Course A1 A2

Skills Reading Reading

 Read short texts for gist and detailed information
 Understand very short, simple texts a single phrase at a time, picking up familiar names, words
and basic phrases
 Understand short, simple messages on postcards
 Recognize familiar names, words and very basic phrases on simple notices in the most common
everyday situations
 Get an idea of the content of simpler informational material and short simple descriptions when
there is visual support
 Follow short, simple written directions (e.g. to go from X to Y)
 Understand short, simple texts on every day or job-related language
 Understand short, simple texts containing the common vocabulary
 Understand short simple personal letters
 Find specific, predictable information in simple everyday material such as advertisements,
menus, and timetables
 Identify specific information in simpler written material he encounters such as letters, and short
articles
 Understand simple instructions

Writing Writing
 Write simple phrases and sentences about themselves, where they live and what they do
 Write numbers and dates, own name, nationality, address, age, date of birth or arrival in the  Write about everyday aspects of his environment, e.g. people, places, a job or study experience
country on a form in linked sentences
 Write a short blog on likes and dislikes  Write very short, basic descriptions of events, past activities and personal experiences
 Write a short text about 2 family members  Write a series of simple phrases and sentences about their family, living conditions, present job
 Write a short profile about themselves  Write very simple personal letters expressing thanks and apology
 Write a short text about their favorite holidays  Take a short, simple message provided he can ask for repetition and reformulation
 Write a short text about a past event  Write short, simple notes and messages

Listening Listening
 Understand instructions addressed carefully and slowly to him and follow short, simple directions  Understand speech that is clearly and slowly articulated
 Follow speech which is very slow and carefully articulated, with long pauses for him to assimilate  Understand phrases and expressions related to areas of most immediate priority provided
meaning speech is clearly and slowly articulated
 Identify the topic of discussion around him, when it is conducted slowly and clearly
 Understand and extract the essential information from short, recorded passages dealing with
predictable everyday matters which are delivered slowly and clearly
Speaking Speaking
 Describe himself, what he does and where he lives  Give short, basic descriptions of events and activities
 Make an introduction and use basic greeting and leave-taking expressions  Describe plans and arrangements, habits and routines, past activities and personal experiences
 Ask people for things, and give people things  Describe his family, living conditions
 Handle numbers, quantities, cost and time  Describe people, places and possessions in simple terms
 Ask and answer simple questions, initiate and respond to simple statements on very familiar  Participate in short conversations in routine contexts on topics of interest
topics  Express how he feels in simple terms
 Ask and answer questions about themselves and other people, where they live, people they  Make and respond to invitations and suggestions
know, things they have  Discuss everyday practical issues in a simple way when addressed clearly, slowly and directly
 Indicate time by phrases (Last night, at 3 o’clock)  Communicate in simple and routine tasks using simple phrases
 Ask for attention and order something
 Give and follow simple directions and instructions
 Use simple phrases to start, maintain, or end a short conversation
 Ask very simply for repetition when he does not understand
 Course B1 B1+
Listening and Speaking Speaking Speaking
 Give an opening statement in a debate on a given topic
 Give a short presentation its advantages and disadvantages of an item/tool  Give a short presentation on an important invention using relevant organizational structures
 Give a presentation about a famous historical event or person  Take part in a debate using relevant persuasive language
 Take part in a group discussion on a given topic  Ask for and give advice/consultation on a given topic
 Participate in a debate on a given topic  Exchange, check and confirm information
 Enter unprepared into conversation on topics that are familiar  Summarize a short story, article talk, discussion interview
 Connect phrases in a simple way to describe experiences, events, hopes and dreams  Narrate a story
 Give reasons and explanations for opinions and plans
 Narrate a story or relate the plot of a book or film and describe his reactions
 Initiate, maintain, and close simple conversations, and intervene in a discussion on a familiar topic
Listening Listening
 Develop note taking strategies with emphasis on intonation of lists  Identify lecture organization
 Identify cause and effect using existing knowledge with a focus on connected speech ( /t/, /d/)  Refer to previous knowledge and ideas
 Recognize organizational features of a text with emphasis on connected speech (weak forms)  Categorize opposing views and ideas
 Identify rhetorical questions with a focus on word stress  Recognize paraphrasing techniques
 Evaluate explanations and counter-arguments with emphasis on connected speech (linking  Distinguish lecture and text organization features
sounds)  Develop note taking strategies
 Identify attitude by using intonation variations  Skim for main ideas in a recording
 Scan for specific information in a recording

Reading and Writing Reading Reading

 Locate specific information in a given text  Identify main ideas in a text
 Identify purpose and audience in a written text  Identify specific details in a text
 Draw conclusions based on information extracted from a text  Make predictions about a text using scanning
 Identify main ideas of a text  Make prediction about a text based upon visuals
 Make use of images in a text to better comprehend a text  Identify author’s purpose
 Get the gist of a written text  Distinguish between main ideas and supporting sentences
 Recognize opposing ideas and language to signpost  Analyze and evaluate information from a diagram
 Identify unfamiliar words from the context, extrapolate the meaning of occasional unknown
words, and deduce sentence meaning if the topic discussed is familiar

Writing
 Take notes in a lecture for his own use about a familiar topic
 Write two comparison paragraphs on a given topic with emphasis on punctuation and ‘and, but,
whereas’
 Write descriptive paragraphs on a given topic with a focus on essay structure
 Write an introduction paragraph on a given topic stating opinion using contrasting linkers; but,
however, although’
 Write a conclusion paragraph on a given topic with problem-solution using ‘first conditional’
 Write two cause-effect paragraphs using ‘because, because of’
 Write a problem-solution essay using supporting sentences by giving examples with ‘such as, for
example, for instance, especially)
 Write an advantage-disadvantage essay using supporting sentences by giving examples
Writing
 Write straightforward connected texts on a range of familiar subjects
 Write short, simple essays on topic of interest
 Write brief reports to a standard format to pass on factual information and state reasons for
actions
 Write cause-and-effect paragraphs using relevant linkers and structures
 Write a problem-solution paragraphs using supporting sentences by giving examples with ‘such
as, for example, for instance, especially)
 Write an advantage-disadvantage essay using relative clauses and pre-taught language chunks
 Write a balanced-opinion essay using prepositional phrases in addition to demonstrating
cohesion and coherence