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Pupils are able to:
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Pupils are able to:
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| Knowing about language |
discuss and understand aspects of activities encountered in the English language strands through a developing understanding of terms such as soft, slow, loud, quick, clear and voice.
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speak clearly, with good pronunciation and intonation, and with growing accuracy and fluency; notice similarities and differences between their first language and the foreign language, and increasingly see the importance of having a wide generic and topic-specific vocabulary to say 'what they mean'; say more, more confidently through a growing familiarity with a range of verbs, adjectives, adverbs and connectors etc.; recognise pattern and structure as their confidence and linguistic competence grows; use their awareness of pattern and structure to speak more spontaneously in the foreign language.
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Level A |
Level B |
Level C |
Level D |
Level E |
Level F |
| Speaking to convey information |
talk to convey a short, straightforward item of information, an instruction or a direction; explain or describe something in words; ask questions, make suggestions |
present work on an aspect of a topic in a personal folder and give a brief oral report of the work to the class |
use simple and familiar words and phrases for a variety of purposes and to participate in familiar classroom activities, with some teacher support |
use familiar words and phrases to talk at greater length for a variety of purposes and to participate in familiar classroom activities with reduced teacher support |
go beyond the reproduction of fixed phrases to share information on a variety of themes of interest to the learner; demonstrate some ability to generate new language; where the context and content are familiar this should be done with increasing fluency and accuracy |
go beyond the reproduction of fixed phrases and generate new language in familiar contexts, and in some unfamiliar contexts, to share information on a variety of themes of interest to the learner. This should be done with increasing fluency and accuracy |
| Speaking and interacting with others |
take part in a role-play; tell others a story or say a short rhyme; talk to others in a group led by a known adult or in one-to-one activities and, with support, contribute to the purpose of the activity |
talk to others in a group led by a known adult or in one-to-one activities and contribute appropriately to the purpose of the activity by responding when prompted by the adult |
take part in simple exchanges, using familiar words and phrases in familiar contexts, reacting verbally or non-verbally to others with peer or teacher support if required |
take part in simple conversations and discussions, within defined contexts using a wider range of language; ask and answer questions relevantly; react verbally and non-verbally to others with peer or teacher support if required |
take part in more open-ended conversations and discussions, using a wider range of language; ask and answer questions relevantly and comment upon the ideas of others; show an awareness of register and markers of time and tense |
take part in open-ended conversations in a growing range of circumstances with increasing fluency and accuracy; respond appropriately to the opinions and reactions of others; demonstrate appropriate social usage and register of language, and some control of tense |
| Speaking about experiences, feelings and opinions |
say what they need either verbally or non-verbally; talk readily about their own experiences and feelings. |
following an activity or visit, cooperate with others in a group to create a display or devise and present a short role-play to illustrate events or particular points of view. |
use simple and familiar words and phrases and non-verbal language to express feelings and opinions on a range of familiar themes; ask for support in the foreign language as required. |
use familiar words and phrases to express feelings and opinions on a range of topics, within defined contexts, and offer a reason for holding that opinion; ask for support in the foreign language as required; say they only speak a little of the foreign language. |
go beyond the reproduction of fixed phrases to speak about a range of experiences and opinions and be able to offer reasons. |
go beyond the reproduction of fixed phrases to speak with reasonable fluency and accuracy about a widening range of experiences and opinions, and offer reasons; show an increasing control of the language system. |
