1A My name s Hannah, not Anna

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1 English File Elementary, third edition CEFR Mapping 1A My name s Hannah, not Anna verb be + subject pronouns: I, you, etc. days of the week numbers 0 20 greetings vowel sounds word stress Level: A1 Overall listening interaction Conversation Overall written Processing text Orthographic Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning. Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. Can make an introduction and use basic greeting and leave-taking expressions. Can ask how people are and react to news. Can produce simple mainly isolated phrases about people and places Can write simple isolated phrases and sentences Can copy out single words and short texts presented in standard printed format. Has a very basic range of simple expressions about personal details and needs of a concrete type. Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. Shows only limited of a few simple grammatical structures and sentence patterns in a learnt repertoire. Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group. 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. Can spell his/her address, nationality and other personal details Listening & Speaking a, b, d 2 Grammar c, d 3 Pronunciation a, c 4 c 5 Listening & Speaking a c Bank: Days and Numbers 1 b 1 Listening & Speaking b 5 Listening & Speaking c 1 Listening & Speaking f 2 Grammar f 1 Listening & Speaking f 2 Grammar e, f 4 c 5 Listening & Speaking c 1 Listening & Speaking b, c 2 Grammar a 3 Pronunciation d, e 5 Listening & Speaking b 1A Grammar Bank a c 4 1 Listening & Speaking c Listening & Speaking f 2 Grammar f 5 Listening & Speaking c 4 a, c 1A Grammar Bank a c Bank: Days and Numbers 1 a c Bank: Days and Numbers 2 a c 2 Grammar a, c, d, f 1A Grammar Bank a c 1 Listening & Speaking d f 3 Pronunciation a, c, e Bank: Days and Numbers 1 a c Bank: Days and Numbers 2 a c 1 Listening & Speaking b Bank: Days and Numbers 1 a, c Bank: Days and Numbers 2 a, c 1

2 Can manage very short, isolated, mainly prepackaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication Listening & Speaking f 2 Grammar f 4 c 5 Listening & Speaking c Bank: Days and Numbers 1 c Bank: Days and Numbers 2 c 1B All over the world verb be? and the world numbers /ə/, /tʃ/, /ʃ/, /dʒ/ sentence stress Level: A1 Overall listening Reading for information & argument interaction Conversation Overall written Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning. Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required. Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support. Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker. Can produce simple mainly isolated phrases about people and places c 2 Pronunciation a, b 3 Grammar a, c, e 4 Pronunciation & Speaking a 5 c 6 Listening a, b 7 Song Bank: Days and Numbers 3 b Bank: The world 1 b Bank: The world 2 a 7 3 Grammar b, c 100, , , 106 Can write simple isolated phrases and sentences Has a very basic range of simple expressions about personal details and needs of a concrete type. Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. Shows only limited of a few simple grammatical structures and sentence patterns in a learnt repertoire B Communication a c 4 Pronunciation & Speaking b 1B Communication a c 3 Grammar f 4 Pronunciation & Speaking d 1 c 3 Grammar e, f 4 Pronunciation & Speaking d 5 d 1B Communication a c 1 d 1B Grammar Bank a c 3 Grammar f 4 Pronunciation & Speaking d 6 Listening c 1 a, c, d 5 a, c, d 1B Grammar Bank a c Bank: Days and Numbers 3 a b Bank: The world 1 a c Bank: The world 2 a b 3 Grammar b, c, e, f 4 Pronunciation & Speaking d 1B Grammar Bank a c 2

3 Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group Pronunciation a, b 4 Pronunciation & Speaking a, b 6 Listening a Bank: Days and Numbers 3 b Can manage very short, isolated, mainly prepackaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication , c, d 3 Grammar f 4 Pronunciation & Speaking d 5 a, d 1B Communication a c 1C Open your books, please possessive adjectives: my, your, etc. classroom language /əʊ/, /uː/, /ɑː/ the alphabet Level: A1 Overall listening Listening to announcements & instructions Reading for information & argument interaction Overall written interaction Overall written Processing text Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning. Can understand instructions addressed carefully and slowly to him/her and follow short, simple directions. Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support. Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. Can ask for or pass on personal details in written form. Can produce simple mainly isolated phrases about people and places b 2 Pronunciation a d 3 Listening & Speaking a c 4 Grammar c Bank: Classroom Language b 8 1 d 100, , 106 1C Communication a c 1C Communication a c 9 3 Listening & Speaking d 100, 106 Can write simple isolated phrases and sentences Can copy out single words and short texts presented in standard printed format. Has a very basic range of simple expressions about personal details and needs of a concrete type. Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. Shows only limited of a few simple grammatical structures and sentence patterns in a learnt repertoire. Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group. 1C Communication a c 3 Listening & Speaking a, b 4 Grammar a 1 Writing b, d 1C Grammar Bank c Writing d 9 3 Listening & Speaking b, d a, b, d 2 Pronunciation e 1C Grammar Bank a c Bank: Classroom Language a c 4 Grammar a 1C Grammar Bank a c 2 Pronunciation a c, e 3 Listening & Speaking c 3

