الإطار العام لمعايير المناهج 2017 اللغة العربية للناطقين بغيرها - إنجليزي

Framework for Learning Arabic as an Additional Language
Introduction
Over the years, the United Arab Emirates has accorded much attention to Arabic language. The UAE leaders have promoted the
learning and using of Arabic language as they consider it a fundamental pillar of the Emirates national identity, its people’s history
and its deep-rooted traditions.
This framework represents an important step toward fulfilling the needs of learners of Arabic as an additional language. It is also
consistent with UAE's National Agenda for 2021 with regards to the priority of improving the learning of Arabic language.
This framework focuses on enabling non-Arabic speakers who are learning Arabic to communicate in real life situations inside and
outside school. This framework is based on the standards set by the American Council on the Teaching of Foreign Languages
(ACTFL), and based on international principles and expectations applied in the teaching of foreign languages to non-native
speakers. The framework is also adapted to meet the UAE's aspirations in the teaching and learning of Arabic in a manner that
suits the learners’ capabilities and their learning environment. All private schools that do not adopt the Ministry of Education
curriculum are expected to apply this framework.
This framework illustrates the levels expected to be achieved by the learner in each of the four language skills (listening, speaking,
reading and writing). It links the achievement of these levels to the number of years spent in studying Arabic, regardless of the
learner’s current grade.
This framework identifies three main fields for each level: general outcomes, language proficiency levels and performance
indicators in each of the four language skills during the nine years of studying Arabic as an additional language.
The most distinguishing element of this framework is that it details the progress in language proficiency according to three key
parameters: functions (to ask, inquire, narrate or describe), context and content (personal, social or general issues), and type and
level of text (word, phrase, sentence or paragraph).
Accordingly, this framework constitutes an umbrella for learning Arabic as an additional language in private schools in the UAE
and it is in line with the Ministry of Education requirements.
We hope this framework will contribute to encouraging schools and teachers to prepare and execute advanced study plans which
include clear and practical tasks and activities, inside and outside the classroom, in line with the expectations of this framework.
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Language Proficiency
Levels
3
Language Proficiency Levels
YEARS OF STUDY LISTENING SPEAKING READING WRITING

 The listener can sometimes  The speaker, if given enough  The reader can recognize a • The writer can copy familiar
recognize single words or time and hints, can number of letters and words and phrases using
common expressions if exchange greetings and vocalization markers. letters he learned.
these are in context. introduce himself, and can  The reader can sometimes • If given enough time and
 The listener shows very name a few familiar items recognize some common hints, the writer can write a
One Year little understanding of related to his direct words or often used limited number of words
verbal messages even in environment. phrases presented within a and phrases from memory,
their simplest context and  The speaker cannot engage supporting context. but errors are to be
in personal and social in a genuine conversation expected.
situations. about familiar or unfamiliar
topics.

 The listener can recognize a  The speaker can  The reader can recognize all • The writer can write a
number of words and communicate about very letters of the alphabet in limited number of
common expressions in familiar topics using their different forms and memorized words and
their context, and then memorized words and placements in words. phrases in a familiar
understands them, expressions that are limited  The reader can recognize a context. He shows good
including words derived to the context in which the number of words and accuracy when writing
from other languages. language was acquired. expressions within context, about several simple
 The listener may  The speaker can respond to including words borrowed familiar topics.
understand more than one direct questions using two or from other languages. • The writer can fill out
expression at a time, and three words at a time, or  The reader rarely official forms with simple
Two Years
may need repetition to do using some memorized understands more than a limited personal
so. language. single sentence, and usually information.
 The speaker frequently needs to reread.
pauses as he searches for
simple words, or he repeats
the words and phrases of
the person he is conversing
with. He sometimes uses
words from his mother
tongue.

 The listener can often  The speaker can handle few • The reader can easily and • The writer can meet simple
understand some uncomplicated almost fully understand key and limited practical needs,
Three Years words and words borrowed by writing lists, short
information out of simple communication tasks within
sentences (one sentence at simple social situations. from foreign languages, as messages and postcards.
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a time) in personal and  The speaker’s conversation is well as memorized • The writer can express
social contexts, supported limited to familiar and expressions in a number of himself or herself and write
with non-linguistic clues. essential topics related to his simple and short texts with about topics in everyday life
 The listener can understand personal life, direct clear context. relying mainly on
sentences that express environment, and interests • The reader can understand memorized material.
practical needs, as well as and needs. The speaker can simple and predictable • The writer is able to
some frequently used name basic things. words, phrases and recombine learned
expressions and  The speaker can respond to sentences in short using vocabulary and structures to
instructions, particularly simple and direct questions, words he or she learned create simple sentences on
those learned before. or information requests with previously such as trains’ very familiar topics, but he
clear sentences, but cannot schedule, road maps and is not able to sustain
keep up the same level of traffic signs. sentence-level writing all
performance at all times. • The reader can usually the time. Due to inadequate
 The speaker can ask some understand the meaning of vocabulary and/or
memorized questions. short simple texts that grammar, writing may only
 The speaker can express include key information partially communicate the
personal information relying using text sequencing and intentions of the writer.
heavily on memorized non-linguistic support
phrases. He may construct
his sentences using his own
words or using the familiar
language of the person he is
conserving with.
 The speaker’s conversation
mostly comprises short
sentences in the present
tense. These are sometimes
grammatically inaccurate.
 The speaker’s mother
tongue greatly affects his
pronunciation, vocabulary
and structure, which
negatively influences the
clarity of his message.

 The listener can understand  The speaker can successfully • The reader can understand • The writer can express few
most of the information handle a limited number of some information in short, practical needs and is able
contained in sentences (one simple communication tasks cohesive texts that address to create phrases and ask
sentence at a time) within simple social limited personal and social questions based on familiar
expressing basic personal situations. issues. Although he or she material.
Four Years
and social contexts.  The speaker’s talk is limited might also repeatedly • The writer can create a
 The listener shows simple to familiar and expected misunderstand such texts. limited number of
ability to understand oral daily life topics and those • The reader at this level may sentences using memorized
which are essential in his encounter difficulties in vocabulary and structures.
life and community. These These sentences are simple
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texts composed of several topics are related to basic understanding cohesive and short, and derived from
sentences. personal information about texts, regardless of length. conversations with others,
self, family, home, daily and limited to the present
activities, hobbies and tense. Content is related to
favorite things. In addition, familiar topics and personal
these may also incorporate information.
topics related to ordering • The writer will makes
food at a restaurant and predictable grammatical
buying basic things from the and spelling errors.
market.
 The speaker can answer
direct questions or respond
to requests for information,
however, he may falter. He
can also pose few accurate
questions appropriate to the
context of the discourse.
 The speaker can express
personal information
through constructing his
own genuine phrases and
expressions by combining
previously learned linguistic
elements with other
elements heard from the
person he is conversing
with.
 As the speaker searches for
the appropriate vocabulary
and structure, he hesitates
in his talk and usually makes
linguistic errors.
 The speaker’s talk is
characterized by repeated
periods of silence,
unsuccessful re-wording and
self-correction.
 The speaker’s pronunciation,
vocabulary and structure are
strongly affected by his
mother tongue, however, he
can convey intended
meaning.

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 The listener can understand  The speaker can • The reader can understand • The writer can meet an
sentences (one sentence at successfully engage in short and simple texts that appropriate number of
a time) in several basic, uncomplicated provide key information on practical needs in writing,
personal and social communication tasks personal and social topics. can communicate in writing
contexts. His understanding related to simple social He or she Might with short and simple texts,
is often accurate in familiar situations. His occasionally misunderstand and sentences appropriately
and predictable topics, conversations are usually such texts. connected about personal
although sometimes limited to familiar and • At this level, the reader can topics related to everyday
misunderstanding may essential topics in his life partially understand short, life.
occur. and community. and cohesive descriptive • Writing is in the present
 The listener can partially  The speaker can answer and narrative texts on tense but may include
understand the meaning of direct questions or respond familiar topics. references to other tenses.
oral texts, such as the main to requests for information Writing style is very similar
idea. in a clear and accurate to oral discourse. .
manner. • The writer shows signs of
 When needed, the speaker control over basic stricter of
can pose different sentences and verb
questions to obtain simple conjugation. Writing can be
information for some basic described as a loose group
life essentials such as of sentences or questions
directions, price and that are weakly linked.
Five Years services.
 The speaker can give
certain information but
encounters difficulties in
connecting ideas, using the
correct tense, verb
conjugation, and other
communication techniques
such as clarification and
elaboration.
 The speaker can express
personal information and
thoughts by formulating
his own coherent
sentences. His speech is
interspaced with pauses,
successful re-phrasing and
self-correction, as he
searches for the right
words and appropriate
linguistic structures to
correctly convey meaning.
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 The listener can easily and  The speaker can engage in • The reader has a fair • The writer can write a
confidently understand conversations with understanding of short non- simple paragraph or
simple and compound appropriate level of complex texts presenting summary about an
sentences (one sentence at fluency talking about usual basic information about a experience at work or
a time) about basic topics and social situations. variety of personal and school.
personal and social topics.  The speaker can social topics -with few gaps • The writer shows some
 The listener demonstrates a successfully communicate in comprehension. ability to write narrative
general understanding of in uncomplicated social • The reader can understand and descriptive texts in the
narrative and descriptive situations that require cohesive narrative and present, past and future
paragraphs, such as the simple exchange of descriptive texts, with gaps tenses when writing about
main idea and some simple information related to in understanding due to everyday events and
details. work, school, hobbies, inadequate knowledge of situations. Such descriptive
special interests and vocabulary, and linguistic and narrative texts are one
Six Years personal expertise. structures and rules. paragraph long.
 The speaker can use many • The writer might commit a
linguistic structures number of errors in tenses,
including different tenses, which adversely affect
but cannot keep a clarity of writing. Some
consistent level of accuracy writings revert to
at all times. vocabulary and structures
 Mother tongue is still from oral discourse.
evident (mixing and
borrowing words from
mother tongue and using
literal translations). There
may be some gaps in his
communication of ideas.
