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Learning Outcomes & Indicators

At Lower Primary: Stage A1 the student is able to:

Communication

A1.1 ESSLA101

Communicate in English in routine social and classroom situations, using learned formulas, well-rehearsed patterns, short, simple utterances and non-verbal language, understanding controlled English supported by immediate and known contexts. This is evident when the student is able to: Receptive follow simple instructions in known school routines, relying on key words, non-verbal language and context respond appropriately with simple non-verbal language to comments, or indicate non-comprehension, e.g. smiles when greeted, shakes or nods head check on understanding of simple, familiar instructions and routines, e.g. T: It’s playtime. S: Go outside? identify single items of information from short spoken texts, pictures or diagrams in a known context, e.g. number, colour, name, ‘Point to the three little pigs’. Communicative give some basic personal information, using learned formulas or brief answers, e.g. My name is ..., I’m a boy/girl … respond to simple predictable questions related to immediate needs or contexts, e.g. T: Have you finished? S: No finish negotiate simple social or learning activities by suggesting, initiating or directing, e.g. Play football? Stop that! make simple requests or express basic needs using learned sentence patterns or one or two word utterances, e.g. May I have a drink, please?, It’s home time, Go now?

Aspects of language

Contexual understanding

A1.2 ESSLA102

Show initial understanding that English changes according to context and audience, and modify own communication in response to different contexts. This is evident when the student is able to: Receptive distinguish English from other languages, e.g. on hearing English, responds in English recognise that some particular words, gestures or intonations may be appropriate or inappropriate in certain contexts. Communicative use acceptable social formulas and gestures and interact appropriately in context, e.g. thank you, excuse me repeat, re-pronounce or self-correct words when communication breaks down modify responses and manner of interaction to match the responses of others.

Linguistic structures and features

A1.3 ESSLA103

Show understanding of simplified English in familiar contexts and controlled exchanges, using learned formulas or short telegraphic utterances. This is evident when the student is able to: Receptive respond to key words in a range of common spoken instructions, e.g. Shut the door. show understanding of past, present and future tense through basic time references, e.g. Yesterday we went, Now we will go tune in to the particular sounds of English, e.g. recognises rhyming words, responds to known words in a new story. Communicative create original utterances by substituting new words in learned patterns or formulas, e.g. It’s home time. It’s go time. use intonation to enhance meaning, or to distinguish statements from questions use single word or phrase response to questions, e.g. Yes, No, I don’t know use a range of formulas appropriately for different purposes and functions, e.g. What’s the time? Oh, no! Very good! Excellent work. Well done construct simple subject-verb-object sentences, e.g. We buyed house demonstrate variable placement of common adjectives, to describe or add emphasis, e.g. big truck, car blue use some grammatical patterns to create new meanings, e.g. played, eated, goed; to the farm, to the Australia.

Strategies

A1.4 ESSLA104

Use some basic communication and learning strategies to participate and sustain interaction in everyday playground and classroom routines and activities. This is evident when, for example, the student is able to: Receptive listen to a sustained text, focusing on visual support, e.g. instructions and demonstrations about an art activity question to check meaning, to clarify, or to confirm, e.g. T: Now what did I do with my pencil? S: Pencil, Miss? check understanding of classroom conversations or instructions by asking other first language speakers to clarify. Communicative ask for attention or assistance from the teacher or a friend, e.g. checks understanding, asks for repetition sustain interaction with others through gestures or overtures, e.g. invites a friend to join in a game or share a book use familiar repetitive patterns from stories, songs, rhymes or media to create new meanings borrow key words from previous speaker, e.g. T: Don’t be silly, Tim. S: Tim silly! imitate pronunciation, stress and intonation patterns, e.g. from stories, songs, rhymes, media rehearse or role-play, e.g. sings a song when painting.