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Learning Outcomes & Indicators

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

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.