 The listener can understand  The speaker can easily and • The reader can completely • The writer can write a
the overall meaning in confidently discuss usual and confidently paragraph or a summary
short texts that contain topics and social situations. understand short non- about a variety of topics.
coherent sentences and  The speaker succeeds in complex texts, and • The writer shows ability to
different linguistic performing many provides basic information write narrative and
structures. communication tasks that about a variety of topics descriptive texts in the
 The listener can generally demand the exchange of and social figures. present, past and future
Seven Years understand the main facts various information. • The reader can understand tenses when writing about
and some details in  The speaker can use interconnected narrative daily events and
narrative and descriptive various appropriate and description texts with circumstances; this
texts composed of more linguistic structures. rare gaps in narrative and descriptive
than one paragraph.  The speaker can often comprehension. text is one paragraph long.
narrate and describe things • The writer might commit
using all tenses at the few errors in the use of
paragraph level. tenses, which may
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 The speaker encounters adversely affect clarity.
some difficulties while The writer will often resort
narrating or describing, as to using vocabulary and
he sometimes mistakes structures from oral
the use of appropriate discourse.
tense, or may not be able
to deliver a coherent
paragraph due to lack of
appropriate breadth of
vocabulary.
 The listener can understand  The speaker can • The reader can understand • The writer can write
the meaning in narrative successfully communicate narrative and descriptive narrative and descriptive
and descriptive texts in most informal texts comprised of more texts using all tenses and a
composed of more than conversations and a limited than one paragraph, can variety of linguistic
one paragraph, and number of formal understand main idea and structures.
organized in clear and conversations related to supporting details. • Paragraphs are cohesive in
coherent linguistic work, current news, and Comprehension is derived terms of structure and
structures. topics of general and social mainly from knowledge of clarity of meaning and use
 The listener can understand interest. context and content. of a variety connecters, but
the main facts and many  The speaker shows ability • The reader can clearly paragraphs may not be
supporting details. His to narrate and describe understand the information lengthy.
understanding may be using all tenses, present, organization (discourse) • The writer may resort to
based on context and past and future at the and linguistic structures excessive inappropriate
knowledge of linguistic paragraph level. used, though there may be repetition, and may
structures and content.  The speaker generally gaps in understanding sometimes resort to using
Eight Years oral and written patterns
commits some errors in them.
verb conjugation and used in mother tongue.
grammatical structure while
talking.
 The speaker’s
communication skills are
stable in quality; he can
rephrase, clarify and explain
thoughts.
 The speaker can participate
in dialogues using
appropriately correct, clear
and precise linguistic
structures to convey desired
message.
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 The listener can understand  The speaker can easily and • The reader can understand • The writer can write
extended descriptive texts confidently perform many long texts on familiar and narrative paragraphs with a
including detailed communication tasks and unfamiliar topics related to good deal of detail, using
descriptions of people, can actively participate in personal, general and all tenses and good ability
places and other things, most informal discussions specialized interests. to use a variety of linguistic
and narrative texts that and some formal ones. • The reader can understand structures referring to time.
relate events in the past,  The speaker shows ability narrative and descriptive • Writing includes a variety of
present and future. The to narrate and describe texts in multiple paragraphs linking words and is
speech is usually using all tenses. such as detailed composed of more than
constructed in familiar  While narrating and/or descriptions of people, one paragraph.
linguistic structures. describing, the speaker can places and things, and • Writing is rich and precise in
 The listener can understand coherently link main ideas narratives about events in terms of vocabulary and
the main idea and most and supporting details on all tenses. structure, thus allowing for
supporting details. the paragraph level. • The reader can understand clear and elaborate
 The speaker can easily and the main idea, facts and expression of ideas.
Nine Years successfully handle multiple details. The reader • Writing is sometimes
linguistic complications as a can comprehension derives similar to oral discourse.
result of unexpected turns not only form context and
in a normal or usually knowledge of topic, but
familiar dialogue or also from the reader’s own
communication task. knowledge of the language
 The speaker is fluent due to itself
his wide range of
vocabulary and ability to
use a variety of linguistic
structures.
 The speaker can converse
about a number of familiar
topics, and discuss them
with a high level of
accuracy and clarity.
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Listening Skill
11
Language Proficiency Levels and Performance Indicators – Listening Skill
YEARS OF STUDY SKILL GENERAL OUTCOMES LANGUAGE PROFICIENCY LEVELS PERFORMANCE INDICATORS
The listener can recognize • The listener can sometimes recognize • The following are example indicators
common memorized words single words or common expressions of what the student can do. This is not
and expressions upon if these are in context. an exclusive list.
hearing them. • The listener shows very little o The student can sometimes
understanding of verbal messages recognize the letter sounds which
even in their simplest context and in he learned in the context of
personal and social situations. familiar words.
o The student can sometimes
understand single words that have
been learned and memorized in
One Year Listening previous stages, especially if
associated with an action or a
picture.
o The student can understand
common greetings.
o The student can recognize some
color names.
o The student can count from one to
ten.
o The student knows some types of
food.
The listener can recognize a • The listener can recognize a number • The following are example indicators
number of familiar words of words and common expressions in of what the student can do. This is not
and expressions upon their context, and then understands an exclusive list.
hearing them. them, including words derived from o The student can understand
other languages. different greetings and the
• The listener may understand more occasions they are used in.
than one expression at a time, and o The student can understand
may need repetition to do so. vocabulary and expressions of
Two Years Listening
thankfulness as expressed by
others.
o The student can understand simple
expressions used by others to
introduce themselves.
o The student can understand a
question about somebody else’s
name.
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o The student can understand the
names of the days of the week
and the times of a day.
o The student can recognize the
names of the seven Emirates.
body parts.
simple and common expressions
about the weather.
The listener can often • The listener can often understand • The following are example indicators
understand simple words, some information out of simple of what the student can do. This is not
expressions and sentences sentences (one sentence at a time) in an exclusive list.
related to daily life. The personal and social contexts, o The student can differentiate
listener can also supported with non-linguistic clues. between interrogative and
understand limited • The listener can understand sentences informative sentences.
information within an oral that express practical needs, as well o The student can understand
discourse, and the general as some frequently used expressions questions about his age, address,
idea sometimes. and instructions, particularly those and hobbies.
learned before. o The student can understand some
simple questions and statements
about his family, friends and
classmates.
Three Years Listening weather conditions with the help
of pictures or video clips.
o The student can understand some
tangible descriptions related to a
photo or a drawing.
o The student can recognize whether
the conversation is about him or
about someone else.
understand road directions to
reach a certain destination.
simple conversation between a
seller and a buyer.
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The listener can understand • The listener can understand most of • The following are example indicators
the general idea of simple the information contained in of what the student can do. This is not
texts, presentations and sentences (one sentence at a time) an exclusive list.
short conversations about expressing basic personal and social o The student can understand the
familiar topics. contexts. timeframe set by the teacher to
• The listener shows simple ability to complete homework.
understand oral texts composed of o The student can understand
several sentences. questions related to his study
schedule or other types of
schedules.
questions about likes and dislikes.
messages of praise and
Four Years Listening congratulation.
general message in an audible
announcement.
time and the place of an event.
o The student can distinguish
between the acceptance and the
decline of an invitation in an oral
discourse.
o The student can understand clear
and repeated airport
announcements about time of
landing and departure and the
boarding gate number.
The listener can understand • The listener can understand sentences • The following are example indicators
the general idea of short (one sentence at a time) in several of what the student can do. This is not
and simple texts and basic, personal and social contexts. an exclusive list.
presentations about topics His understanding is often accurate in o The student can understand basic
related to daily life, familiar and predictable topics, information contained in audio-
personal interests, and although sometimes visual commercials.
Five Years Listening
studies. misunderstanding may occur. o The student can understand
• The listener can partially understand questions and dialogues in audio-
the meaning of oral texts, such as the visual materials posted on social
main idea. networks.
o The student can understand basic
information in a recorded message
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about the life of one of his
classmates.
information about the time and
place of a meeting or an event,
and differentiates between
postponement and cancelation.
The listener can easily • The listener can easily and confidently • The following are example indicators
understand the main idea understand simple and compound of what the student can do. This is not
and a few details of texts sentences (one sentence at a time) an exclusive list.
and presentations on about basic personal and social topics. o The student can understand direct
several topics related to • The listener demonstrates a general information in interviews
daily life, personal understanding of narrative and conducted by a student playing
interests, and studies. descriptive paragraphs, such as the the role of a journalist asking
main idea and some simple details. visitors about their current and
Six Years Listening future activities.
tourist guide in his illustrations
about the history of a place and its
main monuments.
main idea and few details related
to general safety instructions in an
audio material.
The listener can understand • The listener can understand the • The following are example indicators
the main idea, and some overall meaning in short texts that of what the student can do. This is not
supporting details in contain coherent sentences and an exclusive list.
familiar and unfamiliar different linguistic structures. o The student can understand some
dialogues. The listener can • The listener can generally understand details in an official warning
sometimes understand the the main facts and some details in related to expected crisis or serious
meaning contained in texts narrative and descriptive texts conditions.
that describe different composed of more than one o The student can understand oral
Seven Years Listening messages from a friend or a
events and experiences. paragraph.
classmate talking about past events
and potential future results.
information related to time and
place of a meeting or event and
any future changes to this
information.
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the main idea and several meaning in narrative and descriptive of what the student can do. This is not
supporting details in texts composed of more than one an exclusive list.
organized dialogues about paragraph, and organized in clear and o The student can understand
several personal and coherent linguistic structures. presentations about famous
general topics, and in • The listener can understand the main historical figures and contemporary
extended narrative and facts and many supporting details. His ones.
descriptive texts. understanding may be based on o The student can understand oral
context and knowledge of linguistic conversations or messages talking
Eight Years Listening structures and content. about arrangements for a planned
meeting or a trip.
o The student can differentiate
between the characteristics of
different tourist destinations in
audio-visual materials.
o The student can understand short
stories and some excerpts of books,
speeches and summaries covering
several topics.
