outcomes · 2013-06-13 · and learning, it encourages teachers and course providers to ... 2.2 by...

A2

OUTCOMESELEMENTARY

David A. Hill

and the Common European Framework of Reference

2 Outcomes Elementary © National Geographic Learning

Introduction

What is the Common European Framework of Reference? The Council of Europe has developed the Common European Framework of Reference for Languages (or CEFR for short) with a view to promoting language teaching and learning within Europe, and to provide a framework which permits the comparison of individuals’ language levels in an impartial way.

What are the aims of the CEFR? While the CEFR does not dictate a single method of teaching and learning, it encourages teachers and course providers to reconsider their course content, approach and assessment based on some core principles. These are stated at the beginning of the book:

1. To ensure that all sections of their populations have access to effective means of acquiring a knowledge of the languages of other member states [. . .] as well as the skills in the use of those languages that will enable them to satisfy their communicative needs [. . .]

1.1 to deal with the business of everyday life in another country, and to help foreigners staying in their own country to do so;

1.2 to exchange information and ideas with young people and adults who speak a different language and to communicate their thoughts and feelings to them;

1.3 to achieve a wider and deeper understanding of the way of life and forms of thought of other peoples and of their cultural heritage.

2. To promote, encourage and support the efforts of teachers and learners at all levels to apply in their own situation the principles of the construction of language-learning systems [. . .]

2.1 by basing language teaching and learning on the needs, motivations, characteristics and resources of learners;

2.2 by defining worthwhile and realistic objectives as explicitly as possible;

2.3 by developing appropriate methods and materials.

Working from these principles the CEFR encourages us to think about the ‘domains’ in which we use language – social, public, occupational and educational. It then suggests we consider specific situations within these domains: the people we might need to interact with, the objects we may use, the things we may read or listen to and the things we may need to do with language. It then tries to describe not only what a language user ‘can do’, but also what they are able to do in the language, both generally and in specific skills, domains and situations such as ‘Informal discussion (with friends) or ‘Formal discussion and meetings’. The CEFR also encourages and comments on areas such as intercultural awareness, self-directed learning, paralinguistics (gesture, mime, etc.), mediating (i.e. interpreting and translation), which have perhaps been less common features of ELT materials.

How are the levels of the CEFR organised? The six levels the CEFR describes range from A1 (students with an elementary level of English) to C2 (students who can use the language fluently and with precision). However, note that there is also a level below A1. A0 is the point at which people start, with very little or no language. A1 is the first point at which we can describe a (limited) range of abilities in a number of skills and domains. For example, students probably need to be able to recognize a substantial number of words (say 300+) for basic reading and listening. The CEFR also allows for steps between

the global levels, described as A2+, B2+, etc. The main levels are summarised below:

Proficient

C2 Mastery Students can use the language precisely and fluently with near native competence.

C1Effective Operational Proficiency

Students are proficient in the language and have a wide range of vocabulary.

Independent B2 Vantage

Students are able to express themselves in increasingly abstract ways.

B1 Threshold Students at this level can maintain conversations.

BasicA2 Waystage

Students are able to get by in an increasing range of social situations.

A1 Breakthrough Students can express themselves in simple, basic language.

Based on these global descriptions of the six levels, the CEFR illustrates how these can be applied to a language user’s ability in the specific domains and skills we mentioned before. For example, for Conversation, A1 level is described as ‘Can ask how people are and react to news’ and C2 as ‘Can use language flexibly and effectively for social purposes’. This means language users are able to describe their abilities more accurately, showing a higher level in social situations than, say, academic writing and discussions.

CEFR levels, coursebooks and OutcomesIt is important to realize that the CEFR is not a syllabus and does not provide scales for every possible language situations for students. For example, a student’s needs and motivation may lead them to the task of talking about football (not exemplified in the CEFR!). However, we can construct a scale based on the global and specific scales in the CEFR and say that an A1 student ‘can exchange basic opinions on matches, players and teams’, but a C2 student ‘can describe matches and incidents in detail, using a range of language including colloquial expressions and jargon’. As a teacher or materials writer we can then think of the language students will need to achieve these levels and how we might present and practise it.Furthermore, the can-do statements describe achievement and current ability, not the student’s future level, the language required to reach that level, or the time it will take. No coursebook can guarantee a level a student will attain and it is for you to judge whether the language presented will help students achieve their objectives. Finally, existing coursebook level descriptors in ELT (elementary, pre-intermediate, etc.) do not exactly fit with the CEFR and nor are the CEFR levels necessarily even steps. It seems likely that moving from C1 to C2, for example, will take a lot longer than A1 to A2, largely because of the different amounts of vocabulary learning each entails. For all these reasons, this book has been developed for students who are at one level, and who are working towards the next level. This means that some tasks and language input – particularly at the beginning of the book – are aimed more at revising and teaching language to achieve the lower level, while most other input is aimed at achieving the higher level. Note though, that in any one class, students will achieve different levels in any one task, including being below or above the level expected. If this

Introduction

3Outcomes Elementary © National Geographic Learning 3

happens consistently, you are probably using the wrong level book or the student is in the wrong class for them. That is for you to assess.

