Instructional and Assessment Guidelines By: Chard and Shirley V.
Listening A1 I can understand familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.
A2 I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance e.
I can catch the main point in short, clear, simple messages and announcements. B1 I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc.
I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. B2 I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar.
I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect. C1 I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly.
I can understand television programmes and films without too much effort. C2 I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent.
Reading A1 I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. A2 I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.
B1 I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters. B2 I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints.
I can understand contemporary literary prose. C1 I can understand long and complex factual and literary texts, appreciating distinctions of style.
I can understand specialised articles and longer technical instructions, even when they do not relate to my field. C2 I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.
SPEAKING Spoken interaction A1 I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say.
I can ask and answer simple questions in areas of immediate need or on very familiar topics. A2 I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities.
I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself. B1 I can deal with most situations likely to arise whilst travelling in an area where the language is spoken.
I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life e. B2 I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.
I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. C1 I can express myself fluently and spontaneously without much obvious searching for expressions.
I can use language flexibly and effectively for social and professional purposes.
I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers. C2 I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms.
I can express myself fluently and convey finer shades of meaning precisely.foundation phase grade r to grade 3 3 table of contents content page foreword 2 1. introduction 4 2. assessment 4 3. diversity and inclusivity 4 4. learning styles 7 multiple intelligences 8 link with learning styles and multiple intelligences 8 5.
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