Can do's: Independent user I - 4 point Bagrut – B1

RECEPTION ACTIVITIES | RECEPTION STRATEGIES | PRODUCTION ACTIVITIES | PRODUCTION STRATEGIES | INTERACTION ACTIVITIES | INTERACTION STRATEGIES | MEDIATION ACTIVITIES | MEDIATION STRATEGIES | PLURILINGUAL AND PLURICULTURAL COMPETENCE | COMMUNICATIVE LANGUAGE COMPETENCES
חזרה לראש הדף

RECEPTION ACTIVITIES

Spoken reception

Overall spoken reception
Can understand the main points and details of clearly articulated standard speech on concrete and abstract familiar matters regularly encountered in school, leisure etc.

  • Can generally follow the main points of extended conversation and discussion around him/her, provided speech is clearly articulated
  • Can follow the general outline of straightforward short talks on familiar topics provided these are delivered in clearly articulated standard speech
  • Can follow a straightforward presentation, demonstration or short talk, with visual support where necessary (e.g., slides, handouts) understanding most explanations given
  • Can understand the main points of what is said in a straightforward monologue (e.g., a guided tour), provided speech is clearly articulated
  • Can understand simple technical information, such as operating instructions for everyday equipment
  • Can follow detailed directions (e.g., how to get from point A to B)
  • Can understand most public announcements at airports and stations, on planes, buses and trains, provided speech is audible and clearly articulated with minimum interference from background noise
  • Can understand the main points of radio news bulletins and recorded material about familiar subjects
  • Can understand the main points and important details in stories and other narratives, provided speech is clearly articulated
  • Can follow films in which visuals and action carry much of the storyline, and which are delivered clearly in straightforward language
  • Can follow the main points in short TV programs or video clips on familiar topics

Written reception

Overall written reception
Can read and adequately comprehend texts on familiar subjects and/or topics of interest containing level-appropriate language (vocabulary and grammar)

  • Can understand personal letters, emails or online postings that address events, feelings and experiences
  • Can find and understand relevant information in most everyday materials, (e.g., letters, brochures and short official documents)
  • Can pick out important information on labels and leaflets
  • Can assess whether an article, report or review is on a specific or required topic and/or is suited to his/her language level
  • Can understand the important information in straightforward commercial adverts in newspapers or magazines (e.g., holiday packages)
  • Can understand most general factual information on familiar subjects of interest
  • Can understand short texts on familiar subjects or topics of current interest, in which people explicitly state their points of view
  • Can identify the main conclusions in clearly signaled argumentative texts
  • Can understand clearly written authentic instructions that may include visuals (e.g., cooking/safety/operating instructions)
  • Can understand the description of places, events, explicitly expressed feelings and perspectives in a variety of text types (e.g., narratives, magazine articles, songs)
  • Can follow the plot of stories and comics with a clear, transparent storyline
חזרה לראש הדף

RECEPTION STRATEGIES

Identifying cues and predicting content (spoken and written) (adapted)

  • Can make basic predictions about text content from headings, titles or headlines
  • Can listen to a short narrative and predict what will happen next
  • Can follow a line of argument or the sequence of events in a story, by focusing on common logical connectors (e.g., however, because) and temporal connectors (e.g., after that, beforehand)
חזרה לראש הדף

PRODUCTION ACTIVITIES

Spoken production

Overall spoken production
Can present and reasonably sustain a coherent straightforward description on a variety of subjects within his/her area of interest, using level-appropriate language (vocabulary and grammar)

  • Can give straightforward descriptions on a variety of familiar subjects and areas of interest
  • Can relate a straightforward narrative or description as a linear sequence of points
  • Can give accounts of experiences, describing feelings and reactions
  • Can relate details of unpredictable occurrences (e.g., an accident)
  • Can relate the plot of a book or film and describe his/her reactions
  • Can describe dreams, hopes and ambitions
  • Can describe events, real or imagined
  • Can narrate a story
  • Can report straightforward factual information on a familiar topic, (e.g., to indicate the nature of a problem or to give detailed directions), provided he/she can prepare in advance
  • Can describe how to do something, giving general instructions
  • Can express opinions on subjects relating to everyday life
  • Can give some reasons and explanations for opinions, plans and actions
  • Can express and justify approval/disapproval of what someone has done
  • Can deliver short, rehearsed announcements on a topic pertinent to everyday occurrences with adequate prosody
  • Can give a prepared straightforward presentation without difficulty on a familiar subject or topic of interest explaining the main points with reasonable precision and clarity
  • Can take follow up questions, but may ask for clarification and/or repetition