4 Orthographic 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. Can spell his/her address, nationality and other personal details Listening & Speaking a, b 1 Writing b d Can manage very short, isolated, mainly prepackaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication , Listening & Speaking d 4 Grammar c 1C Communication b, c 1 Practical English: Arriving in London Level: A1 Overall listening Orthographic Sociolinguistic appropriateness Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning. Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required. Can produce simple mainly isolated phrases about people and places. Has a very basic range of simple expressions about personal details and needs of a concrete type. Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. Shows only limited of a few simple grammatical structures and sentence patterns in a learnt repertoire. 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. Can spell his/her address, nationality and other personal details. Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry etc. Can manage very short, isolated, mainly prepackaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication b 2 Introduction a b 3 Checking in a c, g 4 Jenny talks to Rob a, b, d, e 3 Checking in e 4 Jenny talks to Rob a 2 Introduction b 3 Checking in d f 3 Checking in a, e, f, h 4 Jenny talks to Rob c, d 10 1 a b Checking in h 4 Jenny talks to Rob a 10 3 Checking in a Checking in b, d f, h 4 Jenny talks to Rob b 2 Introduction b 3 Checking in b, d, e, f 4 Jenny talks to Rob e 4

5 2A A writer s room a / an, plurals this / that / these / those things final -s and -es th Level: A1 Overall listening interaction Overall written Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning. Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required. Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. Can produce simple mainly isolated phrases about people and places Pronunciation a, b 4 Listening & Speaking b, c 5 Grammar a 6 Pronunciation a, b Bank: Things b 13 5 Grammar b Can write simple isolated phrases and sentences Has a very basic range of simple expressions about personal details and needs of a concrete type. Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. Shows only limited of a few simple grammatical structures and sentence patterns in a learnt repertoire. Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group. Can manage very short, isolated, mainly prepackaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication A Communication a c Bank: Things c 4 Listening & Speaking d, e 6 Pronunciation c 4 Listening & Speaking d, e 5 Grammar a 6 Pronunciation c 2 Grammar a 2A Grammar Bank a c 4 Listening & Speaking e 6 Pronunciation c 1 b 4 Listening & Speaking c 2A Communication b, c 2A Grammar Bank a c Bank: Things a c 2 Grammar a, b 5 Grammar a c 2A Grammar Bank a c 3 Pronunciation a, b 6 Pronunciation a c Bank: Things a 4 Listening & Speaking d, e 6 Pronunciation b, c 5

6 2B Stars and Stripes adjectives colours, adjectives, modifiers: quite / very / really long and short vowel sounds Level: A1 Overall listening Can follow speech that is very slow and carefully 14 2 Grammar b articulated, with long pauses for him/her to 15 3 Pronunciation a, c, f assimilate meaning. 152 Bank: Adjectives 1 b, d 152 Bank: Adjectives 2 b Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required a, b Reading for information & argument Overall written Creative writing Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. Can produce simple mainly isolated phrases about people and places Reading a, b Can write simple isolated phrases and sentences Can write simple phrases and sentences about themselves and imaginary people, where they live and what they do. Has a very basic range of simple expressions about personal details and needs of a concrete type. Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. Shows only limited of a few simple grammatical structures and sentence patterns in a learnt repertoire. Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group. Can manage very short, isolated, mainly prepackaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication. 1 c 4 b 6 Writing & Speaking c 1 c 3 Pronunciation e 4 b 6 Writing & Speaking c Bank: Adjectives 1 e 2 Grammar a 2A Grammar Bank a c 15 6 Writing & Speaking b Pronunciation e 6 Writing & Speaking a c 1 a d 4 b 5 Reading b 2B Grammar Bank a Bank: Adjectives 1 a e Bank: Adjectives 2 a c 2 Grammar a, b, d 2B Grammar Bank a, b Bank: Adjectives 1 e 3 Pronunciation a f Bank: Adjectives 1 c, d Bank: Adjectives 2 c 1 c 3 Pronunciation e 6 Writing & Speaking c Bank: Adjectives 1 e 6