How does Outcomes match the aims of the CEFR? Outcomes was written very much with the CEFR in mind. We think about what we want students to be able to do and the kind of conversation they’ll have first; we write some models, we notice the specific language they may need (grammar, words or phrases) and we try to present that language in exercises to help them achieve these goals. When we teach grammar or vocabulary, we try to think of clear examples that might be used in particular situations. We also looked at a lot of the can-do statements and specific situations that the testing organisation, ALTE, describe. We tried to include as many of these as possible. We have also tried to include a range of social, public, occupational and educational contexts, in terms of all four skills, even at low levels. We have helped students and teachers see these clear objectives at the beginning of each unit, so that students understand what they should be able to do based on the input and specific language areas. You can also see this in the mapping to the CEFR here. We help students’ self-directed learning with the Vocabulary Builder, the Grammar reference with exercises and the online workbook which comes with all the student’s books. We also help mediation skills through translation exercises such as the Language Patterns box. We encourage intercultural awareness and the exchange of thoughts and ideas through many short speaking tasks, texts about different countries and contexts, and hearing speakers of different nationalities.

The CEFR and you!It is not only coursebook writers that take the CEFR into account. As a teacher, you can also meet CEFR goals by taking language in the book and giving more examples that make use of the students’ immediate knowledge and situation. This can be done by asking questions that encourage students to think about how they would use language, encouraging students to exchange ideas and feelings and by creating a learning environment that makes this possible.You might also want to read the CEFR itself and use the ‘Users of the manual may wish to consider’ sections it has throughout for discussions with colleagues or self-reflection. Visit www .coe.int to find out more about the CEFR and download a pdf of the manual itself.


Communicative activitiesReception (spoken)

Overall listening comprehension:

Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated.

p9, Vocabulary exC, D

Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated.

p9, Listening exA, C; p11, Developing Conversations exB; p14, Vocabulary exD, p19, Speaking exA, B

Understanding interaction between native speakers:

Can generally identify the topic of discussion around her which is conducted slowly and clearly.

p16, Speaking exA, B; p20, Listening exA, B; p22, Listening 1 exB; p31, Listening, exA, B; p34, Listening exC; p36, Listening exB, C; p44, Listening exA, B; p49, Listening exA, B; p51, Listening exA, B; p58, Listening exA, B, C; p64, Listening exA, B, C, D; p73, Listening exA, B; p78, Listening exA; p82, Listening exA; p86, Listening exA, C; p91, Listening exA, B; p92, Listening exB; p100, Listening exA; p106, Listening ex A, C; p114, Listening exA; p121, Listening exA

Listening to radio audio and recordings:

Can understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly.

p26, Listening exC, D; p38,Vocabulary exC; p39, Listening exA, C; p52, Listening exA, B, C; p62, Listening exA, B, C; p65, Grammar exB; p66, Listening exB, C, D; p76, Listening exA, B, D; p79, Pronunciation exA; p94, Listening exA, B, C; p104, Listening exB, C; p105, Pronunciation exB; p108, Listening exB; p109, Grammar exE; p116, Pronunciation exC, D; p116, Listening exB, C; p121, Developing Conversations exB; p122, Listening exB, C

Reception (written)

Reading for information and argument:

Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events.

p19, Reading exA; p21, Reading exA; p25, Reading exA, B; p32, Reading exB; p40, Reading exA; p46, Reading exB, C; p49, Speaking exA; p54, Speaking exA; p54, Reading exC, D; p60, Speaking exA; p60, Reading exA, B; p62, Speaking exA; p68, Reading exA, B; p74, Reading exB; p80, Reading exB, E; p88, Reading exA, B; p95, Reading exA; p96, Speaking exA; p96, Reading exA, C; p102, Reading exA, C, D; p109, Grammar exA; p110, Reading exB, C; p116, Listening exA; p119, Reading exA, B; p124, Reading exA; p130, Writing exA; p134, Writing exA, B; p136, Writing 1 exA, B; p137, Writing 2 exA; p138, Writing exA; p140, Writing exB; p142, Writing exA, B

