Can do's: Basic user II – A2

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

RECEPTION ACTIVITIES

Spoken reception

Overall spoken reception
Can understand enough to be able to meet needs of a concrete type especially if speech is clearly articulated
Can understand phrases and expressions related to areas of most immediate priority (e.g., basic personal and family information, shopping, local geography), especially if speech is clearly articulated

  • Can understand the gist of a conversation and/or discussion provided articulation is intelligible and the topic and context are familiar
  • Can generally identify the topic of clearly conducted conversation and/or discussion around him/her
  • Can recognize when speakers agree and disagree in clearly conducted conversation
  • Can understand the main information in dialogues about familiar activities, especially if articulated clearly
  • Can understand basic (personal) information (e.g., someone’s hobbies and interests) in dialogues, especially if spoken clearly and guided by written prompts
  • Can identify the context in which an everyday conversation/dialogue is taking place
  • Can follow a simple, well-structured presentation/demonstration on a familiar topic, provided it is illustrated with visual support (e.g., slides, concrete examples or diagrams), and delivered slowly, clearly, with repetition where necessary
  • Can understand basic and key information as well as questions on familiar, everyday activities (e.g., classroom activities, sports, cooking) especially when articulated clearly
  • Can understand simple information given in a predictable situation, such as on a guided tour (e.g., ‘This is where the President lives.’)
  • Can recognize simple examples that support the speaker’s points in short talks on familiar topics, if clearly introduced by linking words/phrases
  • Can understand teacher questions
  • Can identify people in their immediate surroundings or in pictures from a short, simple description of where they are and what they are doing
  • Can understand basic information about someone’s house or flat (e.g., rooms, furniture), especially if articulated clearly and supported by pictures
  • Can understand basic information about common occupations, especially if articulated clearly and supported by pictures
  • Can identify key information such as height, weight, length, prices, times and dates in a short description, if supported by prompts or questions
  • Can understand straightforward announcements (e.g., telephone recordings, radio announcements of cinema programs or sports events, railway station announcements related to changes in arrivals and departures, or supermarket announcements regarding special deals), if the delivery is clear with minimum interference from background noise
  • Can understand simple directions relating to how to get from X to Y, on foot or by public transportation
  • Can understand basic instructions for carrying out routine tasks and assignments regarding times, dates and numbers, etc.
  • Can understand the important points of a story and follow the plot
  • Can follow the sequence of events in a simple story or narrative
  • Can understand the most important information contained in short radio commercials concerning goods and services of interest (e.g., CDs, video games, travel, etc.)
  • Can extract important information from short radio broadcasts (e.g., weather forecasts, concert announcements or sports results) and interviews (e.g., addressing personal likes and dislikes), provided that articulation is clear
  • Can identify the main point/s of TV news items reporting events, accidents etc. where the visual supports the commentary
  • Can understand a TV commercial or a trailer for a film, provided the images support understanding and the delivery is clear

Written reception

Overall written reception
Can understand texts on familiar matters of a concrete type in level-appropriate language (vocabulary and grammar), rereading as required

  • Can understand a personal letter, email or post in which the writer addresses or asks about familiar subjects (e.g., family or friends)
  • Can locate specific information in lists and isolate the information required
  • Can find and understand information in practical, concrete, predictable texts (e.g., travel guidebooks, recipes, menus)
  • Can understand the main information in short, simple descriptions of goods in brochures and websites (e.g., portable digital devices, computer games, sports equipment, etc.)
  • Can understand the main points in informational texts that deal with concrete everyday topics (e.g., hobbies, sports, leisure activities, animals)
  • Can understand texts describing people, places, everyday life, and culture (e.g., traditional food, dress, festivals)
  • Can identify the main information in short newspaper reports or simple articles in which figures, names, illustrations and titles play a prominent role and support the meaning of the text
  • Can follow an argument by differentiating between main ideas/claims and supporting details (new)
  • Can extract specific information (e.g., facts and numbers) from simple informational texts related to everyday life (e.g., posters, leaflets)
  • Can understand and carry out a series of simple instructions and directions especially if they are illustrated (e.g., installing apps on a mobile phone, following a recipe)
  • Can understand narratives and descriptions of someone’s life written in levelappropriate language (vocabulary and grammar)
  • Can understand much of the information provided in a short description of a person (e.g., a celebrity)
  • Can understand the main points of a short article reporting an event that follows a given text structure (e.g., sporting event, Academy Awards) written in levelappropriate language (vocabulary and grammar)
  • Can follow creative texts that include dialogue and narrative
חזרה לראש הדף

RECEPTION STRATEGIES

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

  • Can mobilize his/her plurilingual repertoire to ask for help or clarification (new)
חזרה לראש הדף

PRODUCTION ACTIVITIES

Spoken production

Overall spoken production
Can describe everyday aspects of his/her environment, events and activities (e.g., people, places, a job or study experience) using level-appropriate language (vocabulary and grammar)