The listener can understand • The listener can understand extended • The following are example indicators
the main idea and most descriptive texts including detailed of what the student can do. This is not
supporting details in texts descriptions of people, places and an exclusive list.
about various personal, other things, and narrative texts that o The student can understand
general and professional relate events in the past, present and detailed instructions from the
topics and in extended future. The speech is usually teacher about performing a certain
narrative and descriptive constructed in familiar linguistic assignment.
texts. structures. o The student can understand a
• The listener can understand the main series of instructions and detailed
idea and most supporting details. steps about cooking a certain
recipe or implementing a certain
Nine Years Listening process.
televised interviews with public
figures.
summaries about the achievements
of a leader, such as UAE leaders.
internet clips of tours in a museum,
city or university.
content of an oral message
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recorded by a friend or an
acquaintance relating previous
experiences.
17
Speaking Skill
18
Language Proficiency Levels and Performance Indicators – Speaking Skill
The speaker can • The speaker, if given enough time • The following are example indicators
communicate about a and hints, can exchange greetings of what the student can do. This is not
limited number of very and introduce himself, and can name an exclusive list.
familiar topics using single a few familiar items related to his o The student can greet others and
words or memorized direct environment. introduce himself.
expressions. • The speaker cannot engage in a o The student can answer a few
genuine conversation about familiar simple questions.
or unfamiliar topics. o The student repeats previously
One Year Speaking learned vocabulary and expressions
such as numbers, week days,
months and seasons.
o The student can name some places,
persons and things previously
learned.
o The student can sing some chants
and short songs.
The speaker can • The speaker can communicate about • The following are example indicators
communicate about some very familiar topics using memorized of what the student can do. This is not
very familiar topics, using words and expressions that are an exclusive list.
various memorized and limited to the context in which the o The student can greet others and
common words and language was acquired. can excuse himself.
expressions. • The speaker can respond to direct o The student can introduce himself
questions using two or three words at and others.
a time, or using some memorized o The student can provide basic
language. information about himself and his
• The speaker frequently pauses as he acquaintances.
Two Years Speaking searches for simple words, or he o The student can answer simple
repeats the words and phrases of the questions regarding his likes and
person he is conversing with. He dislikes, or regarding his current
sometimes uses words from his and past activities.
mother tongue. o The student can ask simple and
direct questions using who, what,
when and where.
o The student can talk about some
simple things in his daily life and in
his direct environment, such school
and home.
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o The student can present simple
learned information such as places,
celebrations, animals and colors.
The speaker can • The speaker can handle few • The following are example indicators
communicate and exchange uncomplicated communication tasks of what the student can do. This is not
information about familiar within simple social situations. an exclusive list.
topics, using memorized or • The speaker’s conversation is limited o The student can exchange some
his own simple phrases and to familiar and essential topics related personal information with others
sentences. The speaker can to his personal life, direct such as address, email, nationality,
usually interact in daily environment, and interests and and information about family
social situations using needs. The speaker can name basic
members and friends.
simple short questions and things.
o The student can talk or ask about
answers. • The speaker can respond to simple
and direct questions, or information familiar things in a photo.
requests with clear sentences, but o The student can talk or ask about
cannot keep up the same level of the weather conditions aided by a
performance at all times. weather map.
• The speaker can ask some memorized o The student can ask and answer
questions. simple questions about date, time
• The speaker can express personal and place for a meeting or an
information relying heavily on appointment.
memorized phrases. He may construct o The student can ask about directions
Three Years Speaking his sentences using his own words or and can give directions to others
using the familiar language of the about a certain destination.
person he is conserving with. o The student can invite others, and
• The speaker’s conversation mostly can accept or reject invitations.
comprises short sentences in the
o The student can interact while
present tense. These are sometimes
grammatically inaccurate. ordering food or purchasing certain
• The speaker’s mother tongue greatly needed items.
affects his pronunciation, vocabulary o The student can describe family,
and structure, which negatively friends and school.
influences the clarity of his message. o The speaker can briefly describe
events or short familiar experiences.
o The student can give simple
instructions to prepare or make
something.
information concerning learned
topics such as an experiment in a
science lab or experiences in other
subjects at school.
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The speaker can engage in • The speaker can successfully handle a • The following are example indicators
conversations about a limited number of simple of what the student can do. This is not
number of familiar topics communication tasks within simple an exclusive list.
using simple sentences. The social situations. o The student can engage in some
speaker can also handle • The speaker’s talk is limited to conversations about daily issues such
uncomplicated daily social familiar and expected daily life topics as his family, school, personal
situations using some and those which are essential in his interests and daily routine.
simple questions and life and community. These topics are o The student can ask for help, make
answers. related to basic personal information hotel or restaurant reservations, or
about self, family, home, daily
arrange transportation.
activities, hobbies and favorite things.
o The student can describe favorite
In addition, these may also
incorporate topics related to ordering people, events, famous landmarks
food at a restaurant and buying basic and popular places.
things from the market. o The student can express his needs
• The speaker can answer direct and desires which are related to his
questions or respond to requests for school and daily life.
information, however, he may falter. o The student can give information
He can also pose few accurate about several things such as how to
questions appropriate to the context play a game, to prepare a recipe, or
Four Years Speaking of the discourse. to spend a holiday.
• The speaker can express personal o The student can talk about his
information through constructing his favorite programs or famous figures.
own genuine phrases and expressions
by combining previously learned
linguistic elements with other
elements heard from the person he is
conversing with.
• As the speaker searches for the
appropriate vocabulary and structure,
he hesitates in his talk and usually
makes linguistic errors.
• The speaker’s talk is characterized by
repeated periods of silence,
unsuccessful re-wording and self-
correction.
• The speaker’s pronunciation,
vocabulary and structure are strongly
affected by his mother tongue,
however, he can convey intended
meaning.
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The speaker can participate • The speaker can successfully engage • The following are example indicators
in conversations about in uncomplicated communication of what the student can do. This is not
familiar topics using a series tasks related to simple social an exclusive list.
of sentences. The speaker situations. His conversations are o The speaker can start and finish a
can also deal with daily usually limited to familiar and conversation, and can ask for
social situations using essential topics in his life and information and details.
several questions and a community. o The speaker can conduct an
variety of answers. The • The speaker can answer direct interview with another person.
speaker can usually express questions or respond to requests for o The student can talk about his daily
all that he wants to say information in a clear and accurate
about himself and his daily routines, hobbies and personal
manner.
life. The speaker can put interests.
• When needed, the speaker can pose
oral presentations about a different questions to obtain simple o The student can give the reasons
number of familiar topics information for some basic life behind his personal choices.
using a series of connected essentials such as directions, price o The student can give information and
Five Years Speaking sentences. and services. details about past and planned
• The speaker can give certain activities.
information but encounters difficulties o The speaker can talk about other
in connecting ideas, using the correct countries, events, and historical
tense, verb conjugation, and other figures.
communication techniques such as o The student can speak about a past
clarification and elaboration. personal experience or something he
• The speaker can express personal learned.
information and thoughts by
formulating his own coherent
sentences. His speech is interspaced
with pauses, successful re-phrasing
and self-correction, as he searches for
the right words and appropriate
linguistic structures to correctly
convey meaning.
The speaker can engage in • The speaker can engage in • The following are example indicators
conversations about familiar conversations with appropriate level of what the student can do. This is not
topics with a reasonable of fluency talking about usual topics an exclusive list.
fluency. The speaker can and social situations. o The student can ask and answer
handle uncomplicated daily • The speaker can successfully questions about certain events,
Six Years Speaking social situations. He begins communicate in uncomplicated social hobbies, lifestyle, sport activities
to use simple structures and situations that require simple and games.
different tenses. The exchange of information related to o The student can pose questions and
speaker can give organized work, school, hobbies, special formulate answers about places he
oral presentations about his interests and personal expertise.
life and school. visited or plans to visit.
22
• The speaker can use many linguistic o The student can give information
structures including different tenses, about his family history or talk
but cannot keep a consistent level of about his future profession.
accuracy at all times. o The student can request
• Mother tongue is still evident (mixing postponement of an appointment
and borrowing words from mother and explain why.
tongue and using literal translations). o The student can return previously
There may be some gaps in his
purchased items and explain why.
communication of ideas.
o The student can use original
expressions to explain something, or
to ask about the steps to do
something.
o The student can explain the
essential steps to accomplish
something at school or in his daily
life.
o The student can give an oral
presentation about an influential
leader.
The speaker can easily and • The speaker can easily and • The following are example indicators
confidently participate in confidently discuss usual topics and of what the student can do. This is not
conversations about familiar social situations. an exclusive list.
topics, and can handle daily • The speaker succeeds in performing o The student can explain or give a
social situations that are many communication tasks that presentation about the basic rules,
somewhat complicated. The demand the exchange of various provisions and regulations which
speaker can also narrate information. affect life at school and within
events and experiences • The speaker can use various society, and can answer questions
using different tenses, and appropriate linguistic structures. about the same.
can describe persons, places • The speaker can often narrate and
Seven Years Speaking and things. He can also give o The student can discuss with his
describe things using all tenses at the
organized oral classmates plans for a trip or an
paragraph level.
presentations about work, event.
• The speaker encounters some
society and topics that he difficulties while narrating or o The student can give a presentation
has researched. describing, as he sometimes mistakes about a current news, a top story, or
the use of appropriate tense, or may a phenomenon currently discussed
not be able to deliver a coherent in the media.
paragraph due to lack of appropriate o The student can give a briefing
breadth of vocabulary. about a cultural, historical or a
sporting event.
23
The speaker can engage in • The speaker can successfully • The following are example indicators
conversations about familiar communicate in most informal of what the student can do. This is not
topics beyond his daily life. conversations and a limited number an exclusive list.
He can handle various and of formal conversations related to o The student can talk about current
somewhat complicated work, current news, and topics of issues such as reckless driving,
social situations. He can general and social interest. pollution, behavioral problems and
narrate events and • The speaker shows ability to narrate healthy living.
experiences in some details and describe using all tenses, present,
o The student can distinguish between
using different tenses. The past and future at the paragraph
level. different lifestyle in different countries
speaker can describe
people, places and things • The speaker generally commits some and at different eras, such as how
with appropriate details. errors in verb conjugation and technology affects our contemporary
The speaker can give grammatical structure while talking. life.
