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Title / Read and understand texts for practical purposes (EL)
Level / 3 / Credits / 5
Purpose / This unit standard is for people for whom English is an additional language.
People credited with this unit standard are able to read and understand texts for practical purposes(EL).
Classification / Languages > English Language
Available grade / Achieved, Merit, and Excellence
Criteria for Merit / Clear understanding of written texts for practical purposes is demonstrated by obtaining and linking information. Language features and essential vocabulary key to understanding the text are located and linked to meaning.
Criteria for Excellence / Thorough understanding of written texts for practical purposes is demonstrated by explaining information. Language features and essential vocabulary key to understanding the text are explained.
Prerequisites / Unit 27984,Readand understandsimple texts for practical purposes (EL), or demonstrate equivalent knowledge and skills.
Guidance Information
1English Language (EL) refers to the acquisition of English as an additional language.
2This unit standard can be awarded with an Achieved, Merit, or Excellence grade. For the Achieved grade to be awarded, the outcome must be achieved as specified in the outcome statement. For Merit grade to be awarded, the candidate must meet the Achieved and Merit criteria. For Excellence grade to be awarded, the candidate must meet the Achieved, Merit and Excellence criteria.
3This unit standard is at a level comparable to the Common European Framework of Reference B1.
4This unit standard may contribute to the New Zealand Certificate in English Language (Level 3) [Ref:1882]. Assessment of outcomes must clearly reflect the qualifier(general, workplace or academic) being studied.
5All assessment activities must be conducted in English, which must not be the candidate’s first language.
6It is recommended that:
ithe outcomes are assessed as part of an integrated unit of work, relevant to the learning context of the candidate;
iiassessment be conducted in conjunction with assessment against other English Language unit standards at this level.
7Candidates may use an English dictionary, but must not use electronic devices other than for word processing.
8Candidate’s responses may be oral, written or visual, as relevant and appropriate. Responses may contain textual or linguistic inaccuracies, but errors must not obscure meaning. This standard assesses reading skills, not spoken or written skills.
9A range of assessment tasks must be used for assessment against this unit standard, and may include, but is not limited to – short answer questions, multiple-choice, true/false/not given, sorting, matching, gap-fill, open-ended questions requiring explanation and interpretation.
10The assessor must be satisfied that the candidate can independently demonstrate competence against the unit standard.
11For this unit standard, texts for practical purposes:
imust each be a minimum of 500 words;
iimay include, but are not limited to, extracts from – health procedures, procedures for enrolments, emergency and safety procedures, design briefs and instructions for operation of equipment;
iiimust be authentic, according to the text type used;
ivmust use the usual conventions of the genre and be authentic in sequence, layout, vocabulary, structure, tense, register;
vmust have complementary illustrations or diagrams placed so that the relationship between text and illustration is clear to the candidate;
vimust be familiar and relevant, but must not have been seen by the candidate prior to the assessment;
viimay be abridged versions designed for language candidates;
viii mustbe guided by the first 2000 words of The New General Service List.
12References
Browne,C., Culligan, B., Phillips, J. 2013. The New General Service List, Cambridge University Press
13Assessment support material for English Language unit standards can be found at
14Definitions
Essential vocabulary refers to vocabulary that is necessary to understand the text. They are typically words that relate to the topic.
Grammatical cohesive devices refer to the use of language to relate ideas and information and make links between different parts of a text. Examples of grammatical cohesive devices are reference and text connectives.
Lexical cohesive devices refer to the use of word associations or semantic relationships between vocabulary items which enable readers to make links between items in a text and track how meaning is developed. Examples of lexical cohesive devices are the use of synonyms, antonyms, repetition of key words, collocation, class/sub-class relationships, and whole/part relationships.
Outcomes and Performance criteria
Outcome 1
Read and understand texts for practical purposes (EL).
Rangetwo texts, each from different contexts, assessed on separate occasions.
Performance criteria
1.1Understanding of written textsfor practical purposes is demonstrated by identifying the overall idea, and obtaining information. The meaning of language features and essential vocabulary key to understanding the text are identified.
Rangelanguage features may include but are not limited to – lexical and grammatical cohesive devices, tense, modals, imperatives;
minimum of three different language features for each text;
minimum of ten vocabulary items for each text.
Replacement information / This unit standard was replaced by unit standard 31004.This unit standard is expiring. Assessment against the standard must take place by the last date for assessment set out below.
Status information and last date for assessment for superseded versions
Process / Version / Date / Last Date for AssessmentRegistration / 1 / 17 October 2013 / 31 December 2019
Rollover and Revision / 2 / 21 May 2015 / 31 December 2019
Review / 3 / 29 March 2018 / 31 December 2019
Consent and Moderation Requirements (CMR) reference / 0226
This CMR can be accessed at
NZQA National Qualifications ServicesSSB Code 130301 / New Zealand Qualifications Authority 2018 / / New Zealand Qualifications Aut