Can recognise the line of argument in the treatment of the issue presented, though not necessarily in detail.[B1] P54, Reading exC, D; p74, Reading exB

Interaction (spoken)

Overall spoken interaction:

Can interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. Can manage simple, routine exchanges without undue effort; can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations.

p10, Speaking exA; p11, Vocabulary exB

Conversation:

Can establish social contact: greetings and farewells; introductions; giving thanks.

p16, Speaking exB, C

Outcomes Elementary CEFR OverviewFramework level: A2

5Outcomes Elementary © National Geographic Learning

Can participate in short conversations in routine contexts on topics of interest.

p17, Developing Conversations exB, C; p17, Conversation Practice exA; p19, Reading exB; p19, Grammar exD; p20, Vocabulary exB, D, E; p20, Listening exC; p21, Reading exB, D; p21, Speaking exA; p22, Listening 1 exA, C; p22, Speaking exA; p23, Developing Conversations exB; p23, Conversation Practice exB; p26, Speaking 1 exA; p27, Grammar exB, C; p27, Speaking 2 exA, B; p30, Speaking exA; p30, Grammar exB; p31, Developing Conversations exB; p31, Conversation Practice exA, B; p32, Vocabulary exC; p35, Grammar exE; p35, Speaking exA, B; p37, Developing Conversations exB; p37, Conversation Practice exB; p39, Speaking exA; p40, Speaking exA; p41, Speaking exC; p45, Developing Conversations exC; p45, Conversation Practice exA, B; p46, Reading exD; p47, Grammar exD, E; p49, Listening exF; p51, Conversation Practice exA; p52, Vocabulary exD; p53, Grammar exB; p54, Vocabulary exB; p55, Grammar exC, D; p55, Speaking exB; p58, Vocabulary exC; p59, Developing Conversations exC; p59, Conversation Practice exB; p60, Vocabulary exB, C; p60, Reading exC; p61, Speaking exB, D; p63, Speaking exB; p65, Grammar exD; p65, Developing Conversations exC, D; p65, Conversation Practice exA, B; p69, Speaking exB; p72, Grammar exB, E; p73, Developing Conversations exA, B; p73, Conversation Practice exC, D; p74, Vocabulary exD; p75, Grammar exC, D, E; p79, Conversation Practice exB, C; p82, Developing Conversations exC; p87, Developing Conversations exC; p87, Conversation Practice exB, C; p88, Vocabulary exD, E; p91, Grammar exC; p91, Speaking exB; p93, Conversation Practice exA; p93, Vocabulary exE; p100, Listening exB; p101, Developing Conversations exB, C; p101, Conversation Practice exB; p105, Grammar exC, D; p107, Developing Conversations exB, C, D; p107, Conversation Practice exB; p110, Vocabulary exB; p110, Reading exD, E; p115, Grammar exB, C, D; p115, Developing Conversations exA, B; p115, Conversation Practice exB, C; p119, Grammar exC, D; p120, Vocabulary exE; p121, Developing Conversations exD; p121, Conversation Practice exB; p123, Speaking exBp128, Vocabulary exB; p130, Writing exB

Can use simple everyday polite forms of greeting and address. p16, Speaking exB, C; p17, Grammar exD

Can say what he/she likes and dislikes. p22, Listening 1 exA, C; p22, Speaking exA; p26, Speaking 1 exA

Informal discussion (with friends):

Can generally identify the topic of discussion around her which is conducted slowly and clearly.

p16, Speaking exA, B; p20, Listening exA, B; p22, Listening 1 exB; p31, Listening, exA, B; p34, Listening exC; p36, Listening exB, C; p44, Listening exA, B; p49, Listening exA, B; p51, Listening exA, B; p58, Listening exA, B, C; p64, Listening exA, B, C, D; p73, Listening exA, B; p78, Listening exA; p82, Listening exA; p86, Listening exA, C; p91, Listening exA, B; p92, Listening exB; p100, Listening exA; p106, Listening ex A, C; p114, Listening exA; p121, Listening exA

Can discuss what to do in the evening, at the weekend. p23, Conversation exB

Can agree and disagree with others. p19, Speaking exA, B; p22, Vocabulary exD; p23, Listening 2 exB; p25, Speaking exA, B; p26, Listening exA, B; p32, Reading exA, D; p33, Speaking exB; p34, Listening exB; p36, Listening exD; p37, Conversation Practice exC; p38, Vocabulary exB, D, E; p39, Listening exE; p40, Vocabulary exB; p44, Listening exC; p74, Reading exA, C, D; p83, Speaking exB


Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly.

p19, Speaking exA, B; p22, Vocabulary exD; p23, Listening 2 exB; p25, peaking exA, B; p26, Listening exA, B; p32, Reading exA, D; p33, Speaking exB; p34, Listening exB; p36, Listening exD; p37, Conversation Practice exC; p38, Vocabulary exB, D, E; p39, Listening exE; p40, Vocabulary exB; p44, Listening exC; p46, Reading exA; p47, Speaking exA; p49, Speaking exA; p50, Vocabulary exB; p51, Listening exC; p51, Developing Conversations exB; p53, Speaking exA; p54, Speaking exA; p54, Reading exB, E; p60, Speaking exA; p61, Grammar exB; p62, Speaking exA; p62, Listening exD; p63, Vocabulary exB, D; p66, Listening exA, E; p67, Grammar exB; p67, Speaking exA, B; p68, Reading exE; p69, Vocabulary exD; p72, Speaking exA; p73, Listening exC; p74, Reading exA, C, D; p75, Speaking exA; p76, Listening exF; p78, Listening exC; p79, Developing Conversations exC; p80, Vocabulary exB; p80, Reading exA, C, D; p81, Speaking exA; p82, Listening exC; p83, Speaking exB; p86, Speaking exA; p86, Listening exB, D; p88, Reading exD, E; p90, Vocabulary exA, B; p91, Listening exD; p94, Listening exD; p95, Reading exB, C, D; p96, Speaking exA; p96, , Reading exB, E; p100, Vocabulary exC; p101, Grammar exD; p102, Reading exB, E; p103, Vocabulary exD; p104, Vocabulary exA; p105, Speaking exA; p106, Speaking exA; p106, Vocabulary exB; p108, Speaking exA; p108, Listening exA, C, F; p109, Grammar exF, G; p110, Vocabulary exD; p110, Reading exA; p111, Speaking exA, B; p114, Vocabulary exB; p114, Listening exB; p116, Vocabulary exC; p116, Listening exD, E; p118, Speaking exA; p119, Reading exA, B; p120, Vocabulary exA; p121, Listening exC; p122, Speaking exA; p122, Listening exA, D; p124, Speaking exA; p124, Reading exC, D; p124, Speaking exA, B, D; p129, Vocabulary exB, C; p130, Speaking exA; p132, Speaking exB; p133, Key Words for Writing exB, C; p134, Speaking exA; p135, Grammar exB; p136, Speaking exA; p136, Vocabulary exB; p137, Writing 2 exB; p138, Speaking exA; p138, Writing exB; p140, Speaking exA; p141, Practice exA; p142, Speaking exA; p142, Writing exC

Can discuss what to do, where to go and make arrangements to meet. p23, Conversation Practice exB

Interaction (written)

Correspondence:

Can write very simple personal letters expressing thanks and apology.

p131, Practice exA; p133, Practice exA; p135, Practice exA; p136, Writing 1 exC; p137, Practice exA; p139, Practice exB

Notes, messages and forms:

Can write short, simple notes and messages relating to matters in areas of immediate need.

p128, Writing exA; p129, Practice exA; p143, Practice exA

Production (spoken)

Sustained monologue: Describing experience

Can tell a story or describe something in a simple list of points.

Can describe everyday aspects of his environment e.g. people, places, a job or study experience.

p77, Speaking exB; p96, Reading exD

Production (written)

Creative writing:

Can write about everyday aspects of his environment e.g. people, places, a job or study experience in linked sentences.

p96, Speaking exA, B; p101, Grammar exC; p110, Vocabulary exC; p121, Conversation Practice exA; p124, Speaking exC

Can write very short, basic descriptions of events, past activities and personal experiences.

p36, Grammar exD; p96, Speaking exA, B; p101, Grammar exC; p110, Vocabulary exC; p121, Conversation Practice exA; p124, Speaking exC; p141, Practice exB


Interaction

Planning:

Can recall and rehearse an appropriate set of phrases from his/her repertoire.

p23, Conversation Practice exA; p31, Developing Conversations exA; p33, Speaking exA; p37, Conversation Practice exA; p41, Speaking exA, B; p49, Listening exE; p55, Speaking exA; p59, Conversation Practice exA; p61, Speaking exA, C; p63, Speaking exA; p69, Speaking exA; p73, Conversation Practice exA, B; p77, Speaking exA; p79, Conversation Practice exA; p87, Conversation Practice exA; p91, Speaking exA; p101, Conversation Practice exA; p107, Conversation Practice exA; p115, Conversation Practice exA; p120, Vocabulary exD; p123, Speaking exA

