Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
Write about an ability by identifying the skill and supporting it with a specific example. Can is followed by the base form of a verb, while good at can be followed by a noun or an ing form. Avoid confusing an ability with a permanent label about intelligence. Someone who finds one task difficult may contribute strongly in another way. In a group account, show how different skills combine to produce a result instead of praising only the most visible speaker.
can පසු මූලික ක්‍රියා පදයද good at පසු නාම පදයක් හෝ ing ආකාරයද යොදන්න. හැකියාවක් කියන විට සැබෑ උදාහරණයක් දෙන්න.
Worked example
Dinesh can repair a loose book cover. He is good at making careful measurements. His partner can explain the repair to visitors.
Original EWS reading
When the class prepares a science display, Suresh worries because he dislikes speaking before a large audience. His teacher asks the group to list the tasks instead of choosing only a presenter. Suresh measures the display boards accurately and builds a stable model base. Hana explains the experiment, while Imal checks the labels. Visitors understand the display because the group combines practical work, clear information and confident speaking.
Model: I am good at organising information. I can turn long notes into clear headings. This helps our group explain a project without confusing the audience. Accept specific alternatives.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
A useful offer of help identifies a need without making decisions for the other person. May I help you? opens the exchange, while could you explains a specific request. After can, could or may, use the base verb. Clarify an uncertain detail before giving directions or completing a task. In a service conversation, confirm the important information at the end. A polite expression is valuable only when the response actually answers the question or solves the stated problem.
May I help you find the office? Could you show me the correct entrance? Certainly; the office is beside the library.
Original EWS reading
At a school open day, a visitor asks Nethmi where to collect a certificate. Nethmi does not guess immediately because two desks are handling different documents. She asks whether the visitor needs a participation certificate or an examination result sheet. After hearing the answer, she directs him to the desk near the library and repeats the desk number. The visitor thanks her for checking before sending him across the crowded courtyard.
Separate answers and explanations · වෙනම පිළිතුරු හා හේතු
(a) The correct desk depends on the document needed.
අවශ්‍ය ලියවිල්ල අනුව නිවැරදි මේසය වෙනස් වේ.
Could you tell me which certificate you need?
could පසු මූලික tell යොදන්න.
She clarifies the request and confirms the desk number, reducing the chance of an incorrect direction.
විමසා තහවුරු කිරීමෙන් වැරදි ස්ථානයකට යැවීම වැළකේ.
Could you repeat the desk number, please?
ආචාරශීලී ප්‍රශ්නය Could you යනුවෙන් ආරම්භ කරන්න.
Model: May I help you? Yes, where can I collect a participation certificate? At Desk Two beside the library. Thank you; I will go to Desk Two. Accept clear alternatives.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
A meeting notice should make the purpose, participants, place and time clear. Use a concise heading and complete details, especially when an arrangement changes. In reported speech, a past reporting verb often leads to a tense change, but context matters: information still true may retain its tense. Pronouns must refer to the correct people. When relaying a message, preserve its practical meaning; changing a day or confusing cancellation with postponement can cause more difficulty than a small grammatical error.
The secretary said, “The meeting starts at three.” She said that the meeting started at three. If the arrangement is still current, starts can also be appropriate.
Original EWS reading
The environmental club arranges a meeting for Tuesday at three in the library. Its purpose is to plan a clean-up near the school entrance. On Monday, the secretary learns that the library will be used for another event. She sends a corrected notice moving the meeting to the science room. The day and time remain unchanged. Members are asked to bring suggestions, not cleaning tools, because practical work will happen later.
The club will meet in the science room at three on Tuesday. Accept another clear order preserving all details.
ස්ථානය, වේලාව හා දිනය වෙනස් නොකර වාක්‍යය සාදන්න.
Model: Environmental Club Meeting: Tuesday, 3 p.m., Science Room. Please bring suggestions for the school-entrance clean-up. Practical cleaning will take place later. Accept equivalent wording.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
A factual account of the past should distinguish evidence, explanation and uncertainty. The simple past describes a completed event; the past perfect shows that something had happened before another past event. Choose the tense because of the time relationship, not simply because an event was long ago. When discussing extinct animals, avoid inventing causes or claiming that all species disappeared for the same reason. Read qualifiers such as some, may and possibly carefully because they limit what the writer is claiming.
