Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
A precise description of a person links qualities to evidence and keeps pronoun references clear. He, she and they should point to an identifiable person or group. When two people could match a pronoun, repeat a name instead of leaving the reader uncertain. Relative clauses can add useful information: a volunteer who repairs books. Avoid unsupported judgements about a person’s character or ability based on appearance. A stronger paragraph selects relevant actions and explains what those actions suggest about the person.
පුද්ගල ගුණයක් ක්‍රියාවකින් සාක්ෂි දක්වා විස්තර කරන්න. he හෝ she යොමුවන්නේ කාටදැයි අපැහැදිලි නම් නම නැවත යොදන්න.
Worked example
Ms Perera is a volunteer who repairs damaged books. She checks each cover carefully. When she works with Ms Silva, repeat a name if she could refer to either person.
Original EWS reading
At a community library, Ms Perera repairs worn books every Wednesday. She brings simple tools and records which books need new covers. A student volunteer, Hana, watches her work and notices that she listens patiently when children explain how a page was damaged. When Hana makes a mistake, Ms Perera shows her how to correct it. Hana’s description of the volunteer focuses on these actions rather than merely calling her a wonderful person.
Model: Our neighbour helps children cross the busy road after tuition classes. He waits until everyone has reached the other side before leaving. He also reports damaged streetlights to the council. These practical actions show that he pays attention to other people’s safety. Accept evidence-based alternatives.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
Good directions identify a starting point, a sequence of movements and a recognisable destination. Distinguish across from along and past from through, because changing a preposition can change the route. Use an imperative for each movement, then add a landmark where it helps. If the listener is uncertain, clarify rather than simply repeating louder. In a written route, check that the final instruction leads to the stated place and that you have not invented a turn missing from the information provided.
Walk along the path beside the library. Go past the water tank. The office is on your left, opposite the main hall.
Original EWS reading
For the school exhibition, visitors enter through the main gate and follow a path beside the library. They walk past the water tank before reaching the main hall. The information desk is opposite the hall, on their left. A pupil writes directions for new visitors, but first checks the route with a classmate. They remove an unnecessary instruction to turn right because that would lead people towards the sports ground instead.
Walk past the water tank before reaching the hall.
past මඟින් ටැංකිය පසුකර යන බව කියයි.
Model: Enter through the main gate and follow the path beside the library. Walk past the water tank towards the main hall. The information desk is opposite the hall, on your left. Do not turn towards the sports ground. Accept an equally clear route.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
A practical travel note gives the reader the information needed to act: purpose, date or time, place and any required response. Select relevant details rather than copying an entire conversation. Distinguish a changed arrangement from a cancelled event, and state what remains unchanged if confusion is likely. Use an appropriate greeting and a clear closing when writing to a named person. Accuracy is more important than impressive vocabulary; an incorrect time can make a grammatically polished note unusable.
Dear Amal, please meet our group at the library at 7.30 a.m. on Saturday. The bus will leave at eight, as planned. Bring your signed permission form.
Original EWS reading
A school group plans to leave for a museum at eight on Saturday morning. Initially, pupils are told to gather outside the main gate. Because road repairs will block that area, the teacher changes the meeting point to the library and asks pupils to arrive at seven thirty. The bus departure stays at eight. Each pupil must bring a signed permission form, and anyone unable to attend should inform the teacher on Friday.
Model: Dear Nadee, our museum trip is still on Saturday. Please meet at the library at 7.30 a.m. because road repairs will block the main gate. The bus leaves at eight. Bring your signed permission form. Let the teacher know on Friday if you cannot attend. Accept equivalent wording.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
An effective discussion needs both clear ideas and responses that connect to what another speaker has said. Use could to make a suggestion and should to recommend a course of action. A polite disagreement recognises a point before giving a reasoned alternative. Do not confuse agreement with understanding: a speaker can understand an idea without accepting it. In a short dialogue, make each turn purposeful and check that the final decision follows from the reasons discussed, rather than appearing without explanation.
We could hold the event outside. I see your point, but the forecast suggests rain. We should reserve the hall as a backup.
Original EWS reading
The class committee discusses where to hold a reading afternoon. Kavindu suggests the garden because it has pleasant shade. Roshini agrees that the setting is attractive but points out that rain is forecast. She proposes reserving the hall while keeping the garden as the first choice if conditions permit. The committee accepts this flexible plan. Its decision recognises both the value of an enjoyable setting and the need for a reliable alternative.
