Can do's: Independent user II – 5 point Bagrut – B2

RECEPTION ACTIVITIES | RECEPTION STRATEGIES | PRODUCTION ACTIVITIES | PRODUCTION STRATEGIES | INTERACTION ACTIVITIES | ONLINE INTERACTION ACTIVITIES | INTERACTION STRATEGIES | MEDIATION ACTIVITIES – MEDIATING A TEXT | MEDIATION STRATEGIES | PLURILINGUAL AND PLURICULTURAL COMPETENCE | COMMUNICATIVE LANGUAGE COMPETENCES
חזרה לראש הדף

RECEPTION ACTIVITIES

Spoken reception

Overall spoken reception
Can understand extended speech and most lines of argument on concrete and abstract topics, provided these are sign-posted by explicit markers

  • Can catch much of what is said with some effort in a conversation/discussion with several expert language users, but may find it difficult to participate effectively if there is no linguistic accommodation
  • Can identify the main reasons for and against an argument or idea in a discussion conducted in clearly articulated standard speech
  • Can follow chronological sequence in extended informal speech (e.g., in a story or anecdote)
  • Can follow a lecture or talk provided the subject matter is familiar and/or of interest, the presentation clearly structured and sign-posted
  • Can follow the general lines of argument in a clearly articulated lecture or talk provided the topic is reasonably familiar and sign-posted
  • Can distinguish main themes from asides (a remark/digression that is not part of the main subject), provided that the lecture or talk is delivered in clearly articulated standard speech
  • Can recognize the speaker’s point of view and distinguish this from facts that he/she is reporting
  • Can understand detailed instructions well enough to be able to follow them uccessfully
  • Can understand most public announcements and messages spoken in standard speech at normal speed
  • Can understand the content of a wide range of audio material (recorded or broadcast) provided speech is clearly articulated
  • Can follow films in which the storyline is supported by clearly delivered language, as well as visuals and action
  • Can understand many TV programs (e.g., interviews, short lectures, documentaries and news reports) on general topics/issues and/or of personal interest provided speech is clearly articulated

Written reception

Overall written reception
Can read level-appropriate texts with a large degree of independence and a high level of comprehension, adapting style and reading rate to different purposes

  • Can understand basic, standard and formal correspondence and online postings (e.g., information on driving laws and regulations)
  • Can scan longer texts to locate and gather desired information from different parts of one or more texts to fulfill a specific task
  • Can recognize the intent of a text: to provide factual information or to convince readers of something
  • Can understand texts on familiar subjects or topics of current interest, and recognize implied points of view
  • Can exploit text structure for comprehension (e.g., contrasting arguments, problem-solution and cause-effect relationships
  • Can independently read for pleasure, adapting style and speed of reading to different texts
חזרה לראש הדף

RECEPTION STRATEGIES

Identifying cues and prediction (spoken and written) (adapted)

  • Can exploit text organization features to understand arguments in a text (e.g., numerical, temporal, logical connectors; the role of key paragraphs in the overall text organization
  • Can extrapolate the meaning of a text section in reference to the text as a whole
חזרה לראש הדף

PRODUCTION ACTIVITIES

Spoken production

Overall spoken production
Can give clear, detailed descriptions/presentations on a wide range of subjects, expanding and supporting ideas with relevant subsidiary points/examples using level-appropriate language (vocabulary and grammar)

  • Can clearly express and explain feelings about something experienced and give reasons to explain those feelings
  • Can give clear, detailed descriptions on a wide range of subjects
  • Can describe the personal significance of events and experiences in detail
  • Can describe hypothetical events and situations
  • Can communicate detailed information reliably
  • Can give a clear, detailed description of how to carry out a procedure
  • Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options
  • Can develop an argument that can be followed without difficulty most of the time
  • Can deliver announcements on most general topics clearly, fluently and with a degree of spontaneity
  • Can give a prepared presentation on a topic of interest, outlining similarities and differences relevant to the subject matter (e.g., comparison between products, countries/regions, plans)
  • Can give a clear, prepared presentation, providing reasons in support of/against a particular viewpoint and suggesting advantages/disadvantages of various options
  • Can take a series of follow up questions with a degree of fluency and spontaneity