  • Can describe family, people, school, living conditions, job, daily routines, likes/dislikes, etc.
  • Can tell a story
  • Can describe plans and arrangements, habits and routines, past activities and personal experiences
  • Can describe and compare objects and possessions
  • Can say what he/she is good at and not so good at (e.g., sports, games, skills, subjects)
  • Can give simple instructions to a classmate to complete a task
  • Can make simple requests to get or do something in relation to common everyday and classroom activities
  • Can give simple directions to get from place to place, using basic expressions such as ‘turn right’ and ‘go straight’ together with sequential connectors like ‘first,’ ‘then,’ and ‘next’
  • Can express agreement or disagreement using simple formulaic expressions to explain why
  • Can present his/her opinion in a structured, coherent manner especially provided he/she can prepare in advance
  • Can deliver very short, rehearsed announcements of predictable, learned content which is intelligible to cooperative listeners
  • Can give a short, rehearsed presentation on a topic pertinent to everyday life, giving reasons and explanations for opinions, plans and actions
  • Can answer most straightforward follow-up questions during and/or after a presentation

Written production

Overall written production
Can give information in writing about matters of relevance linking a series of phrases and sentences with simple connectors like ‘and,’ ‘but’ and ‘because’, with increasing accuracy of spelling based on a developmental continuum

Creative writing

  • Can write a simple story (e.g., about events on a holiday or about life in the distant future)
  • Can write short, simple, imaginary biographies and/or simple poems about people
  • Can write diary entries that describe activities (e.g., daily routines, outings, sports, hobbies), people and places
  • Can write an introduction to a story or continue a story
  • Can write basic descriptions of events, past activities and personal experiences

Written reports and essays

  • Can write simple texts on familiar subjects of interest, linking sentences with appropriate connectors
  • Can give his/her impressions and opinions in writing about topics of personal interest (e.g., sports, music, reality TV)
חזרה לראש הדף

PRODUCTION STRATEGIES

Planning

  • Can recall and rehearse an appropriate set of phrases from his/her repertoire

Compensating

  • Can add gesture(s) to clarify what he/she wants to say when using a possibly inadequate word or phrase drawn from his/her repertoire
חזרה לראש הדף

INTERACTION ACTIVITIES

Spoken interaction

Overall spoken interaction

  • Can interact with reasonable ease in structured situations, short social exchanges and conversations using level-appropriate language (vocabulary and grammar), asking for repetition, reformulation or clarification when necessary
  • Can ask and answer questions and exchange ideas and information on familiar topics and everyday situations
  • Can understand enough to manage routine exchanges without undue effort
  • Can generally understand clear, standard speech on familiar matters directed at him/her, provided he/she can ask for repetition or reformulation from time to time
  • Can extend/respond to invitations, make/respond to suggestions, pay/accept compliments, and offer/accept apologies
  • Can establish social contact: introductions; greetings and farewells; giving thanks
  • Can exchange opinions, agree/disagree with others, and compare objects/people
  • Can manage simple, routine tasks without undue effort, asking for repetition/clarification when he/she does not understand
  • Can discuss what to do next, making/responding to suggestions, asking for and giving directions
  • Can interact in everyday predictable situations to obtain goods and services (e.g., in a post office, a station, a shop)
  • Can make simple purchases by stating what is wanted and asking the price
  • Can deal with practical everyday demands: finding out and passing on straightforward, factual information
  • Can ask for and provide personal information
  • Can ask and answer questions about habits, routines, pastimes and past activities
  • Can ask and answer questions about plans and intentions (e.g., what to do and where to go)
  • Can answer simple questions and respond to simple statements in an interview
  • Can indicate in simple language the nature of a problem to a health professional, perhaps using gestures and body language
  • Can participate in a phone or online conversation in real time with a known person on a predictable topic (e.g., arrival times, arrangements to meet) asking for clarification if necessary
  • Can understand a simple phone or online message (e.g., ‘My flight is late. I will arrive at ten o’clock.’) and confirm details of the message

Written interaction

Overall written interaction
Can write short, simple notes relating to routine, everyday matters

Correspondence

  • Can write short, simple notes, emails and text messages (e.g., to send or reply to an invitation, to confirm or change an arrangement, to express thanks or offer an apology)
  • Can convey personal information of a routine nature (e.g., in a short email introducing him/herself)

Notes, messages and forms

  • Can write a variety of short, simple, interpersonal
  • messages on familiar topics

Online Interaction Activities

Online conversation and discussion

  • Can engage in basic social communication online (e.g., writing a simple message on a virtual card for a special occasion, sharing news and making/confirming arrangements to meet)

Goal-oriented online transactions and collaboration

  • Can make simple online transactions (e.g., ordering goods or enrolling in a course) by filling in personal details on an online form or questionnaire
  • Can ask basic questions about the availability of a product or feature
  • Can respond to simple instructions and ask basic questions to accomplish a shared task online with the help of a supportive interlocutor
חזרה לראש הדף

