Языковые компетенции

LANGUAGE SKILLS STANDARDS

 

BEGINNER (A1 – Breakthrough level (CEFR))

The student at this level can:

  • Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
  • Can introduce him/her and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.
  • Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

GRAMMAR

The student at this level can use the following grammar material:

  • Subject pronouns
  • Simple Yes/No/Wh- questions in present tense
  • Affirmative and negative statements with the verbs “be” and “do”
  • Singular/plural of basic nouns
  • Articles – “the, a/an”.

LISTENING

The student at this level can:

  • Recognize letters of the alphabet;
  • Recognize cardinal and ordinal numbers;
  • Recognize/respond to basic survival vocabulary, greetings, and polite expressions;
  • Respond to very simple questions in familiar contexts;
  • Follow simple one-step directions;
  • Respond to simple requests for repetition;

SPEAKING

The student at this level can:

  • Identify individual letters;
  • Use cardinal and ordinal numbers;
  • Greet others;
  • Use basic vocabulary for social interaction;
  • Ask simple questions in short phrases;
  • Produce simple statements;
  • Express lack of understanding and ask for repetition;
  • Respond to simple questions in a familiar situation;

PRONUNCIATION

The student at this level can:

  • Link the words together (E.g.: It’s a… = Itza…);
  • Recognize/produce letter-sound associations (phonemes);
  • Recognize/produce intonation for Yes/No/ Wh- questions

WRITING

The student at this level can:

  • Write upper and lower case letters and numbers 0-100;
  • Write basic personal information words;
  • Spell simple words;
  • Copy simple words/phrases related to everyday life;
  • Write dates and digital clock times;
  • Write money amounts;
  • Write very simple learned sentences;
  • Use simple punctuation;

READING

The student at this level can:

  • Identify upper and lower case letters of the English alphabet and numbers 0-100;
  • Apply sound/symbol relationships to decode letters of the alphabet, consonant blends, and familiar short words;
  • Recognize personal information in print;
  • Recognize simple words and phrases related to immediate needs;
  • Read learned sentences;
  • Interpret simple signs and symbols in environment;
  • Read dates and analog/digital clock times;
  • Read prices;
  • Follow simple one-step directions and instructions that include pictures or modelling.

 

ELEMENTARY (A2 – Way stage level (CEFR))

The student at this level can:

  • Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).
  • Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.
  • Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

GRAMMAR

The student at this level can use the grammar material from the previous levels plus the following:

  • Simple Yes/No/Wh- questions and responses
  • Affirmative and negative statements with “be, do, have” and other high frequency verbs
  • Simple Present and Continuous tenses
  • Simple Past with high frequency verbs such as “be, do, have”
  • Modal auxiliary verbs
  • Singular/plural of Nouns
  • Simple Conjunctions
  • Simple Prepositions of time and place
  • Simple Adverbs of frequency  
  • Possessive Adjectives
  • Subject Pronouns

LISTENING

The student at this level can:

  • Recognize letters of words when spelled or dictated
  • Recognize/respond to greetings and polite expressions in routine and familiar settings
  • Recognize/respond to simple questions/statements in familiar contexts (e.g., weather, family, employment)
  • Follow one-step directions in a familiar context to complete a simple task
  • Identify simple expressions indicating lack of understanding
  • Recognize/respond to requests for repetition
  • Recognize/respond to personal information questions

SPEAKING

The student at this level can:

  • Spell some familiar words
  • Use numbers appropriately to provide personal information
  • Produce and respond to common greetings, introductions, and polite expressions
  • Produce simple statements in routine and familiar situations
  • Use the telephone to make an emergency call
  • Respond to simple questions in familiar situations demonstrating some control of grammar

PRONUNCIATION

The student at this level knows/can:

  • Syllable stress of new vocabulary
  • S-ending sounds: /s/, /z/ and /Iz/
  • Intonation for Yes/No questions
  • Recognize/reproduce pronunciation of chunks and link the words together

WRITING

The student at this level can:

  • Write basic personal information
  • Write familiar simple words and short phrases from dictation
  • Complete short, simplified forms
  • Address an envelope
  • Write lists (e.g., shopping) and personal schedules
  • Write some simple phrases and simple sentences related to familiar situations
  • Use some simple basic punctuation

READING

The student at this level can:

  • Apply sound/symbol relationships to decode familiar words (e.g., high frequency words for life skills)
  • Read cursive and printed materials
  • Interpret words and symbols on everyday signs
  • Scan for specific information on familiar documents (e.g., utility bill, pay stub).
  • Follow some simple written instructions that include pictures or diagrams (e.g., food preparation, simplified prescriptions, care labels)
  • Follow simple geographical directions on a simple map
  • Read some common sight words
  • Read simple sentences on a familiar topic