Written production

Overall written production
Can write clear, detailed texts on a variety of subjects and topics of interest, synthesizing and evaluating information and arguments from several sources, using level-appropriate language (vocabulary and grammar)

Creative writing

  • Can write cohesive, coherent, detailed descriptions on a variety of subjects and
    topics of interest including accounts of experiences and events

Written reports and essays

  • Can write a report/essay on a subject of interest, addressing
    advantages/disadvantages, expressing and justifying his/her position
  • Can paraphrase and integrate factual information drawn from three sources on a
    wide range of topics with growing accuracy of language and content
חזרה לראש הדף

PRODUCTION STRATEGIES

Planning

  • Can rehearse and try out lexical items and grammatical structures, inviting feedback

Compensating

  • Can use circumlocution and paraphrase to cover gaps in vocabulary and structure
  • Can convey meaning by qualifying with a word or phrase meaning something similar (e.g., 'a viewing instrument in a submarine' as a substitute for 'periscope'

Monitoring and repair

  • Can reformulate language if he/she becomes conscious of slips/errors that may lead to or have resulted in misunderstandings
  • Can document and monitor recurring mistakes/errors as he/she progresses towards fluency and accuracy
חזרה לראש הדף

INTERACTION ACTIVITIES

Spoken interaction

Overall spoken interaction

  • Can interact with a degree of fluency and spontaneity that makes possible strainfree interaction, and sustained relationships with successful language users
  • Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments
  • Can understand in detail what is said to him/her in standard spoken language even in a relatively noisy environment
  • Can start and maintain a conversation by asking relatively spontaneous questions about a special experience or event, expressing reactions and opinions on familiar subjects
  • Can participate in relatively long conversations on subjects of common interest
  • Can convey degrees of emotion and highlight the personal significance of events and experiences
  • Can take an active part in informal discussion in a variety of contexts, commenting and clearly expressing point of view
  • Can compare and contrast alternatives (e.g., discuss what to do, where to go, who or which to choose)
  • Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments
  • Can follow what is said, though he/she may occasionally have to ask for repetition or clarification if necessary
  • Can help along the progress of the work (e.g., by inviting others to join in, say what they think)
  • Can explain a problem which has arisen and make it clear that the provider of the service/customer must make a concession
  • Can pass on detailed information reliably
  • Can exchange, check and confirm accumulated factual information on familiar routine and non-routine matters with some confidence
  • Can carry out an effective, fluent interview, departing spontaneously from prepared questions, following up and probing interesting replies
  • Can take initiatives in an interview, expand and develop ideas with little help or prodding from an interviewer
  • Can use telecommunications for everyday personal or professional purposes, provided he/she can ask for clarification from time to time

Written interaction

Overall written interaction
Can convey information and ideas on abstract and concrete topics, and ask about or explain problems with reasonable precision

Correspondence

  • Can engage in written correspondence giving news and expressing thoughts about abstract or cultural topics (e.g., music, films, commenting on the correspondent's news and views
  • Can consider formality and basic conventions appropriate to the context when writing letters and emails
  • Can obtain, by written correspondence, information required for a particular purpose, collate and forward it to others

Notes, messages and forms

  • Can take or leave messages communicating enquiries, and explaining problems
חזרה לראש הדף

ONLINE INTERACTION ACTIVITIES

Online conversation and discussion

  • Can engage in real-time online exchanges with more than one participant, recognizing the communicative intentions of each contributor, but may require some clarification or further explanation
  • Can post online accounts of social events, experiences and activities referring to embedded links and media and sharing personal feelings
  • Can engage in moderated online exchanges among several participants, effectively linking his/her contributions to previous ones in the thread, provided a moderator facilitates the discussion
  • Can recognize some misunderstandings and disagreements that arise in online interactions and can enlist the help of the moderator and/or interlocutor(s)