අතීත කාලය සිදුවීම් අතර කාල සම්බන්ධයට ගැළපෙන ලෙස තෝරන්න. may හෝ some වැනි පද ඇති අදහසක් අසීමිත කරුණක් ලෙස නොකියන්න.
Worked example
The class examined a fossil cast yesterday. Before the visit, they had read a short museum guide. The guide described one possible explanation, not a certainty.
Original EWS reading
Before visiting a museum, a Grade Nine class had read a short guide about fossils. At the museum, pupils compare a fossil cast with a drawing of the animal it may represent. The guide explains that scientists use different kinds of evidence to reconstruct the past. A pupil wants to name one cause for every extinction, but the class discussion shows why different species and periods require different explanations supported by evidence.
Model: I would first identify exactly what the claim says. What evidence supports this explanation? I would avoid treating a possible reconstruction as a certain fact. Accept reasoned alternatives.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
Future plans become clearer when they connect an action with a possible result. In the first conditional, use if with the simple present and will with the base verb in the result clause. Do not normally place will in both clauses. A conditional describes a possible relationship; it does not guarantee success. In reflective writing, explain what went wrong, what can change and how progress will be checked. Specific next steps are more useful than an empty promise to try harder.
පළමු conditional ආකාරයේ if කොටසට simple present ද ප්‍රතිඵල කොටසට will ද යොදන්න. වැඩිදියුණු කිරීමට නිශ්චිත පියවරක් දෙන්න.
Worked example
If we check the list tonight, we will notice missing materials. We will share the tasks if the group meets early. A plan still needs action.
Original EWS reading
After a disappointing group presentation, Dinuka does not blame one classmate. The group reviews what happened and discovers that nobody had checked whether the diagrams matched the speech. For the next presentation, they agree to rehearse together and use a checklist. Dinuka says that if they compare the diagrams with the script, they will catch inconsistencies earlier. Their teacher asks them to record what improves, rather than promising that the next attempt will be perfect.
If we compare the diagrams with the script, we will catch inconsistencies.
කොන්දේසිය හා ප්‍රතිඵලය නිවැරදිව සම්බන්ධ කරන්න.
Model: If I review five new words each evening, I will remember them more easily. On Friday, I will use them in new sentences without looking at my notes. Accept realistic alternatives.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
An art description combines accurate observation with a supported interpretation. First identify colours, shapes, placement or materials; then explain the effect they may create. In a passive sentence, the artwork or material can become the focus: the mural was painted by pupils. Use was or were with the past participle for a completed past action. Do not confuse an artist’s possible intention with a fact unless the artist has explained it. Different interpretations can be reasonable when they use clear evidence.
The mural was painted by six pupils. Bright shapes were placed around a dark doorway. The contrast may suggest movement towards hope.
Original EWS reading
A group of pupils paints a mural on a school wall with permission. The design shows a narrow dark path opening into a garden of bright colours. Reused wooden shapes are fixed safely around the border. During a class discussion, one pupil says the contrast suggests a hopeful change. Another notices the shared work of different figures in the garden. Both interpretations are accepted because each refers to visible features of the design.
Separate answers and explanations · වෙනම පිළිතුරු හා හේතු
(a) Wooden shapes. They are fixed around the border.
මායිමට නැවත භාවිත කරන්නේ ලී හැඩතලය.
The mural was painted by six pupils.
mural එක්වචනය නිසා was painted යොදයි.
Each interpretation refers to specific visible features instead of making an unsupported claim.
අර්ථකථන දෙකම නිර්මාණයේ සැබෑ ලක්ෂණ මත පදනම් වේ.
The bright garden may suggest a hopeful change.
may යොදා එය සාක්ෂි සහිත අර්ථකථනයක් බව පෙන්වන්න.