 

PRE-INTERMEDIATE (B1 – Threshold level (CEFR))

The student at this level can:

  • Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
  • Can deal with most situations likely to arise while travelling in an area where the language is spoken.
  • Can produce simple connected text on topics that are familiar or of personal interest.
  • Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

GRAMMAR

The student at this level can use the grammar material from the previous levels plus the following:

  • Present continuous tense
  • Modal auxiliary verbs (e.g., can / have to + verb)
  • Common irregular verbs
  • Subject-Verb agreement
  • Adjective + Noun
  • There is/There are
  • Contractions (e.g., I’m, she’s, isn’t, don’t)
  • Demonstrative adjectives (this/that, these/those)
  • Singular/plural (e.g., count/non-count)
  • Indefinite articles (some/any, much/many)
  • Possessive adjectives (e.g., my, your, her, our)
  • Conjunctions
  • Simple frequency adverbs (e.g., always, sometimes, never)

LISTENING

The student at this level can:

  • Listen for key vocabulary words in contextualized conversations
  • Recognize common words when spelled or dictated
  • Recognize/respond to alternative forms of basic questions in familiar contexts
  • Follow simple multi-step directions and instructions
  • Identify simple expressions indicating lack of understanding

SPEAKING

The student at this level can:

  • Ask simple questions to satisfy survival needs
  • Spell some sight words
  • Answers simple questions on everyday activities with some detail
  • Participates in short conversations on everyday activities using appropriate conversation skills and monitoring for listener comprehension
  • Give simple one-step instructions and directions
  • Expresses likes and dislikes
  • Express lack of understanding (e.g. speak slower, please rephrase,  don’t understand)
  • Use the telephone to make an appointment

PRONUNCIATION

The student at this level knows/can:

  • Phonemes needed to enhance comprehensibility (e.g., based on learners’ needs -- /l/ vs /r/ or /th/ vs /t/)
  • Stress of multi-syllabic words
  • Short and long vowel sounds (based on learners’ needs)
  • Schwa-sound used in unstressed syllables
  • S-ending sounds: /s/, /z/ and /Iz/
  • Past “-ed” ending sounds: /t/, /d/ and /Id/
  • Shift in meaning when using different emphases in sentence stress
  • Intonation difference for questions and sentences

WRITING

The student at this level can:

  • Write familiar simple sentences from dictation
  • Complete basic forms to satisfy survival needs (e.g., job application, school registration form, basic medical form, library card etc.)
  • Write simple sentences related to familiar situations  Prepare a map or very simple directions to home/apartment
  • Following a model, write a simple paragraph on a single topic
  • Use simple basic punctuation (e.g., capitalization, periods, commas, question marks)
  • Write simple notes and messages (e.g., note to a teacher about a sick child, thank-you for a gift, etc.)
  • Spell words phonetically
  • Use simple graphic organizers

READING

The student at this level can:

  • Recognize alternate forms of basic information words on a personal information form (e.g., today’s date/current date, birth date/date of birth, sex/gender).
  • Read schedules and simple charts
  • Follow simple written multi-step instructions (e.g., food preparation, simplified prescriptions, care labels)
  • Read compound and complex sentences following punctuation cues
  • Read short simplified paragraphs on a single topic with familiar vocabulary (e.g., a description of a person, place, or activity)
  • Recognize base words, synonyms and antonyms
  • Identify patterns and categorize words
  • Read compound words and identify base word
  • Use prediction as a reading strategy

 

INTERMEDIATE (B2 – Vantage level (CEFR))

The student at this level can:

  • Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in the field of specialisation.
  • Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
  • Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

GRAMMAR

The student at this level can use the grammar material from the previous levels plus the following:

  • Simple past tense
  •  Future tense (“will” + verb and “be going to +verb”)
  •  Present perfect tense in high frequency situations
  •  Simple modals (e.g., can/could, may/might, shall/should, will/would, must) in affirm./negative
  •  Simple expressions for giving advice, inviting, and expressing regret
  •  Comparative and superlative adjectives
  •  Adverbs (too, very, enough)
  •  Verb + Infinitive (e.g., want to __, need to __)
  •  Possessives (e.g., girl’s , Tom’s )
  •  Object pronouns (e.g., mine, his, hers, theirs, ours)
  •  Conjunctions (and/or, but, either/neither)
  •  Polite expressions (e.g., would rather, would you mind)

LISTENING

The student at this level can:

  • Respond to statements, questions and commands using some expanded vocabulary
  •  Respond to simple social conversation in familiar contexts (e.g., shopping, employment, school)
  •  Follow simple two-step directions and instructions with some detail
  •  Identify simple information from a conversation or in familiar contexts (i.e., listen with a purpose)
  •  Use context clues to get main ideas and to identify details
  •  Respond to simple requests for clarification
  •  Distinguish language use in informal versus simple formal situations (i.e., pay attention to register)