Goal-oriented online collaboration

  • Can interact online with a group that is working on a project, following straightforward instructions, seeking clarification and helping to accomplish the shared tasks
חזרה לראש הדף

INTERACTION STRATEGIES

Taking the floor (turn taking)

  • Can get involved/intervene in a discussion on a familiar topic, using a suitable phrase to get the floor
  • Can use stock phrases (e.g., ‘That's a difficult question to answer’) to gain time and keep the turn while formulating what to say

Co-operating

  • Can exploit his/her language repertoire and communication strategies to keep a conversation/discussion going
  • Can help focus the discussion by summarizing the point reached

Asking for clarification

  • Can ask for further details and clarifications from other group members in order to move a discussion forward
חזרה לראש הדף

MEDIATION ACTIVITIES – MEDIATING A TEXT

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 collaborate with people from other backgrounds, showing interest and empathy by asking and answering questions, formulating and responding to suggestions, asking whether people agree, and proposing alternative approaches
  • Can convey with reasonable reliability detailed information and arguments contained in complex but well-structured texts within his/her areas of interest
  • Can relay (in Language B) the main point(s) contained in oral presentations and/or written texts (in Language A) on general topics and subjects related to his/her areas of interest, which are particularly relevant for a specific purpose
  • Can relay in writing (in Language B) relevant decisions taken in a meeting/discussion (in Language A)
  • Can interpret and describe (in Language B) overall trends shown in simple diagrams (e.g., graphs, bar charts) (in Language A), even though lexical limitations may cause difficulty with formulation at times
  • Can interpret and present in writing (in Language B) the overall trends shown in simple diagrams (e.g., graphs, bar charts) (with text in Language A), explaining the context and important points in some detail and consulting reference materials when/if necessary
  • Can relay (in Language B) the main points made in extended multimodal texts (in Language A) on topics of interest, provided he/she can check the meaning of lexical items when necessary
  • Can summarize (in Language B) a text (in Language A) (e.g., a short narrative, article, talk, discussion, interview or documentary)
  • Can provide spoken translations into (Language B) of clearly written texts (in Language A) containing information and arguments on subjects of interest
  • Can explain why certain parts or aspects of a work especially interested him/her in level-appropriate language
  • Can explain in some detail which character he/she most identified with and why in level-appropriate language
  • Can relate events in a story, film or play to similar events he/she has experienced or heard about in level-appropriate language
  • Can describe the emotions experienced by a character in a work in levelappropriate language
  • Can explain the feelings and opinions that a work provoked in him/her in levelappropriate language
  • Can describe the personality of a character in level-appropriate language
  • Can express in some detail his/her reactions to the form of expression, style and content of a work, explaining what he/she appreciated and why
  • Can point out the most important episodes and events in a clearly structured narrative using level-appropriate language (vocabulary and grammar) and explain the significance of events and the connection between them
  • Can compare, describe and connect the key themes and characters in two creative/literary pieces (e.g., narratives) involving familiar and/or relevant situations

Mediating concepts

Facilitating collaborative interaction with peers

  • Can ask questions to stimulate discussion on how to organize collaborative work
  • Can help to define common goals for teamwork and compare options for their achievement

Collaborating to construct meaning

  • Can use questions, comments and reformulations to maintain the focus of a discussion
  • Can present his/her ideas in a group and pose questions that invite reactions from other group members’ perspectives
  • Can consider two different sides of an issue, giving arguments for and against, and propose a solution or compromise

Managing interaction

  • Can give clear instructions to organize and carry out an activity

Encouraging conceptual talk

  • Can summarize points made by group members and for elaboration
חזרה לראש הדף

MEDIATION STRATEGIES

Strategies to explain a new concept

Linking to previous knowledge

  • Can formulate questions and give feedback to encourage group members to make connections to previous knowledge and experiences