INTERACTION STRATEGIES

Taking the floor

  • Can use simple techniques to start, maintain, or end a short conversation
  • Can initiate, maintain and close simple, face-to-face conversation

Co-operating

  • Can indicate when he/she is following the interaction

Asking for clarification

  • Can ask for repetition when he/she does not understand
  • Can ask for clarification about key words or phrases that were not understood by using known lexical items
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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 recognize when difficulties occur and indicate in simple language the nature of the problem
  • Can convey the main point(s) involved in short, simple conversations or texts on everyday subjects of immediate interest that are expressed clearly
  • Can relay in speech (in Language B) the point made in clear, spoken instructions or announcements (in Language A) concerning familiar everyday subjects
  • Can relay in speech (in Language B) specific, relevant information contained in short, simple texts, labels and notices (written in Language A) on familiar subjects
  • Can relay in writing (in Language B) specific information contained in simple, informational texts (written in Language A)
  • Can list (in Language B) specific information contained in simple texts (written in Language A) on everyday subjects of immediate interest or need
  • Can list (in Language B) the main points of clear, simple spoken messages and announcements (given in Language A)
  • Can convey (in Language B) the main point(s) contained in clearly structured, short, simple spoken and written texts (in Language A) supplementing with gestures, drawings, and words from other languages or other means when necessary
  • Can express reactions to a work, reporting feelings and ideas in simple language
  • Can describe a character’s feelings and explain the reasons for these feelings
  • Can talk about which aspects of a work especially interested him/her
  • Can talk about whether he/she liked/disliked a work and explain why
  • Can select lines/passages he/she particularly likes from a work as quotes in a response to it
  • Can identify, compare and briefly describe the key themes and characters in short, simple narratives involving familiar situations

Mediating concepts- Collaboration

Facilitating collaborative interaction with peers

  • Can collaborate in simple, practical tasks, asking what others think, taking in responses, making suggestions, asking for repetition, reformulation and/or clarification when necessary

Collaborating to construct meaning

  • Can ensure that the interlocutor understands what he/she means by asking appropriate questions
  • Can make simple remarks and pose occasional questions to indicate that he/she is following
  • Can make suggestions in simple language in a way that moves the discussion forward
חזרה לראש הדף

PLURILINGUAL AND PLURICULTURAL COMPETENCE

Taking the floor

  • Can recognize and apply basic cultural conventions associated with everyday social exchanges (e.g., different greetings, rituals)
  • Can recognize when difficulties occur in interaction with members of other cultures, even though he/she may not be sure how to act in, or respond to, the situation

Plurilingual Comprehension

  • Can make sense of short, clearly articulated spoken announcements by piecing together what he/she understands from the available versions in different languages

Building a plurilingual repertoire

  • Can mobilize his/her plurilingual repertoire in order to explain a problem or to ask for help or clarification
  • Can use a word or phrase from another language in his/her plurilingual repertoire in routine everyday situations, instead of one in the language being spoken to make himself/herself understood
חזרה לראש הדף

COMMUNICATIVE LANGUAGE COMPETENCES

Linguistic (Lexical Band II and Grammar Band II)

General linguistic range

  • Can exploit his/her linguistic repertoire to deal with a variety of familiar and unfamiliar situations and content

Vocabulary range and control

  • Can draw on his/her vocabulary for the expression of basic communicative needs
  • Can understand and convey messages drawing on receptive and productive knowledge of the target lexical items in Lexical Bands I and II

Grammatical accuracy

  • Can use a variety of grammatical structures (specified in Grammar Band II) to fulfill communicative needs, demonstrating evolving accuracy

Phonological control

Sound articulation

  • Can pronounce most lexical items intelligibly and mispronunciation of certain phonemes does not necessarily hinder intelligibility

Prosodic features

  • Can make appropriate use of prosodic features (stress, intonation and/or rhythm) to enhance intelligibility

Orthographic control

  • Can use basic punctuation appropriately (full stops, commas, question/exclamation marks and apostrophes) (new)
  • Can accurately spell most of the productive items (from Lexical Bands I and II) (new)
  • Can follow the appropriate layout conventions of a given text type (e.g., block paragraph, email, essay) (new)

Sociolinguistic appropriateness

  • Can perform and respond to basic language functions (e.g., exchange information, make or carry out requests, express opinions and attitudes)
  • Can socialize effectively using common expressions and basic routines
  • Can participate in social exchanges, using everyday polite forms of greeting and address

Pragmatic

Thematic development

  • Can tell a story or describe something in a simple list of points

Coherence and cohesion

  • Can link groups of words with simple connectors (e.g., and, but, because)

Propositional precision

  • Can convey intended meaning in a direct exchange of information on familiar and routine matters

Spoken fluency

  • Can construct utterances and retrieve formulaic language with sufficient ease to handle short exchanges, possibly with some hesitation and false starts