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CEFR - Level A2

GUIDE:

READING WRITING
LISTENING SPEAKING
GRAMMAR PHONOLOGY
LEVEL A2 (PART I) LEVEL A2 (PART II)
Global Competency

Can understand and use vocabulary words in very basic phrases aimed at the satisfaction of needs
of an actual group. Can use English expressions, proper pronunciation and communicate in simple
and routine task requiring a simple and direct exchange of information. Can describe in simple terms
aspects of his/her background, immediate environment and matters in areas of immediate need.

Communicative activities
Overall listening comprehension:

At the end of the course the students will be able to understand phrases and expressions related to
areas of the most immediate priority provided speech is clearly and slowly articulated. Can identify
and understand everyday common information (e.g. basic personal and family information, shopping,
local geography, employment)

Understanding interactions between native speakers:

At the end of the course can generally identify the topic of discussion around them that is conducted
slowly and clearly.

At the end of the day can identify main topics of simple everyday conversation between native
speakers

Listening as a member of a live audience: N/A


Listening to announcement and instructions:

Can catch the main point in short, clear, Can understand simple directions relating to how to get
simple messages and announcement. from X to Y, by foot or public transport

Listening to radio audio and recordings:

Can comprehend needful information from short recorded passage dealing with predictable content
that are delivered.

Watching TV and film:

Can identify the main point of TV news Can follow changes of topic of factual TV news items
items reporting events, accidents, etc. and form an idea of the main content,
where the visual supports the
commentary.

Overall reading comprehension:

Can understand short, simple texts containing the highest frequency vocabulary, including a
proportion of shared international vocabulary items. Make inferences and predictions based on
comprehension of a text, develop reading speed, build academic vocabularies and discuss and
respond to content of the text orally and in writing.

Reading correspondence:

At the end of the course, can understand At the end of the course, can understand basic types of
short simple personal letters standard routine letters and faxes on familiar topics
Reading for orientation:

At the end of the day, can understand Can locate specific information in lists and isolate the
everyday signs and notices (e.g. street information required (e.g. use the “Yellow Pages” to find
signs, product instructions, directions and a service or tradesman)
warnings); At the end of the course, can
find specific, predictable information in
simple everyday materials such as
advertisements and menus.

Reading for information and argument:

N/A Can identify specific information in simpler written


material he/she encounters such as letters, brochures
and short newspaper articles describing events.

Reading instructions:

Can understand simple instructions, on Can understand regulations, for example safety, when
equipment encountered in everyday life – expressed in simple language.
such as public telephone.

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. Use communication strategies to participate in group and class discussions.
Give an oral presentation in class using effective delivery strategies. Select, compile, and synthesize
information for an oral presentation. Deliver an effective oral presentation.

Understanding a native speaker Interlocutor:

At the end of the course can understand Can understand what is said clearly, slowly and directly
enough to manage simple, routine to him/her in simple everyday conversation; can be
exchanges without undue effort; made to understand, if the speaker can take the
trouble. Can generally understand clear, standard
speech on familiar matters directed at him/her provided
he/she can ask for repetition or reformulation from time
to time.

Conversation:

At the end of the course, can engage in At the end of the course, can establish social contact
simple social contact with proper greetings and participate in short conversations in routine contexts
and introduction, use simple polite forms on topics of interest, can express how he/she feels in
of greeting and address and can say what simple terms, can make and respond to invitations and
he/she likes and dislikes. apologies, can handle very short social exchanges but
is rarely able to understand enough to keep
conversation going of his/her own accord, though
he/she can be made to understand if the speaker will
take the trouble and can generally understand clear,
standard speech on familiar matters directed at him/her,
provided he/she can ask for repetition or reformulation
from time to time.

Informal discussion (with friends):

Can generally identify the topic of At the end of the course, can discuss everyday practical
discussion around her which is conducted issues in a simple way when addressed clearly, slowly
slowly and clearly, can discuss what to do and directly, and can agree and/or disagree with others
during the day, at night and/or at the and can discuss what to do, where to go and make
weekend. arrangements to meet. At the end of the day, can make
and respond to suggestions.
Formal discussion (meetings):

N/A Can say what he/she thinks about things when


addressed directly in a formal meeting, provided he/she
can ask for repetition of key points if necessary, can
generally follow changes of topic in formal discussion
related to his/her field which is conducted slowly and
clearly and can exchange relevant information and give
his/her opinion on practical problems when asked
directly, provided he/she receives some help with
formulation and can ask for repetition of key points if
necessary.

Goal-oriented cooperation (e.g. repairing a car, discussing a document, organizing an


event):

Can communicate in simple and routine Can understand enough to manage simple, routine
tasks using simple phrases to ask for and tasks without undue effort, asking very simply for
provide things, to get simple information repetition when he/she does not understand, can
and to discuss what to do next. discuss what to do next, making and responding to
suggestions, asking for and giving directions, and can
indicate when he/she is following and can be made to
understand what is necessary, if the speaker takes the
trouble.

Transactions to obtain goods and services:

At the end of the day can get simple At the end of the course can deal with common aspects
information about travel, can use public of everyday living such as travel, lodging, eating and
transport (buses, jeepneys, and taxis), can shopping, can get all the information needed from a
ask about things and make simple tourist office, as long as it is of a straightforward, non-
transactions in shops or banks, can give specialised nature.
and receive information about quantities,
number, prices etc., and can make simple
purchases and order meals by stating
what is wanted and asking the price.

