|
STRANDS
|
LEVEL A
|
LEVEL B
|
LEVEL C
|
LEVEL D
|
LEVEL E
|
|
Listening
for information, instructions and directions
|
Listen to a short, straightforward text which gives an item of
information, instruction or direction, and show that they understand,
and, where appropriate, can use what has been heard.
|
Listen to short, straightforward texts which contain more than
one item of information, instruction or direction, and show that
they understand and, where appropriate, can use what has been
heard.
|
Listen to texts which contain items of straightforward information,
instructions or directions, and show that they understand and,
where appropriate, can use what has been heard.
|
Listen to texts which contain items of information, instructions
or directions and show that they understand and, where appropriate,
can make a choice or decision based upon what has been heard.
|
Listen to text containing information on which they have to make
decisions and choices, and act upon these.
|
|
Listening in groups
|
Listen to others in group or one-to-one
activities in order to establish relationships, and respond
by contributing, with support, to the purpose of the activity.
|
Listen to others in group or one-to-one
activities, and respond by making a relevant comment.
|
Listen to others in group or one-to-one
activities, and respond by making relevant comments and offering
an opinion.
|
Listen to others in group or one-to-one
activities and respond relevantly by questioning, supporting an
opinion or offering an alternative point of view.
|
Listen to others in group or one-to-one activities and respond
relevantly, so as to show awareness of others' opinions, suggestions
and/or feelings.
|
|
Listening in order to respond to texts
|
Listen to a simple story, poem or dramatic text, and respond in
a way that shows some reaction to one aspect of it.
|
Listen to simple stories, poems or dramatic texts, and in talking
offer a personal response to the events or the experiences of
those involved in the text.
|
Listen to a range of stories, poems and dramatic texts, and in
talking, writing or by some other creative activity, offer a personal
response to the feelings or attitudes of those involved in the
text.
|
Listen, through a variety of media, to a wide range of stories,
poems and dramatic texts, and in talking, writing or by some other
creative activity, offer a personal response to some of the more
complex feelings or attitudes of those involved in the text.
|
Listen, through a variety of media, to a wide range of stores,
poems and dramatic texts, and respond in a way that shows some
appreciation of the differing viewpoints of characters, or some
awareness of what the author thinks about them.
|
|
Awareness of genre (type of text)
|
In listening to texts, show recognition of one obvious difference
between two simple texts of distinct types, such as a poem and
a recipe.
|
In listening to texts, show recognition of a few features of different
types of simple texts: stories, poems, dramatic texts and information
texts.
|
In listening to texts, identify features of form and content in
different types of text: stories poems, dramatic texts, news items
and information texts.
|
In listening to texts, identify some similarities and differences
of form and content in examples of the same types of texts, for
example folk tales or advertisements or short plays.
|
In listening to texts, identify some similarities and differences
of form and content in examples of texts from a variety of genres,
and comment on how these reflect the texts' purposes.
|
|
Knowledge about language
|
|
Show that they know, understand and can use at least the following
terms: rhyme, rhythm sound.
|
Show that they know, understand and can use at least the following
terms: low or high voice; accents, audience.
|
Show that they know, understand and can use at least the following
terms: vowel, consonant; Standard English and dialects; play,
scene; mass media; points of view.
|
Show that they know, understand and can use at least the following
terms: tone; target audience.
|