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Learning Outcomes & Indicators

At Middle Upper Primary: Stage B2 the student is able to:

Communication

B2.1 ESSLB201

Communicate and learn through English in predictable social and learning situations, understanding some decontextualised English and expressing simple messages in basic English. This is evident when the student is able to: Receptive follow a short sequence of instructions related to classroom procedures or learning activities, e.g. rules for using the class computer, locating places on a map identify key points of information from short spoken texts order information using pictures follow teacher explanations that use familiar English, and follow simple recounts of shared activities identify true or false information from spoken texts. Communicative negotiate simple transactions, e.g. borrowing a library book, asking for directions or assistance participate in short, structured social interactions, e.g. by introducing self and others describe a series of events or actions, using some detail, e.g. time, context express simple opinions, humor and describe feelings describe and identify people, places and things using simple vocabulary for colour, size, place, location, time answer subject-specific questions using a familiar structure on a familiar topic, e.g. T: Which shape has three sides? S: A triangle.

Aspects of language

Contextual understanding

B2.2 ESSLB202

Demonstrate awareness of aspects of spoken English that are necessary for communicating and learning in a range of school contexts. This is evident when the student is able to: Receptive respond appropriately for the context, e.g. listens and responds to other students during a class discussion 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. Communicative participate appropriately for the context, e.g. gives a recount of a personal event during a class discussion use some terminology of subject learning areas, e.g. poem, recipe, experiment initiate and manage interaction appropriately in social and learning situations, e.g. through conversational formulas, turn-taking, affirming, suggesting.

Linguistic structures and features

B2.3 ESSLB203

Respond to controlled spoken English in familiar situations using simplified English with varying grammatical accuracy. This is evident when the student is able to: Receptive recognise and understand some sequence markers, e.g. first, next, then understand adverbial phrases of place, location, time, e.g. over here understand some common contractions, e.g. I’m, I am. You’re, you are. We’ll, we will. We won’t. Communicative combine known formulas, learned grammatical features and new vocabulary to construct new utterances, e.g. Yesterday I went to the swim use common prepositions, e.g. in, at, on, near use some grammatical rules consistently, e.g. may overgeneralise in formation of plurals: mouses, sheeps use correctly some form of the verbs to be, to have, and verb endings with some consistency, e.g. -ing, -ed use some articles correctly, e.g. a dog/the dog use some common contracted and non-contracted forms, e.g. for stress, I am not! We can’t use explicit time markers in speech, e.g. yesterday, last week, on the weekend use negative form, e.g. I not, don’t go pronounce familiar words comprehensibly.

Strategies

B2.4 ESSLB204

Employ basic strategies to sustain and enhance communication in English. This is evident when, for example, the student is able to: Receptive predict meaning from context ask for the translation of specific words from other first language speakers, e.g. to check context, match concepts. Communicative ask speaker to repeat and/or speak slowly, or ask what a word means, e.g. What you mean? What mean ‘festival’? initiate and maintain common social exchanges, e.g. by using simple conversational openers, turn-taking, leave-taking repeat another speaker’s words in subsequent conversation, e.g. Where did you plant the seeds? Plant the seeds in pot use a repertoire of common classroom and playground language, e.g. Wait a minute, Be quiet please, My turn practise pronunciation and phrasing repeat a word, phrase or sentence, modelling rhythm, intonation and pronunciation on the speech of others use vocabulary and structures learned from written texts in speech.