Linguistic – control

Grammatical accuracy:

Shows only limited control of a few grammatical structures and sentence patterns in a learnt repertoire. [A1]

p17, Grammar exA, B ,C; p19, Grammar exA, B ,C; p21, Grammar exA, B ,C; p23, Grammar exA, B ,C; p23, Developing Conversations exA; p24, Grammar exA, B ,C, D; p27, Grammar exA; p30, Grammar exA; p33, Grammar exA, B; p35, Grammar exA, B, C, D; p36, Grammar exA, B, C; p37, Developing Conversations exA; p39, Grammar exA, B; p41, Grammar exA, B; p45, Grammar exA, B; p47, Grammar exA, B, C; p53, Grammar exA; p55, Grammar exA, B; p59, Grammar exA, B; p59, Developing Conversations exA, B; p61, Grammar exA; p65, Grammar exA; p65, Developing Conversations exA, B; p67, Grammar exA, C; p72, Grammar ex A, C, D; p75, Grammar ex A, B; p81, Grammar exA, B, C; p82, Developing Conversations exA; p83, Grammar ex A, B; p83, Speaking exA; p87, Developing Conversations exA, B; p89, Grammar exA, B, C; p91, Grammar exA, B; p93, Grammar exB; p93, Developing Conversations exA, B; p97, Grammar exA, B; p100, Grammar exA, B; p101, Developing Conversations exA; p105, Grammar exA, B; p106, Listening exB; p107, Developing Conversations exA; p109, Grammar exB, C; p110, Vocabulary exA; p111, Grammar exA, B, C; p115, Grammar exA; p119, Grammar exA, B; p121, Developing Conversations exA; p122, Developing Conversations exA, B, C; p124, Grammar exA, B; p133, Key Words for Writing exA; p135, Grammar exA; p137, Key Words for Writing exA, B; p141, Grammar exA; p143, Grammar exA, B

Vocabulary control:

Can control a narrow repertoire dealing with concrete everyday needs. [A1]

p17, Vocabulary exA; p17, Developing Conversations exA; p18, Vocabulary exA, B, C; p20, Vocabulary exA, C; p21, Reading exC; p22, Vocabulary ex A, B, C; p23, Listening 2 exA; p24, Vocabulary exA, B, C, D; p25, Reading exC; p26, Vocabulary exA, B, C; p30, Vocabulary exA, B; p32, Vocabulary exA, B; p32, Reading exC; p34, Listening exA. D; p35, Vocabulary exA, B; p36, Listening exA; p38, Listening exA; p39, Listening exB, D; p40, Vocabulary exA; p40, Reading exB; p44, Vocabulary exA, B; p48, Vocabulary exA, B, C, D; p50, Vocabulary exA; p51, Developing Conversations exA; p52, Vocabulary exA, B, C; p52, Listening exD; p54, Vocabulary exA; p54, Reading exA; p58, Vocabulary exA, B; p60, Vocabulary exA; p63, Vocabulary exA, C; p64, Vocabulary exA, B; p68, Reading exC, D; p69, Vocabulary exA, B, C; p74, Vocabulary exA, B, C; p76, Vocabulary exA, B, C; p76, Listening exC, E; p78, Vocabulary exA, B, C; p78, Listening exB; p79, Developing Conversations exA, B; p80, Vocabulary exA; p82, Developing Conversations exB; p82, Listening exB; p86, Vocabulary exA, B; p88, Vocabulary exA, B, C; p90, Vocabulary exC, D; p91, Listening exC; p92, Listening exA, C. D; p93, Vocabulary exA, B; p94, Vocabulary exA, B, C, D; p100, Vocabulary exA, B; p103, Vocabulary exA, B, C; p104, Vocabulary exB; p104, Listening exA; p106, Vocabulary exA; p108, Listening exD, E; p114, Vocabulary exA, C; p116, Vocabulary exA, B; p119, Reading exC; p120, Vocabulary exA, B, C; p121, Listening exB; p124, Reading exB; p128, Vocabulary exA; p129, Vocabulary exA; p130, Writing exA; p132, Speaking exA; p132, Vocabulary exA; p134, Writing exA, B, C; p136, Vocabulary exA; p136, Writing 1 exA, B; p137, Writing 2 exA; p137, Key Words for Writing exC, D; p138, Writing exA; p139, Practice exA; p140, Writing exA; p141, Key Words for Writing exA, B, C; p142, Vocabulary exA, B

