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Learning Outcomes & Indicators

At Lower Primary: Stage A2 the student is able to:

Communication

A2.1 ESSLA201

Communicate and understand decontextualised English related to predictable social and learning situations. This is evident when the student is able to: Receptive follow a classroom discussion about familiar or new topics that are well supported by visual material follow a short sequence of instructions related to classroom procedures or learning activities, e.g. book borrowing procedures, rules for using the class computer, order information from a short spoken text using pictures identify key points of information from short spoken texts, e.g. Was Goldilocks a naughty girl? Yes, very naughty. Are vegetables good for you? Yes, very good understand key information from accessible television programs or videos. Communicative negotiate simple transactions, e.g. at the school canteen participate in short, structured social interactions, e.g. exchanging basic information about family, school negotiate activities with peers in small group tasks, e.g. suggesting, agreeing, disagreeing, clarifying describe a series of events or actions, e.g. I go to play ball, him take ball, him throw ball, me very angry express humor, simple opinions and describe feelings.

Aspects of language

Contexual understanding

A2.2 ESSLA202

Understand and use English that is increasingly appropriate to a widening range of personal and school contexts. This is evident when the student is able to: Receptive identify a number of spoken text types and forms, e.g. stories, poems, plays understand instructions or explanations, when supported by clear contexts in the classroom understand that intonation, volume or stress affects spoken interaction, e.g. modifies own pronunciation appropriately. Communicative adjust speech according to who is being spoken to and the topic of the discussion, e.g. when questioning a friend or an adult, when having a disagreement with friends, when talking about a topic to a group negotiate familiar social and learning situations, using language appropriate to the situation, e.g. explaining a problem to a teacher, negotiating the rules of a game with a friend, participating in a class discussion, describing an object use some appropriate terminology when talking about spoken texts, e.g. tell, talk, lie, shout, say initiate and manage interaction through conversational formulas, e.g. Oh no? Very lucky! use modality to express possibility or obligation, e.g. must, should, might.

Linguistic structures and features

A2.3 ESSLA203

Respond to controlled spoken English in familiar exchanges or in clear contexts. Manipulate learned structures and features to make original utterances that are characterised by simplified structure and varying grammatical accuracy. This is evident when the student is able to: Receptive understand basic sequence markers in speech, e.g. first, next, then, and phrases of place or location (over here, next to the chair) recognise questions or statements through word order and vocabulary as well as through intonation, e.g. Do you ...? Can anybody ...? Anybody can … understand some common phrases in both their full and contracted forms, e.g. I’m/I am, You’re/you are. Communicative combine known formulas, structures and other vocabulary to construct new utterances, e.g. Yesterday I went to the swim apply some grammatical rules, but may overgeneralise for irregular forms, e.g. formation of plurals (mouses); past tenses (goed, buyed) use common prepositions, e.g. in, at, on, near use appropriate verb and noun endings with some consistency, e.g. -ing, -ed, -s express negation, e.g. by using no (I no like vegetable, That’s no good) regularly use appropriate pronouns, e.g. I/me/he/him/she/he/it use correctly some forms of the verbs to be, to have, e.g. Her name is Maria.

Strategies

A2.4 ESSLA204

Use available English to take part in classroom and social activities and to facilitate and sustain communication. This is evident when, for example, the student is able to: Receptive ask a speaker to repeat or speak slowly, e.g. Say again, please predict meaning from context ask what a word means, e.g. I don’t understand. What’s ‘fete’? ask for the translation of specific words from other first language speakers. Communicative initiate and maintain simple conversations, using formulas, e.g. for turn taking, leave taking repeat or modify a sentence or phrase, modelling rhythm, intonation and pronunciation on the speech of others repeat other speakers’ phrases in later conversation, e.g. T. Where did you plant the seeds? S. Plant the seeds in pot use a repertoire of common classroom formulas, e.g. Just a minute, Give me hand, Be quiet, please, Can I have a brush, please? use vocabulary learned from written texts in speech.