Written production

Overall written production
Can write straightforward connected texts on familiar subjects and/or topics of interest, by linking discrete elements of content into a linear sequence using levelappropriate language (vocabulary and grammar)

  • Can write straightforward descriptions on a range of familiar subjects and topics of interest
  • Can write accounts of experiences, describing feelings and reactions in connected text
  • Can write a description of an event, a recent trip, real or imagined
  • Can write short, simple essays on topics of interest
  • Can present a topic in a short report or poster, using visuals and short blocks of text
  • Can write brief reports containing factual information following a standard conventionalized format
  • Can write a short text on a familiar topic integrating factual information from two sources
חזרה לראש הדף

PRODUCTION STRATEGIES

Planning

  • Can work out how to communicate the main point(s) he/she wants to convey, exploiting available resources and limiting the message to what he/she can recall or find the means to express

Compensating

  • Can use a word or phrase similar in meaning to the concept he/she wants to convey and invites ‘correction’/feedback
  • Can define the features of something concrete for a word which he/she can't remember or doesn’t know
  • Can foreignize a word in another language and ask for confirmation

Monitoring and repair

  • Can ask for confirmation that a grammatical structure used is correct
  • Can start again and use a different strategy when following a communication breakdown
חזרה לראש הדף

INTERACTION ACTIVITIES

Spoken interaction

Overall spoken interaction

  • Can exploit a wide range of level-appropriate language to deal with most familiar situations .
  • Can enter unprepared into conversation, express personal opinions and exchange information on familiar topics, topics of personal interest or pertinent to everyday life (e.g., family, hobbies, work, travel and current events
  • Can follow clearly articulated speech directed at him/her in everyday conversation, though may ask for repetition of particular words and phrases
  • Can enter unprepared into conversations on familiar topics
  • Can express and respond to feelings such as surprise, happiness, sadness, interest and indifference
  • Can generally follow the main points in an informal discussion with friends/peers provided speech is intelligible
  • Can convey his/her opinions and reactions politely regarding solutions to problems or practical questions
  • Can give or seek personal views and opinions politely in discussing topics of interest
  • Can follow argumentation and discussion on a familiar or predictable topic, provided the points are made in level-appropriate language and/or repeated, and opportunities are given for clarification
  • Can generally follow what is said and, when necessary, can repeat relevant parts to confirm mutual understanding
  • Can intelligibly convey opinions and reactions understood regarding possible solutions or the question of what to do next, giving brief reasons and explanations
  • Can invite others to share their views on how to proceed
  • Can ask a shop assistant to explain the difference between two or more products serving the same purpose, posing follow up questions as necessary prior to making a decision
  • Can cope with less routine situations in shops, the post office, the bank and in making travel arrangements (e.g., returning an unsatisfactory purchase, opening a foreign currency account)
  • Can seek and pass on straightforward factual information
  • Can ask for and follow detailed directions
  • Can obtain more detailed information
  • Can offer advice on simple matters based on his/her experience
  • Can carry out an interview using a prepared questionnaire, with some spontaneous follow up questions and can answer interview questions
  • Can use telecommunications to hold straightforward but extended conversations with people he/she knows personally
  • Can use telecommunications to convey routine messages (e.g., arranging to meet) and obtain basic services (e.g., making an appointment)

Written interaction

Overall written interaction
Can write personal correspondence and notes asking for or conveying information, getting across the point he/she feels to be important

Correspondence

  • Can engage in written correspondence describing experiences, feelings and events in some detail
  • Can write basic, factual emails and letters (e.g., to request information or to ask for and give confirmation)

Notes, messages and forms

  • Can take routine, clearly articulated messages in a personal, work-related or academic context
  • Can write notes conveying straightforward, of relevance to people who feature in his/her everyday life (e.g., friends, service people, teachers)

Online Interaction Activities

Online conversation and discussion

  • Can post a comprehensible contribution in an online discussion on a familiar topic of interest, provided that he/she can prepare the text beforehand and use onlinetools to fill gaps in language and check accuracy
  • Can make personal online postings about experiences, feelings and events and respond individually in some details to others’ comments using level-appropriate language