Phonological control:

Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time

p17,Vocabulary exB; p27, Pronunciation exA, B; p37, Pronunciation exA, B; p46, Pronunciation exA, B, C; p51, Pronunciation exA, B, C; p59, Pronunciation exA, B; p65, Pronunciation exC; p77, Pronunciation exA, B; p79, Pronunciation exB; p93, Grammar exA; p105, Pronunciation exA; p109, Grammar exD; p116, Pronunciation exA, B; p121, Developing Conversations exC; p123, Pronunciation exA, B


Sociolinguistic

Sociolinguistic appropriateness:

Can perform and respond to basic language functions, such as information exchange and requests and express opinions and attitudes in a simple way.

p45, Developing Conversations exA, B

Pragmatic

Thematic development:

Can tell a story or describe something in a simple list of points.

p77, Speaking exB; p96, Reading exD

Coherence:

Can link groups of words with simple connectors like ‘and’, ‘but’ and ‘because’.

p131, Key Words for Writing exA; p135, Key Words for Writing exA; p139, Key Words for Writing exA, B


Unit 1 People and PlacesListening (page 9)

COMPONENT DESCRIPTOR EXERCISE

Overall listening comprehension


A, C

Vocabulary (page 9)



Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated. C, D

Speaking (page 10)


Overall spoken interaction


A

Vocabulary (page 11)


Overall spoken interaction


B

Developing Conversations (page 11)




B





D

Speaking (page 16)


Understanding interaction between native speakers

Can generally identify the topic of discussion around him/her that is conducted slowly and clearly. A

Conversation Can use simple everyday polite forms. B, C

Conversation Can establish social contact: greetings and farewells; introductions; giving thanks. B, C

Outcomes Elementary CEFR mapping Framework level: A2


Listening (page 16)



Can generally identify the topic of discussion around him/her that is conducted slowly and clearly. A, B

Grammar (pages 16 –17)


Grammatical accuracy Shows only limited control of a few grammatical structures and sentence patterns in a learnt repertoire. A, B, C

Conversation Can use simple everyday polite forms. D



Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. A

Phonological control Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time.

B




Conversation Can participate in short conversations in routine contexts on topics of interest. B, C

Conversation Practice (page 17)


Conversation Can participate in short conversations in routine contexts on topics of interest. A



Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. A, B, C

Reading (page 19)


Reading for information & argument

Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events. A

Conversation Can participate in short conversations in routine contexts on topics of interest. B

Grammar (page 19)



Conversation Can participate in short conversations in routine contexts on topics of interest. D


Speaking (page 19)


Informal discussion (with friends)


Can agree/disagree with others.A, B



A, B



Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. A, C

Conversation Can participate in short conversations in routine contexts on topics of interest. B, D,E

Listening (page 20)




Conversation Can participate in short conversations in routine contexts on topics of interest. C

Reading (page 21)




Conversation Can participate in short conversations in routine contexts on topics of interest. B, D

Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. C

Grammar (page 21)



Speaking (page 21)



Unit 2 Free TimeVocabulary (page 22)


Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. A, B, C,



Can agree/disagree with others.D


Listening 1 (page 22)


Conversation Can participate in short conversations in routine contexts on topics of interest.

Can say what he/she likes and dislikes.A, C


Can generally identify the topic of discussion around him/her that is conducted slowly and clearly. B

Speaking (page 22)



Can say what he/she likes and dislikes.A

Grammar (page 23)





Grammatical accuracy Shows only limited control of a few grammatical structures and sentence patterns in a learnt repertoire. A


Listening 2 (page 23)





Can agree/disagree with others.B



Planning Can recall and rehearse an appropriate set of phrases from his/her repertoire. A




Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. A, B, C, D

Grammar (page 24)


Grammatical accuracy Shows only limited control of a few grammatical structures and sentence patterns in a learnt repertoire. A, B, C, D


Reading (page 25)



Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events. A, B


Speaking (page 25)



Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. A, B

Speaking 1 (page 26)



Can say what he/she likes and dislikes.A

Listening (page 26)




Listening to radio audio & recordings


C, D




Pronunciation (page 27)



A, B

Grammar (page 27)




Speaking 2 (page 27)


Conversation Can participate in short conversations in routine contexts on topics of interest. A, B


Unit 3 HomeSpeaking (page 30)





Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. A, B


Grammar (pages 30–31)




Listening (page 31)















Reading (pages 32–33)




Can agree/disagree with others.A, D


Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events. B



Grammar (page 34)