Model: A small boat stands beneath a large dark sky. A yellow light shines from a distant house. The light may suggest safety because it contrasts with the darkness. Accept supported alternatives.
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 useful place description helps a reader picture relationships, not just recognise a list of objects. Start with a clear viewpoint and organise details from near to far, left to right, or along a route. Prepositions such as opposite, between and beyond connect places precisely. A reference point must be named: beyond the bridge is clearer than beyond it when several objects are possible. Direction instructions need short ordered steps and an identifiable destination. Use the same viewpoint throughout, or explain when it changes. Finally, distinguish a description of what is present from a proposal for what should be added; they use different kinds of evidence.
The library is opposite the playground. Walk past the office, then turn left at the water tank. A proposed reading shelter is not an existing building.
Original EWS reading
For an imaginary school map, Nadun stood at the main gate facing the office. The playground lay on his left, and the library was beyond it. A covered path linked the office to the classrooms on the right. He first wrote that the garden was near the building, but his partner asked which building he meant. Nadun revised the sentence: the garden was behind the office, beside the small water tank. The pair then added a dotted shape for a proposed reading shelter. Their key explained that dotted outlines showed planned features. This prevented readers from looking for a shelter that had not yet been built.
Model: I stand at the entrance facing the hall. The garden is on my right. A small path runs between the hall and the office. Beyond the office is a reading room. A noticeboard stands beside its door. Accept coherent alternatives.
Original EWS extension using a verified legacy textbook theme. Not a complete official unit, term allocation or 2027 reform-module map.
Understand the idea
An account of an invention should explain the problem, the design and the evidence that the design helps. Attractive appearance alone does not establish usefulness. Sequence words guide the reader through development, while because and therefore show different parts of a reason-and-result relationship. Pronouns can prevent repetition, but each one must refer clearly to a named person or thing. If a sentence mentions both a box and a lid, it may be uncertain which one it refers to. Revise the noun instead of forcing the reader to guess. A balanced conclusion recognises an improvement and a remaining limitation rather than announcing success without a fair test.
The first holder fell because its base was narrow. The base was widened; therefore, the holder became steadier. The lid covered the box, but the lid did not lock.
Original EWS reading
A group designed a desk holder from reused cardboard because their pencils kept rolling onto the floor. The first version looked colourful but tipped over when several pens were placed on one side. The pupils widened the base and tested the new holder on the same desk with the same pens. It stayed upright, although a wet patch softened one corner. In their report, the group explained both findings instead of hiding the weakness. They proposed a dry storage place and another material trial. Their teacher praised the clear evidence and sensible revision, not a claim that the design could solve every storage problem.
Separate answers and explanations · වෙනම පිළිතුරු හා හේතු
Pencils kept rolling from the desk onto the floor.
නිර්මාණයට හේතු වූ ගැටලුව හඳුනාගන්න.
Several pens on one side made it unstable; its base needed widening.
එක් පස බර වැඩි වූ විට ස්ථාවර බව අඩු විය.
The desk and the pens.
සාධාරණ සැසඳීමට තබාගත් දේ දෙක තෝරන්න.
Therefore. The second clause states the result.
ප්‍රතිඵලය හඳුන්වන therefore යෙදේ.
False. A wet patch softened one corner.
ඉතිරි දුර්වලතාව පාඨයේ දක්වා ඇත.
The pupils put the lid on the box, but the lid was too small.
it වෙනුවට අදහස් කළ නම යොදන්න.
It is relevant evidence of a limitation and helps guide another test.
සීමාව වාර්තා කිරීම වැඩිදියුණු කිරීමට උපකාරී වේ.
Identify the problem → build a first version → revise the base → test again.
ක්‍රියාවලියේ අර්ථවත් පිළිවෙළ තෝරන්න.
The revised holder was steadier in this desk test, but moisture remained a problem.
සාර්ථක වූ දේ හා ඉතිරි සීමාව දෙකම කියන්න.
Model: Our reading cards slide from the table. We will make a cardboard stand. We will test both versions with the same ten cards. The wider base may help, but wet cardboard could bend. We will record what happens before deciding. Accept sensible alternatives.
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.