Eight Years Speaking organized oral • The speaker’s communication skills o The student can talk about solving
presentations about various are stable in quality; he can rephrase, unexpected problems he faced, such
issues. clarify and explain thoughts. as absence from school due to an
• The speaker can participate in emergency.
dialogues using appropriately correct, o The student can conduct or
clear and precise linguistic structures participate in formal interviews.
to convey desired message. o The student can give an oral
presentation about the importance of
certain social, cultural or national
events.
o The student can give a promotional
presentation for a certain event or
product.
The speaker can talk about • The speaker can easily and • The following are example indicators
familiar topics and usual confidently perform many of what the student can do. This is not
experiences and events in a communication tasks and can actively an exclusive list.
clear and detailed manner participate in most informal o The student can talk confidently
using various tenses. The discussions and some formal ones. about a wide range topics and
speaker can also express his • The speaker shows ability to narrate events using different tenses, such
view point while discussing and describe using all tenses. as childhood memories, vacations,
Nine Years Speaking with others a number of • While narrating and/or describing, future plans and the difficulties he is
issues. the speaker can coherently link main facing in his studies.
ideas and supporting details on the o The student can exchange
paragraph level.
information about topics not within
• The speaker can easily and
his usual realm of interest, such as
successfully handle linguistic
complications as a result of the characteristics of his community,
unexpected turns in a normal or
24
usually familiar dialogue or major environmental issues, tourism
communication task. and work.
• The speaker is fluent due to his wide o The student can confidently express
range of vocabulary and ability to use in details his views and thoughts
a variety of linguistic structures. about different issues.
• The speaker can converse about a o The student can express his view
number of familiar topics, and discuss point and back it up with clear
them with a high level of accuracy
reasoning and arguments, such as
and clarity.
using mobiles while driving,
conserving energy and expected
behavior from teenagers.
25
Reading Skill
26
Language Proficiency Levels and Performance Indicators – Reading Skill
The reader can recognize a • The reader can recognize a number of • The following are example indicators
number of letters and letters and vocalization markers. of what the student can do. This is not
vocalization markers, and • The reader can sometimes recognize an exclusive list.
some words and phrases he some common words or often used o The student can spell a few names
learned. phrases presented within a and simple words.
supporting context. o The reader can link single words
One Year Reading
with related images.
o The student can link some words
and expressions he learned with
related meanings such as city
names on a map or the names of a
few dishes on a menu.
The reader can recognize all • The reader can recognize all letters of • The following are example indicators
letters and vocalization the alphabet in their different forms of what the student can do. This is not
markers and a number of and placements in words. an exclusive list.
words and phrases he • The reader can recognize a number of o The student can recognize some
learned. words and expressions within context, words and expressions with the
including words borrowed from other use of visual aids such as entrance
languages. and exit signs.
• The reader rarely understands more o The student can recognize words
than a single sentence, and usually referring to family members such
needs to reread. as father and grandfather, etc.
names of different healthy food
Two Years Reading such as fruits and vegetables.
o The student can read and
understand words from daily "to
do" or shopping lists.
understand signs and display
boards, such as those at
supermarkets, in the street and in
magazines.
understand the daily school
schedule (names of study
subjects).
27
The reader can understand • The reader can easily and almost fully • The following are example indicators
familiar words, expressions understand key words and words of what the student can do. This is not
and sentences in short borrowed from foreign languages, as an exclusive list.
simple texts related to daily well as memorized expressions in a o The student can understand key
life. The reader can number of simple and short texts information in an advertisement.
understand some key with clear context. o The student can determine the
information in such texts. • The reader can understand simple and main purpose of a printed
predictable words, phrases and advertisement.
sentences in short using words he or o The student can understand
she learned previously such as train’s simple information in a text
schedule, road maps and traffic signs. message from a friend.
• The reader can usually understand the o The student can understand a
meaning of short simple texts that simple comment describing a
Three Years Reading include key information using text certain picture.
sequencing and non-linguistic support o The student can understand the
categories on a diagram/chart.
different greeting messages on
postcards.
o The student can recognize city
locations on a map.
o The student can understand public
transportation schedule.
working hours of businesses.
labels on recycling bins.
The reader can understand • The reader can understand some • The following are example indicators
some information and some information in short, cohesive texts of what the student can do. This is not
details in short and simple that address limited personal and an exclusive list.
texts when the topic is social issues. Although he or she o The student can understand email
familiar. might also repeatedly misunderstand from a friend about his interests
such texts. and daily routines.
• The reader at this level may o The student can understand a
Four Years Reading encounter difficulties in friend's posts on Facebook.
understanding cohesive texts, o The reader can understand a
regardless of length. friend's letter about an event.
o The student can understand a text
accepting or rejecting an
invitation.
required information on a formal
28
form, such as those I.D form,
participation in a draw or hotel
reservations.
information from the media, such
as basic information about
famous athletes, job
advertisements or the weather
forecast.
The reader can understand • The reader can understand short • The following are example indicators
key information in short and simple texts that provide key of what the student can do. This is not
texts related to everyday information on personal and an exclusive list.
life or personal and social topics. He or she Might o The student can understand simple
academic interests. occasionally misunderstand such personal questions, such as those
texts. found in surveys, or for online
• At this level, the reader can website registration.
partially understand short, and o The student can understand
cohesive descriptive and information found in various
narrative texts on familiar topics. invitations to different occasions.
information found in a commercial
advertisement or a tourist
pamphlet/guide.
o The student can understand key
information in menus.
Five Years Reading o The student can understand what is
posted in forums on familiar topics.
contents of postcards from friends.
information found in personal
messages exchanged on social
media sites.
information found in an interview
with a celebrity.
o The reader can identify some
events in a narrative text or simple
short story.
o The student can identify some
descriptions in short texts about a
person, a place or a thing.
29
The reader can understand • The reader has a fair • The following are example indicators
most information and understanding of short non- of what the student can do. This is not
details in texts related to complex texts presenting basic an exclusive list.
daily life, personal interests information about a variety of o The student can understand texts
and studies. The reader can personal and social topics -with about a summer trip or a work-
sometimes understand few gaps in comprehension. related event.
short narrative and • The reader can understand o The student can understand written
descriptive texts. cohesive narrative and descriptive descriptions on postcards received
texts, with gaps in understanding from a friend about a family
due to inadequate knowledge of vacation.
Six Years Reading vocabulary, and linguistic o The student can understand
structures and rules. instructions to use ATM machine.
news in the papers related to a
public social event.
o The student can understand most
events in narrative texts or short
stories.
information found in publications
about tourist attractions.
The reader can easily and • The reader can completely and • The following are example indicators
confidently understand confidently understand short non- of what the student can do. This is not
information and details in complex texts, and provides basic an exclusive list.
texts related to daily life, information about a variety of o The student can understand
personal interests and topics and social figures. instructions for online shopping.
studies. The reader can • The reader can understand o The student can follow simple
understand cohesive interconnected narrative and instructions to conduct a science
Seven Years Reading narratives and descriptive description texts with rare gaps in experiment in class.
texts. comprehension. o The student can understand a brief
summary of the achievements of a
historical figure.
o The student can understand all
ideas in a text describing a scientific
discovery or a historical event or a
sporting event.
The reader can understand • The reader can understand • The following are example indicators
the main idea and narrative and descriptive texts of what the student can do. This is not
Eight Years Reading
supporting details in texts comprised of more than one an exclusive list.
about personal and general paragraph, can understand main
30
interests. The reader can idea and supporting details. o The student can find and use
understand relatively long Comprehension is derived mainly information for practical purposes
narrative and descriptive from knowledge of context and such as reading about a certain
texts using different tenses. content. event and deciding whether to
• The reader can clearly understand attend or not.
the information organization o The student can understand a blog
(discourse) and linguistic about travel and use the
structures used, though there information to plan a trip.
may be gaps in understanding o The student can understand the
them. rules related to absenteeism and
sick leave.
o The student can compare
information about different
restaurants and choose the most
suitable one.
o The student can compare between
various extra-curricular activities
and chooses those that match own
interests.
main idea and details in
government job description.
o The student can understand an
article about changes caused by
technology over the past twenty
years.
o The student can follow written
instructions, such as directions and
steps to prepare certain dishes
(recipe).
The reader can understand • The reader can understand long • The following are example indicators
the main idea and texts on familiar and unfamiliar of what the student can do. This is not
supporting details on a topics related to personal, an exclusive list.
variety of familiar and general and specialized interests. o The student can understand the
unfamiliar topics. The • The reader can understand main idea and details of various
reader can understand narrative and descriptive texts in stories and biographies.
narrative and descriptive multiple paragraphs such as o The student can understand the
Nine Years Reading
texts in multiple paragraphs detailed descriptions of people, different elements in stories.
having different tenses. places and things, and narratives o The student can understand short
about events in all tenses. online biographies.
• The reader can understand the o The student can understand news
main idea, facts and multiple reports on local activities or events.
details. The reader can o The student can understand details
comprehension derives not only in a police report on a recent crime.
31
form context and knowledge of o The student can understand details
topic, but also from the reader’s in articles about a sports or cultural
own knowledge of the language events.
itself o The student can understand details
of a message explaining someone's
absence from an important
meeting.
detailed descriptions of a training
or voluntary experience.
32
Writing Skill
33
Language Proficiency Levels and Performance Indicators – Writing Skill
The writer can copy some • The writer can copy familiar words • The following are example indicators
familiar letters, words and and phrases using letters he learned. of what the student can do. This is not
phrases. • If given enough time and hints, the an exclusive list.
writer can write a limited number of o The student can copy letters, words
words and phrases from memory, but and phrases he or she learned in
errors are to be expected. class.
One Year Writing o The student can write his or her
name, home address, date, name of
days and seasons.
o The student can write words and
phrases that he or she learned,
using visual stimuli such as pictures,
maps or drawings.