Information exchange:

Can understand enough to manage Can communicate in simple and routine tasks requiring
simple, routine exchanges without undue a simple and direct exchange of information, can ask for
effort, can ask and answer questions and give directions referring to a map or plan, can give
about habits, routines, pastimes and past and follow simple directions and instructions and can
activities and can ask for and provide ask and answer questions about what they do at work
personal information. and in free time.

Interviewing and being interviewed:

N/A Can answer simple questions and respond to simple


statements in an interview and can make him/herself
understood in an interview and communicating ideas
and information on familiar topics, provided he/she can
ask for clarification occasionally, and is given some
help to express what he/she wants to.

Overall written interaction:

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

Correspondence:

Can write very simple personal letters N/A


expressing thanks and apology.
Notes, messages and forms:

Can write short, simple notes and Can take a short, simple message provided he/she can
messages relating to matters in areas of ask for repetition and reformulation.
immediate need.

Overall spoken production:

Can give a simple description or presentation of people, living or working conditions, daily routines,
likes/dislikes etc. as a short series of simple phrases and sentences linked into a list.

Sustained monologue (describing experience):

At the end of the day, can tell a story or Can describe plans and arrangements, habits and
describe something in a simple list of routines, past activities and personal experiences.
points, can explain what he/she like or Can use simple descriptive language to make brief
dislike about something, can give short statements about and compare objects and positions.
basic description of events and activities.

Sustained monologue (putting a case; in a debate): N/A


Public announcements:

N/A Can deliver very short, rehearsed announcements of


predictable, learnt content which are intelligible to
listeners who are prepared to concentrate.

Addressing audiences:

Can give a short rehearse basic Can give a short, rehearsed presentation on a familiar
presentation on a familiar subject. subject and/or topic pertinent to his everyday life, briefly
give reasons and explanations for opinions, plans and
actions. Can answer straightforward follow up questions
if he/she can as for repetition and if some help with the
formulation of his reply is possible.

Overall written production:

Can write a series of simple phrases and sentences linked with simple connectors like “and", “but”
and “because”.

Creative writing:

Can write very short, basic descriptions of Can write short, simple imaginary biographies and
events, past activities and personal simple poems about people.
experiences. Can write a series of simple
phrases and sentences about their family,
living conditions, educational background,
present or most recent job.

Reports and essays: N/A


COMMUNICATION STRATEGIES
Identifying cues and inferring (spoken and written)

N/A Can use an idea of the overall meaning of short texts


and utterances on everyday topics of a concrete type
to derive the probable meaning of unknown words from
the context.

Taking the floor (turn taking):

Can use simple techniques to start maintain or end a short conversation, and can ask for attention.
Can initiate, maintain and close simple, face to face conversation.

Cooperating:
Can indicate when he/she is following.
Asking for clarification:

Can say he/she didn’t follow, can ask very simply for repetition when he/she does not understand,
and ask for clarification about the keyword or phrases not understood using stock phrases.

Planning:

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

Compensating:

Can identify what he/she means by Can use inadequate word from his repertoire and use
pointing to it (e.g. "I'd like this, please) gesture to clarify what he/she want to say

Monitoring and repair: N/A


WORKING WITH TEXT
Note-taking (lectures, seminars, etc.): N/A
Processing text:

Can copy out short text s in printed or Can pick out and reproduce key words and phrases
clearly hand-writing format. or short sentences from a short text within the
learner’s limited competence and experience

COMMUNICATIVE LANGUAGE COMPETENCE


Linguistic
General linguistic range:

Can produce brief everyday expressions Has a repertoire of basic language, which enables
in order to satisfy simple needs of a him/her to deal with everyday situations with predictable
concrete type: personal details, daily content, though he/she will generally have to
routines, wants and needs, requests for compromise the message and search for words.
information.

Has a limited repertoire of short


memorised phrases covering predictable
survival situations; frequent breakdowns
and misunderstanding occur in non-
routine situations.

Vocabulary range:

Has a sufficient vocabulary to conduct Has a sufficient vocabulary for the expression of basic
routine, everyday transactions involving communicative needs
familiar situations and topic; has a
sufficient vocabulary for coping with
simple survival needs

Grammatical accuracy:

Uses some simple structures correctly, but still systematically makes basic mistakes - for example
tends to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is
trying to say.

Vocabulary control:

Can control a narrow repertoire dealing with concrete everyday needs.

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.
Orthographic control:

Can copy short sentences on everyday Can write with reasonable phonetic accuracy (but not
subjects necessarily fully standard spelling) short words that are
in his/her oral vocabulary.

Sociolinguistic
Sociolinguistic appropriateness:

Can handle very short social Can perform and respond to basic language functions,
exchanges, using everyday polite forms such as information exchange and requests and
of greeting and address. Can make and express opinions and attitudes in a simple way.
respond to invitations, invitations,
apologies etc.

Flexibility:

Can adapt well-rehearsed memorised Can expand learn phrases through simple
simple phrases to particular recombinations of their elements.
circumstances through limited lexical
substitution.

Taking the floor (Turn taking):

Can use simple techniques to start maintain or end a short conversation, and can ask for attention.
Can initiate, maintain and close simple, face to face conversation.

Thematic development:

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

Coherence:

Can link groups of words with simple connectors like "and, "but" and "because" and can use the most
frequently occurring connectors to link simple sentences in order to tell story or describe something
as a simple list of points.

Propositional precision:

Can communicate what he/she wants to say in a simple and direct exchange of limited information
on familiar and routine matters, but in other situations he/she generally has to compromise the
message.

Spoken fluency:

Can construct phrases on familiar topics Can make him/herself understood in short contributions,
with sufficient ease to handle short even pauses, false starts and reformulation are very
exchanges, despite very noticeable evident.
hesitation and false starts.

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