Grammatical accuracy Shows only limited control of a few grammatical structures and sentence patterns in a learnt repertoire. A, B

Speaking (page 33)






Listening (page 34)


Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. A, D





Can generally identify the topic of discussion around him/her that is conducted slowly and clearly. C



Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. A, B,

Grammar (page 35)


Grammatical accuracy Shows only limited control of a few grammatical structures and sentence patterns in a learnt repertoire. A, B, C, D

Conversation Can participate in short conversations in routine contexts on topics of interest. E

Speaking (page 35)



Unit 4 HolidaysListening (page 36)




Can generally identify the topic of discussion around him/her that is conducted slowly and clearly. B, C



Can agree/disagree with others.D


Grammar (page 36)



Creative writing Can write very short, basic descriptions of events, past activities and personal experiences. D








A, B







Can agree/disagree with others.C






Can agree/disagree with others.B, D, E



C

Listening (page 39)




A, C

Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. B, D



Can agree/disagree with others.E


Grammar (page 39)



Speaking (page 39)









Reading (pages 40 –41)




Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. B

Speaking (page 40)



Grammar (page 41)



Speaking (page 41)


Planning Can recall and rehearse an appropriate set of phrases from his/her repertoire. A, B


Unit 5 ShopsVocabulary (page 44)




Listening (page 44)






Can agree/disagree with others.C

Grammar (page 45)





Sociolinguistic appropriateness

Can perform and respond to basic language functions, such as information exchange and requests, and express opinions and attitudes in a simple way. A, B








A, B, C




Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. A


Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events. B, C


Speaking (page 47)





Grammar (page 47)



Conversation Can participate in short conversations in routine contexts on topics of interest. D, E




Listening (page 49)




Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. B, C, D

Planning Can recall and rehearse an appropriate set of phrases from his/her repertoire. E

Conversation Can participate in short conversations in routine contexts on topics of interest. F

Speaking (page 49)




A



Unit 6 StudyingVocabulary (page 50)




Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. B

Listening (page 51)





Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. C




A, B, C














Listening (page 52)




A, B, C

Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. D

Grammar (page 53)




Speaking (page 53)








Speaking (page 54)




A








Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. B, E



C, DReading for information & argument

Can identify the line of argument in the treatment of the issue presented, though not necessarily in detail.

Grammar (page 55)



Conversation Can participate in short conversations in routine contexts on topics of interest. C, D

Speaking (page 55)




Unit 7 Family and FriendsVocabulary (page 58)




Listening (page 58)



Can generally identify the topic of discussion around him/her that is conducted slowly and clearly. A, B, C

Grammar (page 59)











A, B









Speaking (page 60)




A








Grammar (page 61)





Speaking (page 61)


Planning Can recall and rehearse an appropriate set of phrases from his/her repertoire. A, C

Conversation Can participate in short conversations in routine contexts on topics of interest. B, D


Speaking (page 62)






Listening (page 62)




A, B, C


Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. D





Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. B, D

Speaking (page 63)




Unit 8 PlansVocabulary (page 64)



Listening (page 64)



Can generally identify the topic of discussion around him/her that is conducted slowly and clearly. A, B, C, D

Grammar (page 65)




Can understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly. B


C










Listening (page 66)



Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. A, E



B, C, D

Grammar (page 67)


Grammatical accuracy Shows only limited control of a few grammatical structures and sentence patterns in a learnt repertoire. A, C



Speaking (page 67)




Reading (page 68)



Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events. A, B,

Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. C, D


Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. E







Speaking (page 69)




Unit 9 ExperiencesSpeaking (page 72)




Grammar (page 72)


Grammatical accuracy Shows only limited control of a few grammatical structures and sentence patterns in a learnt repertoire. A, C, D

Conversation Can participate in short conversations in routine contexts on topics of interest. B, E

Listening (page 73)











Planning Can recall and rehearse an appropriate set of phrases from his/her repertoire. A, B











Can agree/disagree with others.A, C, D



BReading for information & argument

Can identify the line of argument in the treatment of the issue presented, though not necessarily in detail.

Speaking (page 75)




Grammar (page 75)



Conversation Can participate in short conversations in routine contexts on topics of interest. C, D, E




Listening (page 76)




A, B, D

Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. C, E


Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. F




A, B

Speaking (page 77)




Can tell a story or describe something in a simple list of points. Can describe everyday aspects of his/her environment e.g. people, places, a job or study experience.

