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
Get the Gist: Main Points and Details
READING · LESSON 1 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
Get the Gist: Main Points and Details
READING · LESSON 1 OF 10
Functional Skills English Level 1 · Reading · Lesson 1 of 10 (about 60 minutes)
Covers: subject content 9 (main points, ideas and details) and 14 (organisational and structural features to locate information). Speaking and listening (statements 2, 3, 6) run through the pair talk.
Before the lesson: print the handout (Source A is slides 8 and 9) as an A4 handout, one per learner, so nobody has to read the source only from the board.
Device-free fallback: every activity works with the printed source, mini whiteboards and hands up.
Description: Functional Skills English Level 1 Reading, lesson 1 of 10. Learners find the main point of a real-life web page, pick out key details, and use headings, bullet points and bold text to find information fast, then answer exam-style questions.
Tags: functional skills english, functional skills level 1, level 1 reading, main point, key details, skimming, scanning, finding information, headings, organisational features, reading comprehension, exam practice, further education, adult learners Image credit: Leiada Krözjhen / Unsplash
😄 Great – ready to go
🙂 Good
😐 Okay
😕 Not great today
😴 Tired
Wellbeing check: how are you arriving 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.
Fix it myself
Ask a friend or family member
Pay someone to fix it
Buy a new one
Leave it in a drawer… forever
Something you own breaks. What do you usually do?
Phase 1 · Hook (0–5 mins)
No wrong answer. Vote, then ask two or three learners to tell the story behind their vote: what broke, and what happened next?
Probe: "Would you use a free place that helped you fix it?" This sets up today's text.
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
find the main point of a text
pick out the key details
use headings to find information fast
You read to get things done: at work, at college, at home.
The Level 1 reading exam uses everyday texts like web pages, leaflets and emails, and asks questions like today's.
Phase 2 · Goals (5–7 mins)
Keep it short and practical. Stress that these are life skills first: the same reading you do with a rota, a payslip or a letter from the council.
The Level 1 reading assessment lasts about an hour. Learners read everyday texts and answer questions on them, many of which need exactly today's skills.
Device-free fallback: read the slide aloud; learners copy the three goals into their book.
Where do you read texts that tell you what to do?
Phase 2 · Activation (7–10 mins)
Free association. Every answer counts: a work rota, a payslip, bus times, a recipe, college emails, a text from a manager, a parking sign, a letter from the GP.
Say: "You already read loads of texts that tell you what to do. Today is about doing it quicker and more accurately."
Device-free fallback: pairs list as many as they can in 60 seconds; collect on the board. Image credit: Far Chinberdiev / Unsplash
Main point or detail?
The main point is the big message: what the whole text is about.
Details are the facts that back it up: who, what, when, where, how much.
Main point = the headline. Details = the small print.
Phase 3 · Teaching (10–14 mins)
Say: "Imagine telling a friend about a text in one sentence. That sentence is the main point. Everything else is detail."
Misconception: learners often pick the most interesting fact, or the first fact they see, as the main point. A main point covers the whole text, not one part of it.
Probe: "If a text gives a date and a price, are those the main point or details?" (Details.)
Device-free fallback: draw a big box (main point) and small boxes under it (details) on the board. Image credit: Omar Alrawi / Unsplash
Find the main point in 3 steps
R E A D I N G
1
Read the title, strapline and first paragraph. That's where writers put the big message.
2
Glance at the headings and pictures. They show what else the text covers.
3
Say it in one sentence. "This text is mainly about…"
Phase 3 · Teaching (14–18 mins)
Click to reveal each step. After step 3, model it aloud with a text everyone knows, e.g. a college timetable: "This text is mainly about when and where my classes are."
Support: give learners the starter "This text is mainly about…" on a card to keep.
Stretch: can they say it in ten words or fewer?
Device-free fallback: write the three steps on the board one at a time.
www.ashworthlibraries.org.uk/whats-on
SOURCE A · 1 of 2
Ashworth Libraries · What's on
Don't bin it – fix it!
Ashworth's first Repair Café opens this month
Got a lamp that won't switch on, a jacket with a broken zip or a bike with a wobbly wheel? Bring it to Ashworth Library's new Repair Café, where volunteer fixers will help you repair it – for free.
Every year, people in the UK throw away huge numbers of things that could have been fixed. Our Repair Café wants to change that, and help you save money at the same time.
