LANG113 – Level 1 Writing

Module code
Module title
Level 1 Writing
This module aims to develop writing skills necessary to meet basic needs of students at a CEFR A2 level. It will enable students to write short, simple texts relating to matters in areas of immediate need.
  • EL1501
NZQA Level
Level 1
NZQA Credits
Delivery method
  • Web-Supported
Learning hours
Total learning hours
Resources required
Learning Outcomes
Write informally about family, living conditions, schooling and job, plans and arrangements, likes and dislikes and/or past activities.
Write short descriptions or tell a simple story using simple and compound sentences.
Write a short sequence of simple explanations, instructions and/or directions.
Fill in a form of moderate length, recording information using conventions such as deleting, ticking, and writing short responses.
• spelling covering the majority of words used for personal detail and familiar common words
• writing for reasonable accuracy of short words appropriate to the level
• error correction
• punctuation and capital letters correctly to show questions, commas in lists and proper nouns
• construction of simple and compound sentences using basic structures.

• a limited range of vocabulary to deal with simple and familiar topics and tasks.
• conventions to indicate formality or informality
• a short sequence of simple sentences using basic linking words.


Simple sentences o There was/were
Simple sentences o There was/were
Simple sentences o There was/were
Compound sentences o use of conjunctions and/but/or
o word order
• (+and/but/or) + subject-verb-(object)

Complex sentences - clause of:
o time with when, before, after
o reason because, results so
- noun clause with that

o Verb forms

Verb forms Present reference:
- simple present with no time focus
- present continuous to express continuity

Past reference:
- past tense of regular and common irregular verbs with time markers

Future reference:
- NP + be going to, present continuous and time markers

- limited range of common verbs -ing form, such as like, go
- verb + to + infinitive such as want, hope
- very common phrasal verbs such as get up, switch on
- questions such as what time, how often, why, how, which
- simple question tags using all the verb forms at this level
- contracted forms appropriate to this level

Modals, nouns, pronouns, possessives, prepositions

Modals Modals and forms with similar meaning:
- must (obligation)
- mustn’t (prohibition)
- have to, had got to (need)
- can, could (requests)
- couldn’t (impossibility)
- may (permission)
- single modal adverbs: possibly, probably, perhaps
Nouns - countable and uncountable nouns
- simple nouns phrases
- cardinal numbers up to 100+ multiples of 100
Pronouns - object, reflexive
Possessives - possessive pronouns such as mine, yours, whose
Prepositions and prepositional phrases - prepositions of place, time and movement, such as before, after, towards, up, down, along, across, in front of, behind, opposite
- prepositional phrases of place and time, such as after dinner, before tea

Articles, determiners, adjectives, adverbs, intensifiers

- Articles - definite article
- zero article with uncountable nouns
- definite article with superlatives
- Determiners - all, none, not (any), enough, (a) few, (a) little, many, more, most, much, no
- Adjectives - order of adjectives
- comparative, superlative, regular and common irregular forms
- use of than
- ordinal numbers up to 100 + multiples of 100
- Adverbs - simple adverbs and adverbial phrases: sequencing, time and place, frequency, manner
- position of adverbs and word order of adverbial phrases
- Intensifiers - quite, so, a bit

- Punctuation and spelling

Punctuation - use of question marks, exclamation marks, use of comma in lists
Spelling - the correct spelling of most personal details and familiar common words

Discourse - adverbs to indicate sequence (first, finally)
- use of substitution (I think so, I hope so)
- markers to structure spoken discourse (Right, well, OK)
Verb forms
Modals, nouns, pronouns, possessives, prepositions
Punctuation and spelling
Articles, determiners, adjectives, adverbs, intensifiers
Teaching and Learning Strategy
Key approaches to instruction include selection of authentic and semi-authentic language models; clear contextualisation and effective presentation of new language; varied interaction – individual, pair, group, whole-class activities; information-gap activities; task-based activities; integration of skills; focus on accuracy and fluency; effective treatment of errors; valid and reliable assessment; integration of current technologies
Assessment Criteria
The portfolio is comprised of multiple assessment tasks, not tests alone. To pass this module, students must attempt and pass all assessment tasks. Assessment must be in a supportive environment (see NZQA guidelines).

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