The writer can write • The writer can write a limited number • The following are example indicators
memorized lists and of memorized words and phrases in a of what the student can do. This is not
phrases about familiar familiar context. He shows good an exclusive list.
topics. accuracy when writing about several o The student can fill out simple
simple familiar topics. forms with some basic personal
• The writer can fill out official forms information such as name, date of
with simple limited personal birth and nationality.
information. o The student can write about
himself/herself, using previously
learned sentences and phrases.
o The student can write lists including
Two Years Writing likes and dislikes, such as school
subjects, sports and activities.
o The student can create a table of
information on family members to
include: name, age, relationship,
and their likes and dislikes.
o The student can write simple
sentences about where he or she
live.
o The student can create simple lists
for multiple purposes.
phrases about weekend activities.
34
o The writer can write down simple
information when he or she listens
to a class activity or a short
conversation.
The writer can write short • The writer can meet simple and • The following are example indicators
and simple texts and limited practical needs, by writing of what the student can do. This is not
comments about familiar lists, short messages and postcards. an exclusive list.
everyday topics. • The writer can express himself or o The student can write simple
herself and write about topics in sentences to describe himself or
everyday life relying mainly on herself, family, friends and school.
memorized material. o The student can write simple
• The writer is able to recombine phrases and sentences like those in
learned vocabulary and structures to greeting cards, invitation cards and
create simple sentences on very thank you cards.
familiar topics, but he is not able to o The student can write about
sustain sentence-level writing all the familiar experiences and events,
Three Years Writing
time. Due to inadequate vocabulary using previously learned writing
and/or grammar, writing may only style such as writing routine
partially communicate the intentions activities inside and outside class.
of the writer. o The student can write a few
sentences about a topic he or she
learned in class with the help of
some images.
o The student can write a request for
some basic information such as
asking for an appointment with a
professor or a colleague or for a
certain service.
The writer can write short, • The writer can express few practical • The following are example indicators
simple texts on familiar needs and is able to create phrases of what the student can do. This is not
topics, and can present and ask questions based on familiar an exclusive list.
information using a series material. o The student can write information
of simple sentences. • The writer can create a limited about people he or she knows such
number of sentences using as a describing their appearance
Four Years Writing
memorized vocabulary and structures. and some personality traits.
These sentences are simple and short, o The student can write simple
and derived from conversations with information about a familiar place,
others, and limited to the present such as school, home or city.
tense. Content is related to familiar o The student can write about an
topics and personal information. occasion, holiday or celebration.
35
• The writer will makes predictable o The student can write brief notes
grammatical and spelling errors. on an oral presentation he will
deliver.
o The student can write about topics
of personal interest such as a
favorite movie or celebrity.
o The student can write instructions
on how to prepare or make
something as preparing a certain
dish.
The writer can write about • The writer can meet an appropriate • The following are example indicators
a broader range of familiar number of practical needs in writing, of what the student can do. This is not
topics, using sentences at can communicate in writing with short an exclusive list.
the appropriate degree of c and simple texts, and sentences o The student can write a message
cohesion. appropriately connected about explaining something.
personal topics related to everyday o The student can write about public
life. events and daily routine.
• Writing is in the present tense but may o The student can write personal
include references to other tenses. details in order to enter a contest or
Five Years Writing
Writing style is very similar to oral enroll in a program.
discourse. . o The student can write invitation to
• The writer shows signs of control over an event they are organizing.
basic stricter of sentences and verb o The student can write a few
conjugation. Writing can be described sentences about something he or
as a loose group of sentences or she learned.
questions that are weakly linked. o The student can write a simple
summary about a book, movie or
event.
The writer can write on • The writer can write a simple • The following are example indicators
topics related to work, paragraph or summary about an of what the student can do. This is not
study and will begin to experience at work or school. an exclusive list.
increasingly use different • The writer shows some ability to o The student can write a simple
tenses. write narrative and descriptive texts report about something he or she
in the present, past and future tenses learned.
Six Years Writing when writing about everyday events o The student can write a series of
and situations. Such descriptive and steps to complete a task, such as
narrative texts are one paragraph an experiment in a lab.
long. o The student can write content for a
• The writer might commit a number of presentation.
errors in tenses, which adversely o The student can write a simple
affect clarity of writing. Some writings summary about a task or a trip.
36
revert to vocabulary and structures
from oral discourse.
The writer can write about • The writer can write a paragraph or a • The following are example indicators
various topics, including summary about a variety of topics. of what the student can do. This is not
events, experiences and • The writer shows ability to write an exclusive list.
topics related to his or her narrative and descriptive texts in the o The student can write a summary
immediate environment, present, past and future tenses when of a research that he performed.
using different tenses and writing about daily events and o The student can write the content
shows ability to produce a circumstances; this narrative and of a presentation with supporting
connected and organized descriptive text is one paragraph details about a variety of topics
text. long. related to his or her community.
• The writer might commit few errors in o The student can write a series of
the use of tenses, which may steps needed to accomplish a
adversely affect clarity. The writer will community-based task such as
Seven Years Writing
often resort to using vocabulary and fundraising for a certain cause.
structures from oral discourse. o The student can write a narrative
account of the most prominent
events that were of interest to his
community.
o The student can write a summary
of a conversation or an interview
conducted by him or her or
someone else.
of movie or a story they saw or
heard.
The writer can write on • The writer can write narrative and • The following are example indicators
academic, specialized and descriptive texts using all tenses and of what the student can do. This is not
general topics. The writer a variety of linguistic structures. an exclusive list.
can also express • Paragraphs are cohesive in terms of o The student can write and review
experiences and events structure and clarity of meaning and an essay prepared as part of
using different tenses, and use of a variety connecters, but homework.
using connected (cohesive) paragraphs may not be lengthy. o The writer can write and review
Eight Years Writing and organized paragraphs. • The writer may resort to excessive resume to apply for a university, or
inappropriate repetition, and may get a job or training.
sometimes resort to using oral and o The student can write a diary, using
written patterns used in mother some social media channels.
tongue. o The student can write an essay
about an event or a project in the
context of his or her school or
community.
37
o The student can write a letter to
the editor or manager of the school
magazine, on topics of interest to
him or her and their colleagues.
The writer can write on a • The writer can write narrative • The following are example indicators
wide range of academic, paragraphs with a good deal of detail, of what the student can do. This is not
specialized, and general using all tenses and good ability to an exclusive list.
topics. The writer can also use a variety of linguistic structures o The student can write an article for
express experiences and referring to time. a newspaper or magazine on a
events using different • Writing includes a variety of linking general topic.
tenses, using extensive and words and is composed of more than o The student can create a
coherent, well-organized one paragraph. questionnaire on a certain topic
Nine Years Writing
paragraphs. • Writing is rich and precise in terms of and summarize most prominent
vocabulary and structure, thus findings and recommendations.
allowing for clear and elaborate o The student can write promotional
expression of ideas. leaflets for products or events, or a
• Writing is sometimes similar to oral variety of services.
discourse. o The student can write an essay
about the history of his or her
family or community.
38
First Year
39
Language Proficiency Levels and Performance Indicators – First Year
The listener can recognize • The listener can sometimes recognize • The following are example indicators
common memorized words single words or common expressions of what the student can do. This is not
and expressions upon if these are in context. an exclusive list.
hearing them. • The listener shows very little o The student can sometimes
understanding of verbal messages recognize the letter sounds which
even in their simplest context and in he learned in the context of
personal and social situations. familiar words.
understand single words that have
been learned and memorized in
One Year Listening previous stages, especially if
associated with an action or a
picture.
common greetings.
color names.
o The student can count from one to
ten.
o The student knows some types of
food.
The speaker can • The speaker, if given enough time • The following are example indicators
communicate about a and hints, can exchange greetings of what the student can do. This is not
limited number of very and introduce himself, and can name an exclusive list.
familiar topics using single a few familiar items related to his o The student can greet others and
words or memorized direct environment. introduce himself.
expressions. • The speaker cannot engage in a o The student can answer a few
genuine conversation about familiar simple questions.
or unfamiliar topics. o The student repeats previously
One Year Speaking learned vocabulary and expressions
such as numbers, week days,
months and seasons.
o The student can name some places,
persons and things previously
learned.
o The student can sing some chants
and short songs.
40
The reader can recognize a • The reader can recognize a number of • The following are example indicators
number of letters and letters and vocalization markers. of what the student can do. This is not
vocalization markers, and • The reader can sometimes recognize an exclusive list.
some words and phrases he some common words or often used o The student can spell a few names
learned. phrases presented within a and simple words.
supporting context. o The reader can link single words
One Year Reading
with related images.
o The student can link some words
and expressions he learned with
related meanings such as city
names on a map or the names of a
few dishes on a menu.
The writer can copy some • The writer can copy familiar words • The following are example indicators
familiar letters, words and and phrases using letters he learned. of what the student can do. This is not
phrases. • If given enough time and hints, the an exclusive list.
writer can write a limited number of o The student can copy letters, words
words and phrases from memory, but and phrases he or she learned in
errors are to be expected. class.
One Year Writing o The student can write his or her
name, home address, date, name of
days and seasons.
o The student can write words and
phrases that he or she learned,
using visual stimuli such as pictures,
maps or drawings.
41
Second Year
42
Language Proficiency Levels and Performance Indicators – Second Year
The listener can recognize a • The listener can recognize a number • The following are example indicators
number of familiar words of words and common expressions in of what the student can do. This is not
and expressions upon their context, and then understands an exclusive list.
hearing them. them, including words derived from o The student can understand
other languages. different greetings and the
• The listener may understand more occasions they are used in.
than one expression at a time, and o The student can understand
may need repetition to do so. vocabulary and expressions of
thankfulness as expressed by
others.
expressions used by others to
introduce themselves.
Two Years Listening o The student can understand a
question about somebody else’s
name.
names of the days of the week
and the times of a day.
names of the seven Emirates.
body parts.
simple and common expressions
about the weather.
The speaker can • The speaker can communicate about • The following are example indicators
communicate about some very familiar topics using memorized of what the student can do. This is not
very familiar topics, using words and expressions that are an exclusive list.
various memorized and limited to the context in which the o The student can greet others and
common words and language was acquired. can excuse himself.