"It's not just about fixing things," says organiser Priya Shah. "It's about learning a skill and meeting your neighbours."
A volunteer fixer at work
**Main heading.** The biggest, boldest words. It tells you the topic straight away.
**Strapline.** A short line under the heading that sums up the main point. Very useful!
**Opening paragraph.** Writers usually put the main point here, near the start.
**Image and caption.** Shows what the text is about. What does it tell you that the words don't?
Phase 3 · Reading Source A (18–23 mins)
Learners read along on the handout while you read aloud (or a confident volunteer does). Then open the hotspots: they name the features that point to the main point.
Probe: "Using only the heading and the strapline, what is this text about?" Then check against the first paragraph.
Vocabulary: a strapline is the short line under a heading; a volunteer works for free.
Statement 15 link: ask what the photo tells you that the words do not (it is hands-on, practical work).
Device-free fallback: printed Source A; learners circle the heading, strapline and first paragraph. Image credit: Blaz Erzetic / Unsplash
www.ashworthlibraries.org.uk/whats-on
SOURCE A · 2 of 2
When and where
Last Saturday of every month
10am to 1pm (last items taken at 12.30pm)
Ashworth Library, Market Street (ground floor)
How much does it cost?
The repair is free. You only pay for any new parts. Donations for tea and biscuits are always welcome!
What can I bring?
small electrical items, e.g. lamps, toasters, radios
clothes and bags
bikes and scooters
toys and furniture (if you can carry them)
Sorry, we can't repair microwaves, gas appliances or phone screens.
Want to help?
We need volunteer fixers and helpers for the welcome desk. No experience needed – we'll train you.
Email repaircafe@ashworthlibraries.org.uk or ask at the library desk.
**Subheadings.** They tell you what each section is about, so you can jump straight to the part you need.
**Bullet points.** They split details into short, separate facts that are quick to read.
**Bold text.** Makes key facts stand out. Your eye goes there first.
**Contact details.** Usually at the end, telling you what to do next.
Phase 3 · Reading Source A, continued (23–26 mins)
Read the four sections together. Open hotspots 1–4: these are the features that let you find a detail without reading every word.
Probe: "If I want to know the price, where do I look first?" (The subheading "How much does it cost?")
Misconception: bold text is not always the main point; here it marks the key facts in a section.
Device-free fallback: learners draw a box round each subheading on the handout and number them.
What is the main point of Source A?
The library needs helpers for its welcome desk.
People in the UK throw away too many things.
A free Repair Café is starting at Ashworth Library.
Microwaves and gas appliances can't be repaired.
Phase 4 · Check (26–29 mins)
Answer: C. It covers the whole text: what is happening, where, and that it is free.
Why the others are wrong: A and D are true details from one section. B is an idea in the text that explains why the café exists, but the text is not mainly about it.
Probe: "How did the heading and strapline help you?"
Device-free fallback: learners hold up A–D cards or fingers.
Drag each card: main point, detail, or not in the text?
Main point
Detail
Not in the text
Repairs are free – you only pay for new parts
You must book a place online first
Phone screens can't be repaired here
A free Repair Café is starting at the library
Volunteer fixers are paid £10 an hour
It runs on the last Saturday of the month
Phase 4 · Practice (29–34 mins)
Learners check each card against Source A before they drag it. "Not in the text" is the trap: it sounds possible but the text never says it.
Answers: Main point: "A free Repair Café is starting at the library". Details: free repairs/pay for parts; phone screens; last Saturday. Not in the text: booking online; fixers paid £10 an hour (they are volunteers).
Exam tip: never answer from what you think is likely. The answer must be in the text.
Device-free fallback: read each card aloud; learners show M, D or N on a mini whiteboard.
Skim or scan?
R E A D I N G
Skim: for the gist
Scan: for one detail
Read fast for the big picture.
Look at: the title, the strapline and the first paragraph.
Ask: What is this mainly about?
Hunt for one piece of information.
Look for: a key word, a heading, a number or a date.
Ask: Which section will the answer be in?
Phase 3 · Teaching (34–37 mins)
Two reading speeds for two jobs. Skim to get the gist; scan to find one fact. In the exam you will do both, often in that order.
Model it: "Where is the last time to bring an item?" Say aloud: key word "time" → scan for times → "When and where" → 12.30pm.
Misconception: scanning is not careless reading. Once you find the right section, slow down and read it closely.
Device-free fallback: the same, with the printed Source A.