Model: We could use the playground. That would be spacious, but we need shelter if it rains. Could we book the hall and use the playground only if the weather is clear? Yes, that gives us a practical choice without cancelling the event. Accept coherent alternatives.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
Conditional sentences help explain how an action could affect a result. Use the first conditional for a realistic future possibility: if plus present, followed by will plus a base verb. Use the second conditional for an imagined or less likely situation: if plus past, followed by would plus a base verb. The past form here does not necessarily refer to past time. In an improvement proposal, identify a manageable action and avoid claiming that one change will solve every problem.
සැබෑ විය හැකි ඉදිරි තත්ත්වයට first conditional ද කල්පිත තත්ත්වයට second conditional ද යොදන්න. ප්‍රතිඵලය අතිශයෝක්තියට නොනඟන්න.
Worked example
If we label the boxes, we will sort the paper more easily. If the school had a larger store, it would keep more reusable materials. Neither sentence guarantees a perfect system.
Original EWS reading
Pupils notice that useful paper is often mixed with food waste after lunch. Their committee proposes labelled boxes in two classrooms as a trial rather than immediately changing the whole school. If the labels are clear, they expect fewer sorting mistakes. They also discuss what they would do if more storage became available. After a week, they will compare the boxes and ask users whether the instructions are easy to follow.
Separate answers and explanations · වෙනම පිළිතුරු හා හේතු
(a) A trial using labelled boxes in two classrooms.
පළමුව පන්ති දෙකක අත්හදාබැලීමක් කරයි.
If the labels are clear, pupils will sort paper more easily.
if කොටස present වන අතර ප්‍රතිඵලයට will යොදයි.
It provides evidence about sorting mistakes and whether users understand the instructions.
ලේබල් තේරෙනවාද හා වැරදි අඩුවේද යන්නට සාක්ෂි ලැබේ.
If it had a large store, it would keep more reusable materials.
කල්පිත තත්ත්වයට had හා would keep යොදයි.
Model: We could place a clear return label on the classroom book box. If pupils can see where each book belongs, they will make fewer mistakes. After one week, we should count misplaced books and ask classmates whether the labels are useful. Accept realistic alternatives.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
Transferring information means selecting relevant details and presenting them in another form, such as a table, notice or short summary. First identify the question or purpose. Then separate names, dates, times, quantities and conditions without changing them. A summary should preserve the writer’s main point while leaving out examples that are unnecessary for the task. Do not add outside knowledge or treat a suggestion as a confirmed arrangement. Check every detail against the original before presenting the completed response.
The notice says the workshop is free, but registration is required. A summary must keep both details. Writing free entry with no registration would change the meaning.
Original EWS reading
A community centre announces a free study-skills workshop for pupils in Grades Nine to Eleven. It will run on Saturday from nine until eleven in the morning. Places are limited to thirty, and pupils must register by Thursday afternoon. Participants should bring a notebook but need not buy special materials. A student prepares a table for classmates, separating eligibility, time, registration deadline and required items so nobody confuses free attendance with automatic entry.
Eligible pupils must register by Thursday afternoon.
must පසු මූලික register ද අවසාන කාලයද දෙන්න.
Model: The community centre offers a free study-skills workshop for Grades Nine to Eleven on Saturday, from 9 to 11 a.m. Only thirty places are available, so pupils must register by Thursday afternoon. Participants should bring a notebook; special materials are unnecessary. Accept an accurate equivalent.
Original EWS extension using a verified legacy textbook theme. Not a complete official unit, term allocation or 2027 reform-module map.
Understand the idea
A learning account becomes useful when it explains a method and evaluates its effect. Describe what a learner did, what evidence changed and what still needs work. The present perfect connects earlier learning with a present situation: I have practised these words, so I can use them now. Use the simple past for a finished event with a finished time expression such as yesterday. Do not combine yesterday directly with the present perfect. A short graph or survey description must report the actual group and figures, without inventing a cause. When writing a paragraph, connect evidence to your conclusion and keep the response within the limit set by the particular task.
I have revised five words this week. Yesterday, I used three in a dialogue. Twelve of twenty pupils chose pair practice; the survey does not explain every pupil’s reason.
