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Learning Outcomes & Indicators

At Middle Upper Primary: Stage B1 the student is able to:

Speaking and listening

Communication

B1.1 ESSLB101

Communicate verbally and non-verbally in routine social and classroom situations, understanding controlled English supported by its immediate context. Use learned formulas, well-rehearsed patterns and short, simple utterances. This is evident when the student is able to: Receptive identify single items of information from short spoken texts attend to tone, intonation and context when listening, e.g. knows that the teacher is instructing, knows when a question has been asked or a statement made respond appropriately to and use non-verbal language, e.g. indicates agreement, non-agreement follow simple instructions and answer predictable questions, relying on key words and immediate context. Communicative make requests or express needs using learned sentence patterns, or one or two word utterances use intonation to enhance the meaning of simple utterances, e.g. my pen?/my pen!/my pen negotiate familiar social situations and learning activities with the teacher or with friends, by initiating, suggesting give some basic information about self, e.g. name, age, family details, likes/dislikes enhance own spoken texts with appropriate gestures and facial expressions.

Aspects of language

Contextual understanding

B1.2 ESSLB102

Show initial understanding that English changes according to context and audience, and modify own communication in response to others. This is evident when the student is able to: Receptive understand the context and purpose of different classroom interactions, e.g. listens to instructions, joins in a discussion respond to intonation and context, but may not necessarily understand the full range of English being used, e.g. knows when a conversation is serious or humorous. Communicative use acceptable social formulas, e.g. knows that some words, gestures or intonation are inappropriate in certain contexts interact appropriately in context, e.g. continues an interaction in the same manner as begun by the other speaker.

Linguistic structures and features

B1.3 ESSLB103

Understand simplified English, and manipulate own repertoire to make original utterances characterised by simplified language, telegraphic utterances, use of formulas and varying grammatical accuracy. This is evident when the student is able to: Receptive distinguish spoken English from other languages, e.g. on hearing English, responds in English tune in to the particular sounds of English and to English intonation, e.g. recognises rhyming words, recognises emotions expressed through intonation understand the tense of statements or instructions through time references, e.g. We went yesterday. Tomorrow we will go. Now we can eat lunch respond to key words in a range of common spoken instructions, e.g. Shut the door. Communicative use words from word sets related to need, interest or experience, e.g. family, school, colours, numbers, days, months use a range of formulas for appropriate purposes, e.g. What’s the time? Oh, no! Very good! Excellent work construct two or three word utterances that use common adjectives to describe or add emphasis, e.g. very hot, beautiful picture create original expressions, substituting new words in learned patterns or formulas, e.g. It’s home time. It’s go time use comprehensible pronunciation, stress and intonation express negation using no, e.g. Me no, No play.

Strategies

B1.4 ESSLB104

Use some basic communication and learning strategies to participate in everyday social and class routines. This is evident when, for example, the student is able to: Receptive use non-verbal language to sustain interaction with others, e.g. nods, smiles, laughs, gestures ask for repetition, or question to check meaning, to clarify, to confirm or to elicit help check understanding of classroom English, e.g. by asking for clarification from other first language speakers, or by watching what others do. Communicative repeat or re-pronounce words or phrases after recognising that they have not been understood initiate and sustain conversations and interactions in English with teachers or peers imitate pronunciation, stress, intonation or familiar repetitive patterns, e.g. from stories, songs, rhymes or the media borrow key words from a previous speaker when talking with others, e.g. T: Don’t be silly, Tim. S: Tim silly memorise or record new words, phrases, or pronunciation rehearse or role play formulas or short exchanges.

Reading

Communication

B1.1 ESREB101

Read with understanding short texts based on simple language structures, well known vocabulary and familiar contexts. This is evident when the student is able to: read independently short, known texts, e.g. shared class story, a favorite book read some previously encountered words and phrases in new contexts, e.g. pencil, book, table, I saw a …, Here comes the …, Once upon a time … read some common signs and logos, e.g. brand names, advertisements gain information from simple maps, tables or diagrams make predictions when reading a new text or listening to text read aloud talk about a familiar book, e.g. describes an incident, responds to characters.