SPEAKING

The student at this level can:

  • Produce simple statements, questions, and commands using familiar vocabulary
  • Participate in routine social conversations in familiar contexts (e.g., shopping, employment, school)
  • Give simple two-step directions
  • Retell a simple story
  • Use simple expressions of satisfaction/dissatisfaction and agreement/disagreement
  • Use simple expressions to express opinion
  • Express lack of understanding and ask for repetition or clarification
  • Use appropriate language in both informal and simple formal situations

PRONUNCIATION

The student at this level knows/can:

  • Phonemes needed to enhance comprehensibility (e.g., based on learners’ needs -- /l/ vs /r/ or /th/ vs /t/)
  • Stress of multi-syllabic words
  • Short and long vowel sounds (based on learners’ needs)
  • Schwa sound used in unstressed syllables
  • S-ending sounds: /s/, /z/ and /Iz/
  • Past “-ed” ending sounds: /t/, /d/ and /Id/
  • Shift in meaning when using different emphases in sentence stress
  • Intonation difference for questions and sentences

WRITING

The student at this level can:

  • Write simple sentences from dictation
  •  Write some compound and complex sentences
  •  Complete more complex forms
  •  Write out simple instructions with some detail
  •  Write simple directions with some detail to a familiar location
  •  Write short notes (e.g., to school, neighbor, coworker)
  •  Compose simple letters (e.g., requests and offers).
  •  Write a descriptive paragraph with some detail on a familiar topic that includes a beginning, middle and end (e.g., special place, tradition, event, etc.)
  •  Apply basic capitalization, spelling and punctuation rules when writing
  •  Take notes on familiar material transmitted orally
  •  Use pre writing and editing strategies
  •  Demonstrate some control of spelling
  •  Use some idioms

READING

The student at this level can:

  • Apply sound/symbol relationships to decode new words in context
  •  Apply simple context clues to determine the meaning of new words
  •  Recognize standard words on a personal information form
  •  Locate a word, number or item in alphabetical or numerical order (e.g., phone book, dictionary)
  •  Comprehend simple and compound sentences in authentic materials
  •  Identify main idea, chronological order, and simple transitions in texts on familiar subjects
  •  Recognize prefixes, suffixes, homonyms, transition words, words with multiple meanings and some idioms
  •  Read and understand multi- paragraph selections from a variety of genres
  •  Read to compare and contrast information

 

UPPER-INTERMEDIATE (C1 – Proficiency (CEFR))

The student at this level can:

  • Can understand a wide range of demanding, longer texts, and recognize implicit meaning.
  • Can express ideas fluently and spontaneously without much obvious searching for expressions.
  • Can use language flexibly and effectively for social, academic and professional purposes.
  • Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

GRAMMAR

The student at this level can use the grammar material from the previous levels plus the following:

  • Past habitual with “used + infinitive”
  • Present perfect (contrast to other tenses and using “for, since, already, yet”)
  • Past continuous (in contrast to simple past)
  • Modals (e.g., ought to, had better, would rather)
  • Tag questions
  • Conditionals (e.g., present real, present unreal and past unreal)
  • Simple adverbial clauses (e.g., before/after, if/then, because/since)
  • Passive voice
  • Reflexive pronouns (e.g., myself, yourself, herself)
  • Common phrasal verbs and idioms (e.g., get ___,put ___, take ___ etc.)
  • Commonly confused verbs (e.g., do/make, say/tell, bring/ take, learn/teach, go/come, etc.)

LISTENING

The student at this level can:

  • Interpret statements, questions and commands in a variety of familiar situations
  • Follow multi-step directions to a specific location
  • Follow multi-step instructions on how to do something
  • Interpret information from a conversation and in a variety of contexts (e.g., in person, on telephone, over announcement)
  • Identify key information/details in a description  Respond to requests for clarification and
  • elaboration
  • Understand more complex structures
  • Distinguish between facts and opinions in conversation
  • Recognize/respond to some common idioms

SPEAKING

The student at this level can:

  • Produce statements, questions, and commands (i.e., interact) in less familiar contexts with some detail
  • Ask and answer questions – using complete sentences when appropriate
  • Give directions to a specific location
  • Provide two and three step instructions with detail on how to do something
  • Request information and express needs (e.g., in person or by phone)
  • Express satisfaction/dissatisfaction and agreement/disagreement
  • Provide simple descriptions (e.g., describe a person, place or event)
  • Express opinions and provide factual information

PRONUNCIATION

The student at this level knows/can:

  • Phonemes needed to enhance comprehensibility (e.g., based on learners’ needs -- /l/ vs. /r/ or /th/ vs. /t/)
  • Stress of multi-syllabic words
  • Short and long vowel sounds (based on learners’ needs)
  • Schwa-sound used in unstressed syllables
  • Shift in meanings when using different emphases in sentence stress
  • Articulate word endings
  • Intonation differences for questions and sentences
  • Phrase words into “thought groups or chunks” and pausing between the phrases

WRITING

The student at this level can:

  • Take detailed messages (e.g., phone message)
  • Take simple notes from authentic discourse
  • Complete authentic forms (e.g., job applications, insurance documents, medical history forms, etc.)
  • Draft, organize, write and edit a short paragraph using a topic sentence, supporting details and transitions
  • Write short letters of request /complaint

READING

The student at this level can:

  • Determine meaning of new vocabulary using context clues and decoding skills
  • Read simple descriptions and narratives on authentic topics
  • Follow specific written directions/instructions to perform an activity
  • Skim for main idea and scan for detail in prose text and on documents
  • Interpret information in an authentic paragraph or text to answer a question
  • Identify main idea, supporting details and transitions in a paragraph or text
  • Identify fact and opinion in a text
  • Compare information presented in two or three different sources
  • Make inferences from familiar texts
  • Recognize common idioms
  • Identify a writer’s purpose

 

ADVANCED (C2 – Mastery (CEFR))

The student at this level can:

  • Can understand with ease virtually everything heard or read.
  • Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.
  • Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

GRAMMAR

The student at this level can use the grammar material from the previous levels plus the following:

  • Present Perfect continuous
  •  Perfect Modals (e.g. should have, would have)
  •  Embedded statements and questions
  •  Compound and complex sentences
  •  Modals and expressions indicating wishes doubt, regret, obligation (pay attention to register)
  •  Gerunds and infinitives
  •  Connectives (e.g., because, even, though, etc.)
  •  Transitional adverbs (therefore, however)
  •  Adverbial clauses
  •  Phrasal verbs (separable and inseparable)
  •  Idiomatic expressions

LISTENING

The student at this level can:

  • Respond to topics beyond immediate survival needs (e.g., news and events in the workplace or community)
  •  Follow detailed multi-step directions and instructions in familiar situations
  •  Respond to requests for clarification, elaboration, opinion, etc.
  •  Identify details in a description (e.g., of a person, place or an event)
  •  Obtain detailed information in a variety of contexts (e.g., from conversation or broadcast)
  •  Recognize/respond appropriately to social cues in conversation in familiar contexts
  •  Recognize/respond to conversational openers/closures and polite expressions as used by
  • native speakers (e.g., “ have to get going….”, “I’d rather not…”, “How about going to…”)
  •  Recognize/respond to idiomatic expressions in familiar situations

SPEAKING

The student at this level can:

  • Participate in discussions on topics beyond immediate survival needs (e.g., local news)
  •  Explain concepts/ideas in organized manner using examples or details
  •  Tell anecdotal stories as a part of conversation
  •  Give detailed, multi-step directions and instructions in familiar settings
  •  Clarify utterances by rewording or repeating in order to be understood by the general public
  •  Select and report pertinent information (e.g., regarding an accident, change in procedure, etc.)
  •  Request specific information in person or by phone
  •  Use a variety of sentence patterns, new vocabulary, and high-frequency idioms in spontaneous conversation
  •  Participate in social interactions using the appropriate degree of formality
  •  Negotiate a solution/compromise
  •  Use persuasion in conversation

PRONUNCIATION

The student at this level knows/can:

  • Stress of multi-syllabic words using learned rules to guess stress of new words
  •  Phrasing words into thought groups and pausing between the phrases
  •  Conversation management techniques, such as interrupting and “turn-taking”

READING

The student at this level can:

  • Determine the meaning of unfamiliar words in text
  •  Interpret factual materials (e.g., prose text, charts/graphs, and other visual presentations)
  •  Read authentic materials on everyday subjects
  •  Interpret and summarize descriptions and narratives on familiar topics
  •  Take notes from texts/documents on unfamiliar topics
  •  Vary reading strategies for understanding content on unfamiliar topics or technical information
  •  Distinguish between literal and figurative language
  •  Take notes while reading

WRITING

The student at this level can:

  • Write complex sentences in paragraphs
  •  Demonstrate the correct use of capitalization, punctuation and spelling (e.g., using reference materials to edit and revise)
  •  Use pre-writing skills to organize and develop a paragraph
  •  Write a detailed paragraph with topic sentence, supporting details, and conclusion
  •  Describe a detailed procedure in writing
  •  Summarize articles on familiar topics
  •  Identify parts of a composition - outlining content/sequence of paragraphs
  •  Following a model, prepare a simple resume
  •  Edit and revise drafts