Two Years Speaking expressions. • The speaker can respond to direct o The student can introduce himself
questions using two or three words at and others.
a time, or using some memorized o The student can provide basic
language. information about himself and his
• The speaker frequently pauses as he acquaintances.
searches for simple words, or he
43
repeats the words and phrases of the o The student can answer simple
person he is conversing with. He questions regarding his likes and
sometimes uses words from his dislikes, or regarding his current
mother tongue. and past activities.
o The student can ask simple and
direct questions using who, what,
when and where.
o The student can talk about some
simple things in his daily life and in
his direct environment, such school
and home.
learned information such as places,
celebrations, animals and colors.
The reader can recognize all • The reader can recognize all letters of • The following are example indicators
letters and vocalization the alphabet in their different forms of what the student can do. This is not
markers and a number of and placements in words. an exclusive list.
words and phrases he • The reader can recognize a number of o The student can recognize some
learned. words and expressions within context, words and expressions with the
including words borrowed from other use of visual aids such as entrance
languages. and exit signs.
• The reader rarely understands more o The student can recognize words
than a single sentence, and usually referring to family members such
needs to reread. as father and grandfather, etc.
names of different healthy food
Two Years Reading such as fruits and vegetables.
understand words from daily "to
do" or shopping lists.
understand signs and display
boards, such as those at
supermarkets, in the street and in
magazines.
understand the daily school
schedule (names of study
subjects).
The writer can write • The writer can write a limited number • The following are example indicators
Two Years Writing memorized lists and of memorized words and phrases in a of what the student can do. This is not
familiar context. He shows good an exclusive list.
44
phrases about familiar accuracy when writing about several o The student can fill out simple
topics. simple familiar topics. forms with some basic personal
• The writer can fill out official forms information such as name, date of
with simple limited personal birth and nationality.
information. o The student can write about
himself/herself, using previously
learned sentences and phrases.
o The student can write lists including
likes and dislikes, such as school
subjects, sports and activities.
o The student can create a table of
information on family members to
include: name, age, relationship,
and their likes and dislikes.
sentences about where he or she
live.
o The student can create simple lists
for multiple purposes.
phrases about weekend activities.
o The writer can write down simple
information when he or she listens
to a class activity or a short
conversation.
45
Third Year
46
Language Proficiency Levels and Performance Indicators – Third Year
The listener can often • The listener can often understand • The following are example indicators
understand simple words, some information out of simple of what the student can do. This is not
expressions and sentences sentences (one sentence at a time) in an exclusive list.
related to daily life. The personal and social contexts, o The student can differentiate
listener can also supported with non-linguistic clues. between interrogative and
understand limited • The listener can understand sentences informative sentences.
information within an oral that express practical needs, as well o The student can understand
discourse, and the general as some frequently used expressions questions about his age, address,
idea sometimes. and instructions, particularly those and hobbies.
learned before. o The student can understand some
simple questions and statements
about his family, friends and
classmates.
Three Years Listening weather conditions with the help
of pictures or video clips.
tangible descriptions related to a
photo or a drawing.
o The student can recognize whether
the conversation is about him or
about someone else.
understand road directions to
reach a certain destination.
simple conversation between a
seller and a buyer.
The speaker can • The speaker can handle few • The following are example indicators
communicate and exchange uncomplicated communication tasks of what the student can do. This is not
information about familiar within simple social situations. an exclusive list.
topics, using memorized or • The speaker’s conversation is limited o The student can exchange some
Three Years Speaking his own simple phrases and to familiar and essential topics related personal information with others
sentences. The speaker can to his personal life, direct such as address, email, nationality,
usually interact in daily environment, and interests and and information about family
social situations using needs. The speaker can name basic
members and friends.
things.
47
simple short questions and • The speaker can respond to simple o The student can talk or ask about
answers. and direct questions, or information familiar things in a photo.
requests with clear sentences, but o The student can talk or ask about
cannot keep up the same level of the weather conditions aided by a
performance at all times. weather map.
• The speaker can ask some memorized o The student can ask and answer
questions. simple questions about date, time
• The speaker can express personal and place for a meeting or an
information relying heavily on
appointment.
memorized phrases. He may construct
his sentences using his own words or o The student can ask about directions
using the familiar language of the and can give directions to others
person he is conserving with. about a certain destination.
• The speaker’s conversation mostly o The student can invite others, and
comprises short sentences in the can accept or reject invitations.
present tense. These are sometimes o The student can interact while
grammatically inaccurate. ordering food or purchasing certain
• The speaker’s mother tongue greatly needed items.
affects his pronunciation, vocabulary o The student can describe family,
and structure, which negatively friends and school.
influences the clarity of his message. o The speaker can briefly describe
events or short familiar experiences.
o The student can give simple
instructions to prepare or make
something.
information concerning learned
topics such as an experiment in a
science lab or experiences in other
subjects at school.
The reader can understand • The reader can easily and almost fully • The following are example indicators
familiar words, expressions understand key words and words of what the student can do. This is not
and sentences in short borrowed from foreign languages, as an exclusive list.
simple texts related to daily well as memorized expressions in a o The student can understand key
life. The reader can number of simple and short texts information in an advertisement.
understand some key with clear context. o The student can determine the
Three Years Reading information in such texts. • The reader can understand simple and main purpose of a printed
predictable words, phrases and advertisement.
sentences in short using words he or o The student can understand
she learned previously such as train’s simple information in a text
schedule, road maps and traffic signs. message from a friend.
• The reader can usually understand the
meaning of short simple texts that
48
include key information using text o The student can understand a
sequencing and non-linguistic support simple comment describing a
certain picture.
categories on a diagram/chart.
different greeting messages on
postcards.
o The student can recognize city
locations on a map.
o The student can understand public
transportation schedule.
working hours of businesses.
labels on recycling bins.
The writer can write short • The writer can meet simple and • The following are example indicators
and simple texts and limited practical needs, by writing of what the student can do. This is not
comments about familiar lists, short messages and postcards. an exclusive list.
everyday topics. • The writer can express himself or o The student can write simple
herself and write about topics in sentences to describe himself or
everyday life relying mainly on herself, family, friends and school.
memorized material. o The student can write simple
• The writer is able to recombine phrases and sentences like those in
learned vocabulary and structures to greeting cards, invitation cards and
create simple sentences on very thank you cards.
familiar topics, but he is not able to o The student can write about
sustain sentence-level writing all the familiar experiences and events,
Three Years Writing
time. Due to inadequate vocabulary using previously learned writing
and/or grammar, writing may only style such as writing routine
partially communicate the intentions activities inside and outside class.
of the writer. o The student can write a few
sentences about a topic he or she
learned in class with the help of
some images.
o The student can write a request for
some basic information such as
asking for an appointment with a
professor or a colleague or for a
certain service.
49
50
Fourth Year
51
Language Proficiency Levels and Performance Indicators – Fourth Year
The listener can understand • The listener can understand most of • The following are example indicators
the general idea of simple the information contained in of what the student can do. This is not
texts, presentations and sentences (one sentence at a time) an exclusive list.
short conversations about expressing basic personal and social o The student can understand the
familiar topics. contexts. timeframe set by the teacher to
• The listener shows simple ability to complete homework.
understand oral texts composed of o The student can understand
several sentences. questions related to his study
schedule or other types of
schedules.
questions about likes and dislikes.
messages of praise and
Four Years Listening congratulation.
general message in an audible
announcement.
time and the place of an event.
between the acceptance and the
decline of an invitation in an oral
discourse.
o The student can understand clear
and repeated airport
announcements about time of
landing and departure and the
boarding gate number.
The speaker can engage in • The speaker can successfully handle a • The following are example indicators
conversations about a limited number of simple of what the student can do. This is not
number of familiar topics communication tasks within simple an exclusive list.
using simple sentences. The social situations. o The student can engage in some
Four Years Speaking
speaker can also handle • The speaker’s talk is limited to conversations about daily issues such
uncomplicated daily social familiar and expected daily life topics as his family, school, personal
situations using some and those which are essential in his interests and daily routine.
life and community. These topics are
52
simple questions and related to basic personal information o The student can ask for help, make
answers. about self, family, home, daily hotel or restaurant reservations, or
activities, hobbies and favorite things. arrange transportation.
In addition, these may also o The student can describe favorite
incorporate topics related to ordering people, events, famous landmarks
food at a restaurant and buying basic and popular places.
things from the market.
o The student can express his needs
• The speaker can answer direct
and desires which are related to his
questions or respond to requests for
information, however, he may falter. school and daily life.
He can also pose few accurate o The student can give information
questions appropriate to the context about several things such as how to
of the discourse. play a game, to prepare a recipe, or
• The speaker can express personal to spend a holiday.
information through constructing his o The student can talk about his
own genuine phrases and expressions favorite programs or famous figures.
by combining previously learned
linguistic elements with other
elements heard from the person he is
conversing with.
• As the speaker searches for the
appropriate vocabulary and structure,
he hesitates in his talk and usually
makes linguistic errors.
• The speaker’s talk is characterized by
repeated periods of silence,
unsuccessful re-wording and self-
correction.
• The speaker’s pronunciation,
vocabulary and structure are strongly
affected by his mother tongue,
however, he can convey intended
meaning.
The reader can understand • The reader can understand some • The following are example indicators
some information and some information in short, cohesive texts of what the student can do. This is not
details in short and simple that address limited personal and an exclusive list.
texts when the topic is social issues. Although he or she o The student can understand email
familiar. might also repeatedly misunderstand from a friend about his interests
Four Years
Reading such texts. and daily routines.
• The reader at this level may o The student can understand a
encounter difficulties in friend's posts on Facebook.
understanding cohesive texts, o The reader can understand a
regardless of length. friend's letter about an event.
53
o The student can understand a text
accepting or rejecting an
invitation.
required information on a formal
form, such as those I.D form,
participation in a draw or hotel
reservations.
information from the media, such
as basic information about
famous athletes, job
advertisements or the weather
forecast.