Goal-oriented online collaboration

  • Can interact online with a partner or small group working on a project, provided there are visual aids (e.g., images, statistics and graphs) to clarify more complex concepts
  • Can respond to instructions, ask questions, or request clarifications to accomplish an online shared task
חזרה לראש הדף

INTERACTION STRATEGIES

Taking the floor (turn taking)

  • Can initiate, maintain and close face-to-face conversation on topics that are familiar or of personal interest

Co-operating

  • Can repeat part of what someone has said to confirm mutual understanding and help keep the development of ideas on course
  • Can invite others into the discussion

Asking for clarification and elaboration

  • Can ask someone to clarify or elaborate what he or she has just said
חזרה לראש הדף

MEDIATION ACTIVITIES

Language A and Language B may be two different languages, two varieties of the same language, two registers of the same variety, or any combination of the above. The can-do statements can also refer to the same language and in that case “Language A” and “Language B” are irrelevant.

  • Language A = communication source
  • Language B = communication output

Mediating a text

Overall mediation

  • Can play a supportive role in interaction, contribute, and express his/her suggestions and invite other people to do the same
  • Can convey information given in clear, well-structured informational texts on familiar subjects or topics of personal or current interest, provided he/she can check the meaning of lexical items if necessary
  • Can relay (in Language B) the content of public announcements and messages spoken in clear, standard language (Language A) at normal speed
  • Can relay (in Language B) the content of clearly articulated detailed instructions or directions (in Language A)
  • Can relay (in Language B) specific information given in straightforward informational texts (e.g., leaflets, brochure entries, notices and letters or emails) (Language A)
  • Can relay in writing (in Language B) specific information contained in spoken texts (in Language A) (e.g., telephone calls, announcements, and instructions)
  • Can relay in writing (in Language B) specific, relevant information contained in straightforward written, informational texts (in Language A) on familiar subjects
  • Can relay in writing (in Language B) specific information given in a straightforward recorded message (left in Language A), provided that the topics concerned are familiar and the delivery is clearly articulated
  • Can interpret and describe (in Language B) simple visuals on familiar topics (e.g., a weather map, a basic flow chart) (in Language A), though frequent pauses, false starts and reformulation may be evident while speaking
  • Can present in simple sentences (in Language B) the main facts displayed in visuals on familiar topics (e.g., a weather map, a basic flow chart) (in Language A
  • Can report (in Language B) the main points made in clear, well-structured multimodal texts (in Language A) on familiar subjects or topics of personal interest
  • Can report (in Language B) the main information content of straightforward texts (in Language A) on subjects of personal or current interest, provided these are level-appropriate and spoken texts are clearly delivered (e.g., a short, written interview or magazine article, a travel brochure)
  • Can convey in writing (in Language B) the main points made in straightforward informational spoken/written texts (in Language A) on subjects of personal or current interest, provided these are level-appropriate and spoken texts are clearly delivered
  • Can provide an approximate spoken translation (in Language B) of coherent, wellstructured written informational texts (in Language A) on familiar subjects or topics of personal interest
  • Can express his/her reactions to a work, reporting feelings and ideas in levelappropriate language
  • Can describe and explain a character’s feelings in level-appropriate language
  • Can share which aspects of a work especially interested him/her
  • Can select simple passages he/she particularly likes from a work of literature and explain why
  • Can point out the most important episodes and explain the significance of events in a clearly structured narrative using level-appropriate productive language (vocabulary and grammar)
  • Can compare and describe the key themes and characters in short, languageappropriate narratives involving familiar and relevant topics/situations

Mediating concepts

Facilitating collaborative interaction with peers

  • Can define the task in a discussion and ask others to contribute their expertise and experience
  • Can collaborate on a shared task, for example formulating and responding to suggestions, asking whether others agree, and proposing alternative approaches
  • Can collaborate in shared tasks and work with peers towards an agreed common goal by asking and answering straightforward questions

Collaborating to construct meaning

  • Can ask a group member to give the reason(s) for their views
  • Can repeat part of what someone has said to confirm mutual understanding and facilitate the development of ideas on a course of action

