Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry etc.
Examples (Self Assessment)
I can introduce myself and other people.
I can greet and respond to a greeting.
I can apologise. I can say thank you.
I can say please and thank you.
I can say hello and goodbye to my teachers and classmates.
I can ask for permission (to leave the classroom, to go to the toilet, to speak in the classroom).
I can make and reply to simple requests.
Pragmatic
Coherence and cohesion (A1)
Can link words or groups of words with very basic linear connectors like ‘and’ or ‘then’.
Propositional Precision
Can communicate very basic information about personal details in a simple way. (Pre-A1)
Can communicate basic information about personal details and needs of a concrete type in a simple way. (A1)
Spoken Fluency
Can manage very short, isolated, rehearsed utterances using gesture and signalled requests for help when necessary. (Pre-A1)
Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication. (A1)
Linguistic (A1)
Can use isolated words and basic expressions in order to give simple information about him/herself. (Pre-A1)
Has a very basic range of simple expressions about personal details and needs of a concrete type. (A1)
Vocabulary (A1)
Has a basic vocabulary repertoire of words and phrases related to particular concrete situations. (A1)
Examples (Self Assessment)
I can understand some short sentences with names of people, animals, objects, plants and flowers, parts of the body, food, clothes, days of the week, months of the year, seasons of the year, means of transport, holidays and festivities, jobs.
I can understand the days of the week.
I can recognize the names of other countries in the world.
I can understand the names of some animals and plants.
Grammatical Accuracy (Can do)
Can employ very simple principles of word order in short statements. (Pre A1)
Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire. (A1)
Phonological Control (A1)
Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by interlocutors used to dealing with speakers of the language group concerned. Can reproduce correctly a limited range of sounds as well as the stress on simple, familiar words and phrases. (A1)
Sound Articulation (A1)
Can reproduce sounds in the target language if carefully guided. (A1)
Prosodic Features (A1)
Can use the prosodic features of a limited repertoire of simple words and phrases intelligibly, in spite of a very strong influence on stress, rhythm, and/or intonation from other language(s) he/she speaks; his/her interlocutor needs to be collaborative.
Orthographic Control
Can copy familiar words and short phrases e.g. simple signs or instructions, names of everyday objects, names of shops and set phrases used regularly. (A1)
Examples (Self Assessment)
I can copy simple words and short sentences.
I can copy words and short sentences.
I can copy words from the board.
I can copy words for colours and shapes from the board.
I can copy words about transport from the board.
I can copy sentences about seasons and festivals from the board.
Teach the following role plays to another group. After that, have a discussion.
To teach the following role plays do the following procedure:
1) Act out the dialogue. Have the other group members write in the words.
2) Discuss what the key structures are (e.g. I’m from …..) and the communicative situation (exchanging information about where one is from).
3) Have your students make their own role plays and act them out without looking. To do a role play, students have to pretend to be someone else.
4) Discuss the CEFR level (A1 – C2) and communicative competencies this is targeting. To do this, use the CEFR Scale Descriptions. Write your group answer as a comment.
We think C is A2 Spoken Production because it involves using a simple conversation.
The words also easy.
Group 20
4 years ago
We think the dialogue is B1 Fluency because it needs to take communication to other people.
Toshiyuki Saito
4 years ago
A
yuka yamaya
4 years ago
A2
Riho Haruka Ayaka Ryuta
4 years ago
We think this dialogue is A2 because this conversation uses only simple words.
阿部優希、猪股賢奨、姉崎百夏、佐藤彰賢
4 years ago
We think that E is A2 because this conversation is very basic and we can understand.
Aiha
4 years ago
We could ask question and answer the question.
I think it is difficult to speak English.
But,I also think that I want to grow my vocabulary level.
Miyu Saito
4 years ago
We can discuss in smoothly, and we enjoyed to talk. We have to study English to talk more fluency.
Akiyama Ruka
4 years ago
We think the dialogue is A1.Spoken production because it was used very easy words.
G23
4 years ago
23
Group 17
4 years ago
We think the dialogue is B1 Spoken Production because it was spoken about hobbies and daily lives.
Ituki sakurada
4 years ago
We think dialogue is A1spoken production because it involved using simple phrase say where we were on holiday.
Kazuha Kitamura
4 years ago
We think the dialogue is A2 because we can use basic sentence patterns with memorized phrases, groups of a few words and formulae in order to communicate limited information in simple everyday situations.
groop17
4 years ago
we could understand easy conversation.
Moeka, Miyu, Ayano
4 years ago
Today I discussed about role play. I could listen to friend’s role playing clearly.
Chisato Aki Keita
4 years ago
We think the dialogue is A2 range because it can use in everyday situation. The children can use it when they go shopping with their mother.
eighteen
4 years ago
We can use some simple structures correctly , but still systematically makes basic mistakes
Yuka Endo
4 years ago
We think the dialogue is the CEFR A2 level because wecan talk about my favorite TV program by simple texts.
だっちゃん
4 years ago
I think that we are in B1 level. We can keep going comprehensively but we can’t speak fairly even tempo. So we feel we are in B1.
だっちゃん
4 years ago
I think that we are in B1 level. We can keep going comprehensively but we can’t speak fairly even tempo.
We think the dialogue is A1 Spoken Production because it involves using simple phrases to say where you live.
We think C is A2 Spoken Production because it involves using a simple conversation.
The words also easy.
We think the dialogue is B1 Fluency because it needs to take communication to other people.
A
A2
We think this dialogue is A2 because this conversation uses only simple words.
We think that E is A2 because this conversation is very basic and we can understand.
We could ask question and answer the question.
I think it is difficult to speak English.
But,I also think that I want to grow my vocabulary level.
We can discuss in smoothly, and we enjoyed to talk. We have to study English to talk more fluency.
We think the dialogue is A1.Spoken production because it was used very easy words.
23
We think the dialogue is B1 Spoken Production because it was spoken about hobbies and daily lives.
We think dialogue is A1spoken production because it involved using simple phrase say where we were on holiday.
We think the dialogue is A2 because we can use basic sentence patterns with memorized phrases, groups of a few words and formulae in order to communicate limited information in simple everyday situations.
we could understand easy conversation.
Today I discussed about role play. I could listen to friend’s role playing clearly.
We think the dialogue is A2 range because it can use in everyday situation. The children can use it when they go shopping with their mother.
We can use some simple structures correctly , but still systematically makes basic mistakes
We think the dialogue is the CEFR A2 level because wecan talk about my favorite TV program by simple texts.
I think that we are in B1 level. We can keep going comprehensively but we can’t speak fairly even tempo. So we feel we are in B1.
I think that we are in B1 level. We can keep going comprehensively but we can’t speak fairly even tempo.