The writer can write short, • The writer can express few practical • The following are example indicators
simple texts on familiar needs and is able to create phrases of what the student can do. This is not
topics, and can present and ask questions based on familiar an exclusive list.
information using a series material. o The student can write information
of simple sentences. • The writer can create a limited about people he or she knows such
number of sentences using as a describing their appearance
memorized vocabulary and structures. and some personality traits.
These sentences are simple and short, o The student can write simple
and derived from conversations with information about a familiar place,
others, and limited to the present such as school, home or city.
tense. Content is related to familiar o The student can write about an
Four Years Writing
topics and personal information. occasion, holiday or celebration.
• The writer will makes predictable o The student can write brief notes
grammatical and spelling errors. on an oral presentation he will
deliver.
o The student can write about topics
of personal interest such as a
favorite movie or celebrity.
o The student can write instructions
on how to prepare or make
something as preparing a certain
dish.
54
Fifth Year
55
Language Proficiency Levels and Performance Indicators – Fifth Year
The listener can understand • The listener can understand sentences • The following are example indicators
the general idea of short (one sentence at a time) in several of what the student can do. This is not
and simple texts and basic, personal and social contexts. an exclusive list.
presentations about topics His understanding is often accurate in o The student can understand basic
related to daily life, familiar and predictable topics, information contained in audio-
personal interests, and although sometimes visual commercials.
studies. misunderstanding may occur. o The student can understand
• The listener can partially understand questions and dialogues in audio-
the meaning of oral texts, such as the visual materials posted on social
Five Years Listening main idea. networks.
information in a recorded message
about the life of one of his
classmates.
information about the time and
place of a meeting or an event,
and differentiates between
postponement and cancelation.
The speaker can participate • The speaker can successfully engage • The following are example indicators
in conversations about in uncomplicated communication of what the student can do. This is not
familiar topics using a series tasks related to simple social an exclusive list.
of sentences. The speaker situations. His conversations are o The speaker can start and finish a
can also deal with daily usually limited to familiar and conversation, and can ask for
social situations using essential topics in his life and information and details.
several questions and a community. o The speaker can conduct an
variety of answers. The • The speaker can answer direct interview with another person.
speaker can usually express questions or respond to requests for
Five Years Speaking o The student can talk about his daily
all that he wants to say information in a clear and accurate
about himself and his daily routines, hobbies and personal
manner.
life. The speaker can put interests.
• When needed, the speaker can pose
oral presentations about a different questions to obtain simple o The student can give the reasons
number of familiar topics information for some basic life behind his personal choices.
using a series of connected essentials such as directions, price o The student can give information and
sentences. and services. details about past and planned
• The speaker can give certain activities.
information but encounters difficulties
56
in connecting ideas, using the correct o The speaker can talk about other
tense, verb conjugation, and other countries, events, and historical
communication techniques such as figures.
clarification and elaboration. o The student can speak about a past
• The speaker can express personal personal experience or something he
information and thoughts by learned.
formulating his own coherent
sentences. His speech is interspaced
with pauses, successful re-phrasing
and self-correction, as he searches for
the right words and appropriate
linguistic structures to correctly
convey meaning.
The reader can understand • The reader can understand short • The following are example indicators
key information in short and simple texts that provide key of what the student can do. This is not
texts related to everyday information on personal and an exclusive list.
life or personal and social topics. He or she Might o The student can understand simple
academic interests. occasionally misunderstand such personal questions, such as those
texts. found in surveys, or for online
• At this level, the reader can website registration.
partially understand short, and o The student can understand
cohesive descriptive and information found in various
narrative texts on familiar topics. invitations to different occasions.
information found in a commercial
advertisement or a tourist
pamphlet/guide.
Five Years Reading o The student can understand key
information in menus.
o The student can understand what is
posted in forums on familiar topics.
contents of postcards from friends.
information found in personal
messages exchanged on social
media sites.
information found in an interview
with a celebrity.
o The reader can identify some
events in a narrative text or simple
short story.
57
o The student can identify some
descriptions in short texts about a
person, a place or a thing.
The writer can write about • The writer can meet an appropriate • The following are example indicators
a broader range of familiar number of practical needs in writing, of what the student can do. This is not
topics, using sentences at can communicate in writing with short an exclusive list.
the appropriate degree of c and simple texts, and sentences o The student can write a message
cohesion. appropriately connected about explaining something.
personal topics related to everyday o The student can write about public
life. events and daily routine.
• Writing is in the present tense but may o The student can write personal
include references to other tenses. details in order to enter a contest or
Five Years Writing
Writing style is very similar to oral enroll in a program.
discourse. . o The student can write invitation to
• The writer shows signs of control over an event they are organizing.
basic stricter of sentences and verb o The student can write a few
conjugation. Writing can be described sentences about something he or
as a loose group of sentences or she learned.
questions that are weakly linked. o The student can write a simple
summary about a book, movie or
event.
58
Sixth Year
59
Language Proficiency Levels and Performance Indicators – Sixth Year
The listener can easily • The listener can easily and confidently • The following are example indicators
understand the main idea understand simple and compound of what the student can do. This is not
and a few details of texts sentences (one sentence at a time) an exclusive list.
and presentations on about basic personal and social topics. o The student can understand direct
several topics related to • The listener demonstrates a general information in interviews
daily life, personal understanding of narrative and conducted by a student playing
interests, and studies. descriptive paragraphs, such as the the role of a journalist asking
main idea and some simple details. visitors about their current and
Six Years Listening future activities.
tourist guide in his illustrations
about the history of a place and its
main monuments.
main idea and few details related
to general safety instructions in an
audio material.
The speaker can engage in • The speaker can engage in • The following are example indicators
conversations about familiar conversations with appropriate level of what the student can do. This is not
topics with a reasonable of fluency talking about usual topics an exclusive list.
fluency. The speaker can and social situations. o The student can ask and answer
handle uncomplicated daily • The speaker can successfully questions about certain events,
social situations. He begins communicate in uncomplicated social hobbies, lifestyle, sport activities
to use simple structures and situations that require simple and games.
different tenses. The exchange of information related to o The student can pose questions and
speaker can give organized work, school, hobbies, special formulate answers about places he
Six Years Speaking oral presentations about his interests and personal expertise.
life and school. visited or plans to visit.
• The speaker can use many linguistic
o The student can give information
structures including different tenses,
but cannot keep a consistent level of about his family history or talk
accuracy at all times. about his future profession.
• Mother tongue is still evident (mixing o The student can request
and borrowing words from mother postponement of an appointment
tongue and using literal translations). and explain why.
There may be some gaps in his o The student can return previously
communication of ideas. purchased items and explain why.
60
o The student can use original
expressions to explain something, or
to ask about the steps to do
something.
o The student can explain the
essential steps to accomplish
something at school or in his daily
life.
presentation about an influential
leader.
The reader can understand • The reader has a fair • The following are example indicators
most information and understanding of short non- of what the student can do. This is not
details in texts related to complex texts presenting basic an exclusive list.
daily life, personal interests information about a variety of o The student can understand texts
and studies. The reader can personal and social topics -with about a summer trip or a work-
sometimes understand few gaps in comprehension. related event.
short narrative and • The reader can understand o The student can understand written
descriptive texts. cohesive narrative and descriptive descriptions on postcards received
texts, with gaps in understanding from a friend about a family
due to inadequate knowledge of vacation.
Six Years Reading vocabulary, and linguistic o The student can understand
structures and rules. instructions to use ATM machine.
news in the papers related to a
public social event.
events in narrative texts or short
stories.
information found in publications
about tourist attractions.
The writer can write on • The writer can write a simple • The following are example indicators
topics related to work, paragraph or summary about an of what the student can do. This is not
study and will begin to experience at work or school. an exclusive list.
increasingly use different • The writer shows some ability to o The student can write a simple
Six Years Writing tenses. write narrative and descriptive texts report about something he or she
in the present, past and future tenses learned.
when writing about everyday events o The student can write a series of
and situations. Such descriptive and steps to complete a task, such as
an experiment in a lab.
61
narrative texts are one paragraph o The student can write content for a
long. presentation.
• The writer might commit a number of o The student can write a simple
errors in tenses, which adversely summary about a task or a trip.
affect clarity of writing. Some writings
revert to vocabulary and structures
from oral discourse.
62
Seventh Year
63
Language Proficiency Levels and Performance Indicators – Seventh Year
the main idea, and some overall meaning in short texts that of what the student can do. This is not
supporting details in contain coherent sentences and an exclusive list.
familiar and unfamiliar different linguistic structures. o The student can understand some
dialogues. The listener can • The listener can generally understand details in an official warning
sometimes understand the the main facts and some details in related to expected crisis or serious
meaning contained in texts narrative and descriptive texts conditions.
that describe different composed of more than one o The student can understand oral
Seven Years Listening messages from a friend or a
events and experiences. paragraph.
classmate talking about past events
and potential future results.
information related to time and
place of a meeting or event and
any future changes to this
information.
The speaker can easily and • The speaker can easily and • The following are example indicators
confidently participate in confidently discuss usual topics and of what the student can do. This is not
conversations about familiar social situations. an exclusive list.
topics, and can handle daily • The speaker succeeds in performing o The student can explain or give a
social situations that are many communication tasks that presentation about the basic rules,
somewhat complicated. The demand the exchange of various provisions and regulations which
speaker can also narrate information. affect life at school and within
events and experiences • The speaker can use various society, and can answer questions
using different tenses, and appropriate linguistic structures. about the same.
can describe persons, places • The speaker can often narrate and
Seven Years Speaking and things. He can also give o The student can discuss with his
describe things using all tenses at the
organized oral classmates plans for a trip or an
paragraph level.
presentations about work, event.
• The speaker encounters some
society and topics that he difficulties while narrating or o The student can give a presentation
has researched. describing, as he sometimes mistakes about a current news, a top story, or
the use of appropriate tense, or may a phenomenon currently discussed
not be able to deliver a coherent in the media.
paragraph due to lack of appropriate o The student can give a briefing
breadth of vocabulary. about a cultural, historical or a
sporting event.