B


Unit 10 TravelVocabulary (page 78)



Listening (page 78)
















A


B













Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. A, C, D


Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events. B, E


Grammar (page 81)



Speaking (page 81)









Listening (page 82)







Grammar (page 83)



Speaking (page 83)






Unit 11 FoodSpeaking (page 86)








Listening (page 86)



Can generally identify the topic of discussion around him/her that is conducted slowly and clearly. A, C


Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. B, D



















Grammar (page 89)




Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. D, E







Listening (page 91)







Grammar (page 91)




Speaking (page 91)




Unit 12 FeelingsListening (page 92)


Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. A, C, D


Can generally identify the topic of discussion around him/her that is conducted slowly and clearly. B

Vocabulary (Page 93)



Grammar (page 93)



A

Grammatical accuracy Shows only limited control of a few grammatical structures and sentence patterns in a learnt repertoire. B












Listening (page 94)



Can understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly. A, B, C



Reading (page 95)





Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. B, C, D

Speaking (page 96)




A






Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events. A, C




Can tell a story or describe something in a simple list of points. Can describe everyday aspects of his/her environment e.g. people, places, a job or study experience.

D


Grammar (page 97)



Speaking (page 97)


Creative writing


Can write about everyday aspects of his environment, e.g. people, places, a job or study experience in linked sentences.

A, B

Unit 13 NatureVocabulary (page 100)





Listening (page 100)





Grammar (pages 100 –101)



Creative writing



C















Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events. A, C, D


















B, C

Grammar (page 105)







A



B

Speaking (page 105)





Unit 14 OpinionsSpeaking (page 106)












Can generally identify the topic of discussion around him/her that is conducted slowly and clearly. A, C

Grammatical accuracy Shows only limited control of a few grammatical structures and sentence patterns in a learnt repertoire. B




Conversation Can participate in short conversations in routine contexts on topics of interest. B, C, D





Speaking (page 108)







Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. A, C, F



B

Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. D, E


Grammar (page 109)




Grammatical accuracy Shows only limited control of a few grammatical structures and sentence patterns in a learnt repertoire. B, C


D



E


Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. F, G





Creative writing



C








Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events. B, C


Grammar (page 111)



Speaking (page 111)





Unit 15 TechnologyVocabulary (page 114)











Grammar (page 115)



Conversation Can participate in short conversations in routine contexts on topics of interest. B, C, D
















A, B



C, D


Listening (pages 116 –117)






B, C


Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. D, E

Speaking (page 118)




Reading (page 119)




A, B




Grammar (page 119)




Unit 16 LoveVocabulary (page 120)





Planning Can recall and rehearse an appropriate set of phrases from his/her repertoire. D















B


C




Creative writing



A


Speaking (page 122)







Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. A, D



B, C

Grammar (page 122)






A, B

Speaking (page 123)





Speaking (page 124)




Grammar (page 124)



Reading (page 124)






Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. C, D

Speaking (page 124)



Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. A, B, D

Creative writing



C

1 Writing: FormsVocabulary (page 128)




Writing (page 128)


Notes, messages & forms

Can write short, simple notes and messages relating to matters in areas of immediate need. A





Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. B, C


Practice (page 129)




2 Writing: Pen FriendsSpeaking (page 130)




Writing (page 130)


Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs.

AReading for information & argument



Key Words for Writing (page 131)


Coherence Can link groups of words with simple connectors like ‘and’, ‘but’ and ‘because’. A

Practice (page 131)


Correspondence Can write very simple personal letters expressing thanks and apology. A

3 Writing: CardsSpeaking (page 132)












Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. B, C


Practice (page 133)



4 Writing: Making ArrangementsSpeaking (page 134)




Writing (page 134)





Grammar (page 135)







Coherence Can link groups of words with simple connectors like ‘and’, ‘but’ and ‘because’. A

Practice (page 135)



5 Writing: Visiting FriendsSpeaking (page 136)










Writing 1 (page 136)





Correspondence Can write very simple personal letters expressing thanks and apology. C

Writing 2 (page 137)











Practice (page 137)



6 Writing: Describing FoodSpeaking (page 138)




Writing (page 138)









Coherence Can link groups of words with simple connectors like ‘and’, ‘but’ and ‘because’. A, B


Practice (page 139)



Correspondence Can write very simple personal letters expressing thanks and apology. B

7 Writing: Describing PhotosSpeaking (page 140)




Writing (page 140)




Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events. B






Grammar (page 141)



Practice (page 141)




Creative writing Can write very short, basic descriptions of events, past experiences and personal experiences. B

8 Writing: Text Messages and NotesSpeaking (page 142)








Writing (page 142)






Grammar (page 143)



Practice (page 143)




outcomes · 2013-06-13 · and learning, it encourages teachers and course providers to ... 2.2 by...

Documents