Aspects of language

Contextual understanding

B1.2 ESREB102

Show understanding of the basic purposes of different texts, and bring knowledge about the purposes of reading in the first language to reading in English. This is evident when the student is able to: identify the basic purposes and likely audiences of different text types, e.g. newspapers, catalogues, books, comics, computer programs identify the difference between factual and fictional books, e.g. through layout understand that different people read texts for a variety of purposes choose appropriate texts in English for a particular purpose.

Linguistic structures and features

B1.3 ESREB103

Use knowledge of basic conventions of print and text organisation, a developing English sight and oral vocabulary and a developing knowledge of English features to read new texts. This is evident when the student is able to: recognise the difference between English texts and texts in other languages read sentences that use basic subject-verb-object sentence patterns, where content and vocabulary are familiar read some common letter patterns in new words, e.g. st in stop, ing in running use some of the terminology of reading, e.g. author, title, letter, word, sentence use appropriate intonation and phrasing when reading aloud a known text.

Strategies

B1.4 ESREB104

Use a developing knowledge of English and the way English is represented in print to read and understand simple texts, and to take part in reading activities. This is evident when, for example, the student is able to: use key words to understand texts read or listened to choose appropriate books to read, e.g. on the basis of familiar English and content, illustrations, size and amount of print, and layout use text organisational features to find information in texts, e.g. headings, labels, diagrams reread familiar self-chosen texts use some word attack skills to decode, e.g. initial letters, frequent letter patterns identify base words within other words, e.g. walk, walking, walked imitate the teacher’s model when reading familiar texts aloud, e.g. use similar emphasis, intonation and repetition.

Writing

Communication

B1.1 ESWRB101

Communicate familiar ideas, events and experiences using their beginning repertoires of spoken and written English, and based on classroom models. This is evident when the student is able to: create simple factual texts for a variety of classroom purposes, e.g. to give information, keep records, display create simple imaginative or personal texts, e.g. stories, journal writing write for particular classroom purposes, e.g. writes notes and labels, orders lunch, completes worksheets base texts on modelled forms and repetitive patterns, e.g. from books, songs participate in shared writing activities.

Aspects of language

Contextual understanding

B1.2 ESWRB102

Demonstrate awareness that information can be presented in different ways in written English. This is evident when the student is able to: write, taking into account purpose and audience, e.g. uses simple expository or narrative style where appropriate use appropriate basic text types when writing, e.g. recount, description, report use a range of formats to record basic information, e.g. graphs, lists, tables use media appropriately for different writing purposes, e.g. felt pens for greeting cards, computer for final draft ask for words for a particular purpose, checking on appropriateness of vocabulary, e.g. This OK Miss? Can write this?

Linguistic structures and features

B1.3 ESWRB103

Write simple coherent texts which incorporate features of oral English and some of the structures of basic written texts. This is evident when the student is able to: write text closely related to level of everyday spoken English, e.g. writes sentences that use subject–verb–object patterns, ‘I read books’ ‘She watch video’, use simple present or present continuous tense for a range of tenses, ‘Yesterday teacher talking about cooking’ use some common irregular past tense verbs, e.g. went, said, bought use simple cohesive devices to join ideas, e.g. and, and then, next, finish use some adjectives and adverbs interchangeably, e.g. Drive car quick spell accurately some high frequency words encountered in the classroom.

Strategies

B1.4 ESWRB104

Create simple texts that fulfil basic writing tasks, following models, and using a range of strategies to find and spell new words, and to check on accuracy of the text. This is evident when, for example, the student is able to: use repeated formulas to generate and structure writing, e.g. On the weekend I … provide additional information through illustrations, diagrams, story maps; provide detail by listing items use limited English resources to create an effect, e.g. repetition for emphasis use a range of strategies to find how to spell new or known words, e.g. asks for a word or phrase and how to spell it; records useful words in own dictionaries; checks labels, charts, books develop vocabulary and phrase lists with first language translations, or pronunciation guides translate text literally from first language to English, e.g. uses a bilingual dictionary rewrite after correction or discussion, e.g. deletes or adds words to clarify experiment with basic punctuation and practise handwriting use sound or visual features to spell words, e.g.rokit, evry.