Learning Outcomes

The candidate will:

Assessment Criteria

The candidate can:

• Be able to understand the main points of clear standard texts on familiar matters regularly encountered in daily life

1.  Read and understand a variety of different texts
2. Obtain specific information through detailed reading
3. Recognise and understand relevant key words
4. Read and understand common phrasal verbs

• Be able to produce simple connected text on topics which are familiar or of personal interest

1. Use reported speech
2. Use a range of verb tenses accurately such as present simple, present continuous, past simple, past perfect and future simple tense
3. Express simple conditions
4. Use a range of simple, compound and complex sentences to make writing more interesting
5. Use correct sentence punctuation
6. Adapt key words according to their function with a sentence

• Be able to describe experiences and events, dreams, hopes and ambitions and give brief reasons and explanations for opinions and plans

1. Write a simple composition in at least one of the following styles:
   • Descriptive
   • Narrative
   • Imaginative
2. Sequence a composition in a logical order

Indicative Content

1. Be able to understand the main points of clear standard texts on familiar matters regularly encountered in daily life
   
   Candidates will be expected to read texts of approximately 300 words in length. Texts could come from a variety of sources including, but not exclusive to: newspaper articles, web pages, encyclopaedia entries. The types of subjects covered may include:
   1. Personal narrative
   2. Crime reports
   3. Personal interest news stories
   
   Phrasal verbs to be understood at this level should include: give up (smoking); put up with (tolerate); let someone down (break a promise); set out/ set off  (start a journey); come across (find by accident); go off (explode); go off (rot); look into (investigate); look forward to (anticipate with pleasure); take after (resemble e.g. father to son); make something up (pretend); make off (escape); get on with (be friends); get over (recover); turn up (arrive)
   
   
2. Be able to produce simple connected text on topics which are familiar or of personal interest
   
   Reported speech – carry out tasks such as: repeating a message, passing on information, telling a story, telling a joke, checking facts
   
   Verb tense – information and idea should be ordered in time using correct verb conjugations.
   
   Expressing simple conditions – use the ‘if/past perfect +would have/non-finite verb’ construction, e.g. They would have gone to the concert if they had had tickets; or If he had known, he would have finished earlier.
   
   Simple, compound and complex sentences to make sentence more interesting :
   The gerund after certain prepositions in idiomatic expressions, e.g. After leaving work, he went to the gym; It’s no use talking to him or Is it worth doing?
   Conjunctions of reason and purpose, cause, result and concession, e.g. She goes to the gym in order to keep fit or There is a lack of water as a result of the hot weather.
   Conjunctions as connectives, e.g. and, but, or, however.
   Changes in word order in specific situations to express information accurately, e.g. To the north is…
   
   Key words to be adapted will be drawn from the following: Argentina, angry, begin, bore, Britain, build, careful, celebrate, China, cook, Cyprus, danger, easy, Egypt, England, excite, fortunate, France, Germany, Greece, happy, healthy, heavy, hungry, inform, interest, invent, invite, Italy, Japan, kind, like, loud, lucky, mean, noise, patient , perfect, please, possible, proud, quick, reception, rob, run, Russia, slow, Spain, stripe, tidy, Turkey, use, usual, visit, worry,. Please note: additional countries may be added to this list.
   
   
3. Be able to describe experiences and events, dreams, hopes and ambitions and give brief reasons and explanations for opinions and plans
   
   Candidates should be able write a composition of approximately 150 -200 words in a variety of styles. Examples of the type of writing and topics expected to be covered are indicated by the following sample questions:
   
   
   1. Descriptive
      1. What can you see from your bedroom window? Describe the view.
      2. Give a description of your town, city or village.
   2. Narrative
      1. Write a story beginning with the words “....................”
      2. “................................” Continue the story.
   3. Imaginative
      1. What would you do if you won £1billion?
      2. Imagine you are very old. What is it like?

Learning Outcomes

The candidate will:

Assessment Criteria

The candidate can:

 Be able to understand the main points of clearly voiced passages of English on familiar everyday matters that would enable him/her to deal with situations likely to arise in an English-speaking environment

1. Identify the gist of conversations
2. Identify the meaning of spoken statements
3. Identify specific  key words in a passage of spoken English
4. Transcribe short passages of spoken English

 Indicative Content

1. Be able to understand the main points of clearly voiced passages of English on familiar everyday matters that would enable him/her to deal with situations likely to arise in an English-speaking environment

Candidates should be able to listen to short conversations and identify the gist from a list of options: correctly answer true or false statements in relation to statements that they have heard; fill in specific gaps within written sentences by listening to the spoken sentence; accurately transcribe passages of English of around 40 words

Possible contexts:

• Information gathering and checking, e.g. asking about the weather, asking about names and dates
• Informative texts, e.g. descriptions  of places or events
• Topical radio extracts

For an indication of expectations in terms of grammar at this level please see the indicative content in the Reading & Writing unit.

Learning Outcomes

The candidate will:

Assessment Criteria

The candidate can:

Be able to interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party

1. Speak clearly at a moderate speed to be understood using coping strategies to maintain fluency
2. Demonstrate a use of simple strategies to clarify understanding
3. Respond to a range of question types within a structured task
4. Make requests and ask questions using a range of modals and question forms within a structured task
5. Express wishes and desires
6. Speak using appropriate stress and intonation
7. Use a range of simple vocabulary and idiom in order to carry out a structured task with variety and interest

Indicative Content

1. Be able to interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party

Candidates should be able to ask and answer questions on themselves and their homes, families, hobbies. They should also be able to answer questions on predetermined topics that examine hypothetical conditions, e.g. what they would like to do, things they would like, etc

Candidates should be able to carry out a simple structured task where they make arrangements and confirm understanding, e.g. making an appointment, arranging to meet someone, etc

For an indication of expectations in terms of grammar at this level please see the indicative content in the Reading & Writing unit.