Managing interaction

  • Can give straightforward instructions to a group who help with formulation when necessary

Encouraging conceptual talk

  • Can ask appropriate questions to check understanding of concepts that have been explained
  • Can ask for feedback/comments on proposed ideas
חזרה לראש הדף

MEDIATION STRATEGIES

Strategies to explain a new concept

Linking to previous knowledge

  • Can show how new information is related to what peers are familiar with by asking focused questions
  • Can explain how something works by providing examples which draw upon everyday human experiences

Adapting language

  • Can rephrase the main point of a simple message on an everyday subject, using different words to help someone else understand it

Breaking down complicated information

  • Can facilitate comprehension of instructions by breaking them into short stages, saying each slowly, employing (exaggerated) prosody and gestures where necessary

Strategies to simplify a text

Amplifying a dense text

  • Can make an aspect of an everyday topic clearer by providing examples
  • Can make an aspect of an everyday topic clearer and more explicit by paraphrasing information

Streamlining a text

  • Can identify and mark the key sentences in a short text (e.g., underline, highlight etc.)
חזרה לראש הדף

PLURILINGUAL AND PLURICULTURAL COMPETENCE

Building a pluricultural repertoire

  • Can recognize and appropriately apply basic cultural conventions associated with everyday social exchanges and act appropriately in everyday situations (e.g., when greeting, saying farewell, expressing thanks, offering an apology
  • Can sometimes recognize when difficulties occur in interaction with members of other cultures, and may attempt to adapt behavior to the situation
  • Can discuss how things that may look ‘strange’ to him/her in another sociocultural context may well be ‘normal’ for those concerned

Plurilingual Comprehension

  • Can exploit what he/she has understood in one language to deduce/grasp the topic and main message of a text in another language (e.g., when reading short newspaper articles, online news, museum brochures)

Building a plurilingual repertoire

  • Can mobilize his/her (limited) repertoire in different languages to explain a problem or to ask for clarification
  • Can use a word from another language in his/her plurilingual repertoire to make him/herself understood in a routine everyday situation either as a compensatory strategy or for more accurate expression
חזרה לראש הדף

COMMUNICATIVE LANGUAGE COMPETENCES

Linguistic (Lexical Band III-4 pts and Grammar Band III-4 pts)

General linguistic range

  • Can describe predictable and some unpredictable situations, explain the main points in an idea or problem with evolving accuracy, and express thoughts on abstract or cultural topics (e.g., music and films)

Vocabulary range and control

  • Can exploit receptive/productive knowledge of vocabulary specified on Lexical Band III for 4 points to understand and convey messages related to a wide range of familiar topics and everyday situations
  • Can draw on sufficient productive knowledge of vocabulary (Lexical Band III for 4 points) and compensatory strategies to express him/herself on a variety of familiar topics
  • Can substitute some words or phrases with other lexical items to explain or emphasize a point

Grammatical accuracy

  • Can draw on a repertoire of frequent 'routines' and patterns (specified in Lexical Grammar III for 4 points) associated with predictable situations and use these with evolving accuracy

Phonological control

Sound articulation

  • Can pronounce most words intelligibly, and mispronunciation of certain phonemes within them does not usually hinder intelligibility

Prosodic features

Can convey his/her in an intelligible way, though there may be a strong influence on stress, intonation and rhythm from other language(s) he/she speaks

Orthographic control

  • Can spell words, punctuate and lay out text, for the most part, accurately

Sociolinguistic appropriateness

  • Can perform and respond to a wide range of language functions, with increasing awareness of register
  • Can act appropriately and in keeping with some salient politeness conventions drawing on evolving sociolinguistic awareness

Pragmatic

Thematic development

  • Can signal chronological sequence in narrative text
  • Can develop a coherent argument that can be followed without difficulty most of the time

Coherence and cohesion

  • Can link a series of short, discrete elements into a coherent sequence in the form of a text
  • Can form and link longer sentences using a limited number of cohesive devices (e.g., in a story)
  • Can divide a long text into logical paragraphs

Propositional precision

  • Can convey straightforward information of immediate relevance, getting across the points he/she considers most important
  • Can express main points he/she wants to make comprehensibly

Spoken fluency

  • Can engage in longer stretches of spontaneous production with pauses for grammatical and lexical planning or repair when necessary