Adapting language

  • Can make accessible for others the main contents of a spoken or written text on a subject of interest (e.g., an essay, a forum discussion, a presentation) by paraphrasing in simpler language

Breaking down complicated information

  • Can make a complicated process easier to understand by presenting it in discrete points

Strategies to simplify a text

Amplifying a dense text

  • Can make new information more accessible by using repetition, paraphrasing, and examples including visual illustrations

Streamlining a text

  • Can identify and mark (e.g., underline, highlight etc.) the essential information in a text to pass it on to someone else
חזרה לראש הדף

PLURILINGUAL AND PLURICULTURAL COMPETENCE

Building a pluricultural repertoire

  • Can explain features of his/her own culture to members of another culture or explain features of the other culture to members of his/her own culture and discuss how culturally-determined actions may be perceived differently by people from other cultures

Plurilingual Comprehension

  • Can recognize similarities and contrasts in how concepts are expressed in different languages, to distinguish between identical uses of the same word root and ‘false friends’
  • Can use his/her knowledge of contrasting grammatical structures and functional expressions of languages in his/her plurilingual repertoire in order to support comprehension

Building a plurilingual repertoire

  • Can creatively exploit his/her repertoire in his/her plurilingual repertoire to cope with some unexpected situations
  • Can make use of different languages in his/her plurilingual repertoire during collaborative interaction, in order to clarify the nature of a task, the main steps, the decisions to be taken, the outcomes expected
  • Can make use of different languages in his/her plurilingual repertoire to encourage other people to use the language in which they feel more comfortable
חזרה לראש הדף

COMMUNICATIVE LANGUAGE COMPETENCES

Linguistic (Lexical Band III-5 pts and Grammar Band III-5pts)

General linguistic range

  • Can exploit level-appropriate language to give clear descriptions, express viewpoints and develop arguments, for the most part fluently and with evolving accuracy

Vocabulary range and control

  • Can exploit receptive/productive knowledge of vocabulary specified on Grammar Band III for 5 points to understand and convey messages related to a variety of topics and everyday situations
  • Can draw on receptive and productive vocabulary (BANDS I-III) to understand and convey most messages connected to general topics
  • Can generally exploit vocabulary knowledge to convey more precise meaning

Grammatical accuracy

  • Can draw on his/her mastery of simple structures and evolving command of mor complex structure and patterns specified in Grammar Band III for 5 points and convey messages in predictable and unpredictable situations

Phonological control

Sound articulation

  • Can generalize from his/her repertoire to predict the phonological features of some unfamiliar words (e.g., word stress) with reasonable accuracy (e.g., whilst reading)

Prosodic features

  • Can employ prosodic features (e.g., stress, intonation, rhythm) to support the message he/she intends to convey, though there may be some influence from other languages he/she speaks

Orthographic control

  • Can write with reasonably accurate spelling and punctuation, and can follow standard layout and paragraphing conventions

Sociolinguistic appropriateness

  • Can introduce some adjustments in his/her expression that show emerging awareness of formal and informal registers
  • Can generally express him/herself appropriately in most situations and can avoid crass errors of formulation most of the time

Pragmatic

Pragmatic: Thematic development

  • Can develop a clear description or narrative, expanding main points with relevant supporting detail and examples
  • Can develop a clear argument, expanding and supporting his/her perspective at some length with subsidiary points and relevant examples

Pragmatic: Coherence and cohesion

  • Can produce short text that is generally coherent and cohesive, using appropriate linking words/phrases (cohesive devices) to link ideas between different parts of the text
  • Can structure longer texts in clear, logical paragraphs

Pragmatic: Propositional precision

  • Can pass on detailed information with reasonable reliability
  • Can communicate the essential points fluently with evolving expressive power also in more demanding situations

Pragmatic: Spoken fluency

  • Can produce stretches of language with a fairly even tempo with pauses for grammatical and lexical planning and can repair when necessary
  • Can interact with a degree of fluency and spontaneity that allows for smooth interaction with proficient interlocutors