Original EWS reading
For two weeks, an imaginary Grade Ten group compared three ways of revising useful expressions. Each of twenty pupils tried silent reading, writing an example and speaking with a partner. In a final preference survey, twelve chose partner practice, five chose writing and three chose silent reading. The class did not treat preference as proof that one method worked best for everyone. They also checked whether pupils could use the expressions in a new situation. Dinali noticed that she remembered words better after explaining her own example. She decided to combine short individual revision with a conversation, then check her progress again the following week.
A further check helps show whether the combined method supports continued use rather than one successful attempt.
එක් වාරයකට පමණක් සීමා නොවී ප්‍රගතිය බලන්න.
For example: Partner practice is the only effective way to learn English.
දත්තවලින් නොපෙන්වන අතිශය ප්‍රකාශයක් හඳුනාගන්න.
A useful revision routine should combine thinking alone with using language in a meaningful exchange. First, choose a few expressions and write a fresh example for each. Then explain the situation to a partner without reading every sentence. A short conversation can show whether the meaning is clear. However, enjoying an activity does not prove that learning will last. Try the expressions again a few days later in a different task. Keep a note of difficulties and revise the routine when the evidence shows that another approach is needed.
Original EWS extension using a verified legacy textbook theme. Not a complete official unit, term allocation or 2027 reform-module map.
Understand the idea
Food writing often combines description, quantity and instructions. Countable nouns can take numbers, while uncountable nouns need a measure when the amount matters: two bananas, some rice, a cup of water. Use many with plural countable nouns and much with uncountable nouns, but remember that some is often more natural in an ordinary positive sentence. Instructions use base verbs and a clear sequence. Explain a practical reason without turning a classroom example into medical advice. When reading a label or menu, separate the actual information from attractive advertising. A balanced paragraph can discuss variety, cost, preparation and individual needs without calling one food a complete solution for everyone.
We need two carrots, some rice and a cup of water. First, wash the vegetables. Then cut them carefully. The menu gives ingredients; its colourful picture does not prove every claim.
Original EWS reading
An imaginary school club planned a simple food display using pictures and empty clean packets. Instead of naming one perfect meal, the pupils compared ingredients, cost and the time needed for preparation. One group described a rice dish with several vegetables; another planned a sandwich with a filling they could explain clearly. They labelled amounts precisely and avoided claiming that every pupil had the same needs or preferences. A visitor asked whether an attractive packet made a snack automatically suitable for everyone. The club replied that pictures were not enough information. Their final poster encouraged careful reading, variety and questions when an ingredient was unclear.
Separate answers and explanations · වෙනම පිළිතුරු හා හේතු
Pictures and empty clean packets.
සැබෑ ආහාර සකස් කළ බව පාඨය නොකියයි.
Much rice; two carrots. In a positive request, some rice is often more natural.
rice ගණන් නොකරන නාමයකි; carrots ගණන් කළ හැකිය.
Add a cup of water. Accept another sensible stated measure.
water සඳහා ප්‍රමාණ ඒකකයක් අවශ්‍යය.
False. They avoided assuming that every pupil had the same needs.
පුද්ගල අවශ්‍යතා වෙනස් බව පිළිගෙන ඇත.
Cost and preparation time.
අමුද්‍රව්‍යවලට අමතර සසඳන කරුණු දෙක තෝරන්න.
Its picture did not establish ingredients, suitability or the truth of every claim.
අලංකාර පෙනුම පමණක් අදාළ තොරතුරු තහවුරු නොකරයි.
Wash the vegetables → cut them carefully → serve. Accept a contextually sensible complete sequence.
අර්ථවත් ක්‍රියා අනුපිළිවෙළ යොදන්න.
First, wash the carrots; then cut them.
උපදෙස් සඳහා base verb භාවිත කරන්න.
Could you tell me whether this contains nuts? Accept another specific ingredient question.
නොදන්නා අමුද්‍රව්‍යය නිශ්චිතව අසන්න.
A clear food display should give visitors information they can understand and question. Begin with a list of ingredients and sensible quantities. Add the cost of the example meal and the time needed to prepare it. Use pictures to support the explanation, while keeping written details readable. Different pupils may have different preferences and needs, so avoid announcing one perfect choice for everyone. Invite questions about unfamiliar ingredients and acknowledge anything you cannot confirm. The display will then teach careful comparison instead of depending on an attractive picture alone.
Source-linked supporting videos, not complete unit recordings. The exact topic/creator was checked; full playback and a complete EWS video sequence remain unreviewed. British Council published free resources and keys remain free at the source. EWS is independent.