64
The reader can easily and • The reader can completely and • The following are example indicators
confidently understand confidently understand short non- of what the student can do. This is not
information and details in complex texts, and provides basic an exclusive list.
texts related to daily life, information about a variety of o The student can understand
personal interests and topics and social figures. instructions for online shopping.
studies. The reader can • The reader can understand o The student can follow simple
understand cohesive interconnected narrative and instructions to conduct a science
Seven Years Reading narratives and descriptive description texts with rare gaps in experiment in class.
texts. comprehension. o The student can understand a brief
summary of the achievements of a
historical figure.
o The student can understand all
ideas in a text describing a scientific
discovery or a historical event or a
sporting event.
The writer can write about • The writer can write a paragraph or a • The following are example indicators
various topics, including summary about a variety of topics. of what the student can do. This is not
events, experiences and • The writer shows ability to write an exclusive list.
topics related to his or her narrative and descriptive texts in the o The student can write a summary
immediate environment, present, past and future tenses when of a research that he performed.
using different tenses and writing about daily events and o The student can write the content
shows ability to produce a circumstances; this narrative and of a presentation with supporting
connected and organized descriptive text is one paragraph details about a variety of topics
text. long. related to his or her community.
• The writer might commit few errors in o The student can write a series of
the use of tenses, which may steps needed to accomplish a
adversely affect clarity. The writer will community-based task such as
Seven Years Writing
often resort to using vocabulary and fundraising for a certain cause.
structures from oral discourse. o The student can write a narrative
account of the most prominent
events that were of interest to his
community.
of a conversation or an interview
conducted by him or her or
someone else.
of movie or a story they saw or
heard.
65
Eighth Year
66
Language Proficiency Levels and Performance Indicators – Eighth Year
the main idea and several meaning in narrative and descriptive of what the student can do. This is not
supporting details in texts composed of more than one an exclusive list.
organized dialogues about paragraph, and organized in clear and o The student can understand
several personal and coherent linguistic structures. presentations about famous
general topics, and in • The listener can understand the main historical figures and contemporary
extended narrative and facts and many supporting details. His ones.
descriptive texts. understanding may be based on o The student can understand oral
context and knowledge of linguistic conversations or messages talking
Eight Years Listening structures and content. about arrangements for a planned
meeting or a trip.
o The student can differentiate
between the characteristics of
different tourist destinations in
audio-visual materials.
o The student can understand short
stories and some excerpts of books,
speeches and summaries covering
several topics.
The speaker can engage in • The speaker can successfully • The following are example indicators
conversations about familiar communicate in most informal of what the student can do. This is not
topics beyond his daily life. conversations and a limited number an exclusive list.
He can handle various and of formal conversations related to o The student can talk about current
somewhat complicated work, current news, and topics of issues such as reckless driving,
social situations. He can general and social interest. pollution, behavioral problems and
narrate events and • The speaker shows ability to narrate healthy living.
experiences in some details and describe using all tenses, present,
o The student can distinguish between
using different tenses. The past and future at the paragraph
Eight Years Speaking different lifestyle in different countries
speaker can describe level.
people, places and things • The speaker generally commits some and at different eras, such as how
with appropriate details. errors in verb conjugation and technology affects our contemporary
The speaker can give grammatical structure while talking. life.
organized oral • The speaker’s communication skills o The student can talk about solving
presentations about various are stable in quality; he can rephrase, unexpected problems he faced, such
issues. clarify and explain thoughts. as absence from school due to an
• The speaker can participate in emergency.
dialogues using appropriately correct,
67
clear and precise linguistic structures o The student can conduct or
to convey desired message. participate in formal interviews.
presentation about the importance of
certain social, cultural or national
events.
o The student can give a promotional
presentation for a certain event or
product.
The reader can understand • The reader can understand • The following are example indicators
the main idea and narrative and descriptive texts of what the student can do. This is not
supporting details in texts comprised of more than one an exclusive list.
about personal and general paragraph, can understand main o The student can find and use
interests. The reader can idea and supporting details. information for practical purposes
understand relatively long Comprehension is derived mainly such as reading about a certain
narrative and descriptive from knowledge of context and event and deciding whether to
texts using different tenses. content. attend or not.
• The reader can clearly understand o The student can understand a blog
the information organization about travel and use the
(discourse) and linguistic information to plan a trip.
structures used, though there o The student can understand the
may be gaps in understanding rules related to absenteeism and
them. sick leave.
o The student can compare
information about different
Eight Years Reading restaurants and choose the most
suitable one.
o The student can compare between
various extra-curricular activities
and chooses those that match own
interests.
main idea and details in
government job description.
o The student can understand an
article about changes caused by
technology over the past twenty
years.
o The student can follow written
instructions, such as directions and
steps to prepare certain dishes
(recipe).
68
The writer can write on • The writer can write narrative and • The following are example indicators
academic, specialized and descriptive texts using all tenses and of what the student can do. This is not
general topics. The writer a variety of linguistic structures. an exclusive list.
can also express • Paragraphs are cohesive in terms of o The student can write and review
experiences and events structure and clarity of meaning and an essay prepared as part of
using different tenses, and use of a variety connecters, but homework.
using connected (cohesive) paragraphs may not be lengthy. o The writer can write and review
and organized paragraphs. • The writer may resort to excessive resume to apply for a university, or
inappropriate repetition, and may get a job or training.
Eight Years Writing sometimes resort to using oral and o The student can write a diary, using
written patterns used in mother some social media channels.
tongue. o The student can write an essay
about an event or a project in the
context of his or her school or
community.
o The student can write a letter to
the editor or manager of the school
magazine, on topics of interest to
him or her and their colleagues.
69
Ninth Year
70
Language Proficiency Levels and Performance Indicators – Ninth Year
The listener can understand • The listener can understand extended • The following are example indicators
the main idea and most descriptive texts including detailed of what the student can do. This is not
supporting details in texts descriptions of people, places and an exclusive list.
about various personal, other things, and narrative texts that o The student can understand
general and professional relate events in the past, present and detailed instructions from the
topics and in extended future. The speech is usually teacher about performing a certain
narrative and descriptive constructed in familiar linguistic assignment.
texts. structures. o The student can understand a
• The listener can understand the main series of instructions and detailed
idea and most supporting details. steps about cooking a certain
recipe or implementing a certain
process.
Nine Years Listening televised interviews with public
figures.
summaries about the achievements
of a leader, such as UAE leaders.
internet clips of tours in a museum,
city or university.
content of an oral message
recorded by a friend or an
acquaintance relating previous
experiences.
The speaker can talk about • The speaker can easily and • The following are example indicators
familiar topics and usual confidently perform many of what the student can do. This is not
experiences and events in a communication tasks and can actively an exclusive list.
clear and detailed manner participate in most informal o The student can talk confidently
Nine Years Speaking using various tenses. The discussions and some formal ones. about a wide range topics and
speaker can also express his • The speaker shows ability to narrate events using different tenses, such
view point while discussing and describe using all tenses. as childhood memories, vacations,
with others a number of • While narrating and/or describing, future plans and the difficulties he is
issues. the speaker can coherently link main facing in his studies.
71
ideas and supporting details on the o The student can exchange
paragraph level. information about topics not within
• The speaker can easily and his usual realm of interest, such as
successfully handle linguistic the characteristics of his community,
complications as a result of major environmental issues, tourism
unexpected turns in a normal or and work.
usually familiar dialogue or o The student can confidently express
communication task.
in details his views and thoughts
• The speaker is fluent due to his wide
about different issues.
range of vocabulary and ability to use
a variety of linguistic structures. o The student can express his view
• The speaker can converse about a point and back it up with clear
number of familiar topics, and discuss reasoning and arguments, such as
them with a high level of accuracy using mobiles while driving,
and clarity. conserving energy and expected
behavior from teenagers.
The reader can understand • The reader can understand long • The following are example indicators
the main idea and texts on familiar and unfamiliar of what the student can do. This is not
supporting details on a topics related to personal, an exclusive list.
variety of familiar and general and specialized interests. o The student can understand the
unfamiliar topics. The • The reader can understand main idea and details of various
reader can understand narrative and descriptive texts in stories and biographies.
narrative and descriptive multiple paragraphs such as o The student can understand the
texts in multiple paragraphs detailed descriptions of people, different elements in stories.
having different tenses. places and things, and narratives o The student can understand short
about events in all tenses. online biographies.
• The reader can understand the o The student can understand news
main idea, facts and multiple reports on local activities or events.
Nine Years Reading
details. The reader can o The student can understand details
comprehension derives not only in a police report on a recent crime.
form context and knowledge of o The student can understand details
topic, but also from the reader’s in articles about a sports or cultural
own knowledge of the language events.
itself o The student can understand details
of a message explaining someone's
absence from an important
meeting.
detailed descriptions of a training
or voluntary experience.
72
The writer can write on a • The writer can write narrative • The following are example indicators
wide range of academic, paragraphs with a good deal of detail, of what the student can do. This is not
specialized, and general using all tenses and good ability to an exclusive list.
topics. The writer can also use a variety of linguistic structures o The student can write an article for
express experiences and referring to time. a newspaper or magazine on a
events using different • Writing includes a variety of linking general topic.
tenses, using extensive and words and is composed of more than o The student can create a
coherent, well-organized one paragraph. questionnaire on a certain topic
Nine Years Writing
paragraphs. • Writing is rich and precise in terms of and summarize most prominent
vocabulary and structure, thus findings and recommendations.
allowing for clear and elaborate o The student can write promotional
expression of ideas. leaflets for products or events, or a
• Writing is sometimes similar to oral variety of services.
discourse. o The student can write an essay
about the history of his or her
family or community.
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الإطار العام لمعايير المناهج 2017 اللغة العربية للناطقين بغيرها - إنجليزي

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الإطار العام لمعايير المناهج 2017 اللغة العربية للناطقين بغيرها - إنجليزي

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Framework for Learning Arabic as an Additional Language

YEARS OF STUDY LISTENING SPEAKING READING WRITING

YEARS OF STUDY LISTENING SPEAKING READING WRITING

YEARS OF STUDY LISTENING SPEAKING READING WRITING

YEARS OF STUDY LISTENING SPEAKING READING WRITING

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