
Take it further
Stretch is for early finishers in class. A good rewrite changes the audience and purpose: "Big news for Mill Lane! From 2 March, you'll need a free permit to park. Grab yours now!" Ask what changed: words, punctuation, layout.
Before next lesson needs no device. It links to Lesson 6, where we read images as well as words.
Device-free fallback: this slide is already paper-based.