Find it fast
Scanning race
Spin the wheel, then scan Source A for the answer.
Point to the right subheading first, then say the answer.
You have 30 seconds a round.
second
Phase 4 · Practice: scanning race (37–42 mins)
Spin, read the question aloud, start the 30-second timer. Learners scan Source A and point to the subheading first, then give the answer. Play 4–5 rounds.
Answers: last Saturday of every month, 10am–1pm · 12.30pm · microwaves, gas appliances, phone screens · new parts · email or ask at the desk · ground floor · Priya Shah · any two from the list.
Speaking and listening: ask the winner to explain how they found it ("I looked for the word 'cost'…").
Device-free fallback: pull questions from a hat.
Complete the summary of Source A
Source A is mainly about a free Repair Café that is starting at Ashworth Library. It runs on the last Saturday of every month, from 10am to 1pm. The repair costs nothing, but you pay for any new parts you need. The library is also looking for volunteer fixers and helpers.
Phase 4 · Check: summary (42–45 mins)
This is what a good summary looks like: the main point first, then the key details.
Answers: Repair Café · Saturday · parts · fixers.
Distractors: Sunday and tools are near-misses; check them against the text.
Editor note: after pushing, set this fill's text to 28px in the editor.
Device-free fallback: write the paragraph on the board with gaps; learners copy and fill it in.
Exam-style practice
minute
second
Answer on paper using Source A (both pages). Look at the marks: they tell you how many things to write.
1. What is the main point of Source A? (1 mark)
2. Give two things you could take to the Repair Café. (2 marks)
3. What is the latest time you can arrive with an item? (1 mark)
4. Which feature helps you find the cost quickly? (1 mark)
5. Apart from fixing things, give one reason Priya Shah gives for the café. (1 mark)
Starters
The main point is that…
You could take…
The feature is the…
One reason is…
Phase 5 · Independent practice, exam style (45–55 mins)
Learners work alone, on paper, with Source A. Start the 10-minute timer. This is the format of the Level 1 reading assessment: short questions, with the marks shown.
Support: let learners use the starters; for question 4, remind them of the four features from the hotspots.
Stretch: answer question 1 in ten words or fewer.
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. Main point
2. Two things to take
3. Latest time
4. Feature for the cost
5. Priya's reason
Accept any wording that says a free repair café is starting or opening.
One mark each, up to two.
Not 1pm. That is when it closes.
Accept the bold word "free" in that section too.
Either answer gets the mark.
A free Repair Café is starting at Ashworth Library.
Any two: lamps, toasters, radios, clothes, bags, bikes, scooters, toys, furniture.
12.30pm
The subheading "How much does it cost?"
Learning a skill or meeting your neighbours.
Phase 5 · Mark it (55–58 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: Q3 "1pm" (that is closing time; the text says last items at 12.30pm). Q4 "the bold" (accept only if they name the subheading or the bold "free" in that section).
Device-free fallback: read the answers aloud.
You can now…
R E A D I N G
find the main point of a text and say it in one sentence
pick out key details, and spot what is not in the text
skim for the gist, and scan the headings to find facts fast
Phase 6 · Celebrate progress (57–58 mins)
Click to bring in each tick. Ask: "Which of these feels solid now? Which one needs more practice?" Name it as real progress: these are the skills behind many Level 1 reading marks.
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)
Reading the title and strapline first
Using subheadings to jump to the answer
Saying the main point in one sentence
Spotting bold text and bullet points
Which strategy helped you most today?
Phase 6 · Reflect (58–60 mins)
No right answer. Ask one or two learners why they chose theirs, and when they could use it outside college (e.g. reading a work email or a tenancy letter).
Device-free fallback: thumbs up for each option, or write the strategy on an exit slip.
Take it further
R E A D I N G
Stretch: in class
Before next lesson
Sum up Source A in one sentence of 10 words or fewer.
Then find one fact and one opinion in the text.
Find a real text: a leaflet, a poster at work or college, a web page or a letter.
Write down:
its main point in one sentence
three details
one feature that helped you find them
Take it further
Stretch is for early finishers in class. The fact/opinion part previews a later lesson; accept "the repair is free" (fact) and "Donations… are always welcome!" or Priya's quote (opinion/view).
Before next lesson needs no device. Learners bring their real text to Lesson 2, where we compare information across two texts.
Device-free fallback: this slide is already paper-based.