7 2C After 300 metres, turn right imperatives, let s feelings understanding connected speech Level: A1 Overall listening Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning. Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required , 106 Conversation Can ask how people are and react to news. 101, 106 Overall written Can produce simple mainly isolated phrases about people and places , 106 Can write simple isolated phrases and sentences Has a very basic range of simple expressions about personal details and needs of a concrete type. Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. Shows only limited of a few simple grammatical structures and sentence patterns in a learnt repertoire. Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group. Can manage very short, isolated, mainly prepackaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication , b 2 Listening & Reading a c 4 Pronunciation a 6 Song 2 Listening & Reading b 2C Communication a 2C Communication b d 1 c 2C Communication b d 3 Grammar a 2C Grammar Bank a, b 2 Listening & Reading b, c 2C Communication b d 1 a c 2C Grammar Bank a, b 3 Grammar a, c e 2C Grammar Bank a, b 17 4 Pronunciation b , c 4 Pronunciation b 2C Communication b d 7

8 3A Things I love about Britain present simple + and verb phrases third person -s Level: A1 Overall listening Reading for information & argument Overall written Coherence Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning. Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required. Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. Can ask and answer questions about themselves and other people, where they live, people they know, things they have. Can produce simple mainly isolated phrases about people and places c 3 Pronunciation b, c 4 Reading & Speaking b Bank: Verb phrases b 20 2 Grammar a 21 4 Reading & Speaking a d Can write simple isolated phrases and sentences Has a very basic range of simple expressions about personal details and needs of a concrete type. Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. Shows only limited of a few simple grammatical structures and sentence patterns in a learnt repertoire. Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group. Can link words or groups of words with very basic linear connectors like and or then. Can manage very short, isolated, mainly prepackaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication Pronunciation d, e 4 Reading & Speaking d 1 c 3 Pronunciation d, e 4 Reading & Speaking d Bank: Verb phrases c 1 a 2 Grammar b 3A Grammar Bank a, b 3 Pronunciation d, e 4 Reading & Speaking d 1 a, c 3 Pronunciation d 4 Reading & Speaking a d 3A Grammar Bank a, b Bank: Verb phrases a c 2 Grammar b 3 Pronunciation d, e 3A Grammar Bank a, b Bank: Verb phrases a c 3 Pronunciation a e Bank: Verb phrases c 21 4 Reading & Speaking d Pronunciation d, e 4 Reading & Speaking d Bank: Verb phrases c 8

9 3B Work and play present simple? jobs /ɜː/ Level: A1 Overall listening Reading for information & argument Overall written Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning. Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required. Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. Can ask and answer questions about themselves and other people, where they live, people they know, things they have. Can produce simple mainly isolated phrases about people and places Listening a, b, d 3 Grammar a 4 Pronunciation a, b Bank: Jobs b, d 2 Listening a, b 6 Reading b 23 6 Reading a, c Can write simple isolated phrases and sentences Has a very basic range of simple expressions about personal details and needs of a concrete type. Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. Shows only limited of a few simple grammatical structures and sentence patterns in a learnt repertoire. Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group. Can manage very short, isolated, mainly prepackaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication c 3 Grammar c 5 Speaking b, c 6 Reading b Bank: Jobs c 1 c 3 Grammar c 5 Speaking b, c Bank: Jobs c 1 a 3B Grammar Bank a, b 2 Listening c, d 3 Grammar c 5 Speaking a c 6 Reading d 1 a, c 6 Reading a d 3B Grammar Bank a, b Bank: Jobs a, c, d 3 Grammar a, c 5 Speaking a c 3B Grammar Bank a, b Bank: Jobs c, d 4 Pronunciation a, c Bank: Jobs c 1 c 3 Grammar c 5 Speaking b, c Bank: Jobs c 9

10 3C Love online word order in questions question words sentence stress Level: A1 Overall listening Reading for information & argument interaction Overall written Creative writing Sociolinguistic appropriateness Coherence Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning. Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support. Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. Can ask and answer questions about themselves and other people, where they live, people they know, things they have. Can produce simple mainly isolated phrases about people and places Listening b f 3 & Pronunciation a, c, d 6 Song 1 Listening a 2 Writing a 25 4 Speaking b Can write simple isolated phrases and sentences Can write simple phrases and sentences about themselves and imaginary people, where they live and what they do. Has a very basic range of simple expressions about personal details and needs of a concrete type. Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. Shows only limited of a few simple grammatical structures and sentence patterns in a learnt repertoire. Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group. Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry etc. Can link words or groups of words with very basic linear connectors like and or then. Can manage very short, isolated, mainly prepackaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication. 3 & Pronunciation e 4 Speaking b 3 & Pronunciation e 4 Speaking b 1 Listening c 2 Grammar a 3 & Pronunciation b 4 Speaking a 3C Grammar Bank a, b Writing c Listening e, g 4 Speaking a, b 1 Listening c, d 3 & Pronunciation b, c, e 2 Writing b d 3C Grammar Bank a, b 2 Grammar a 4 Speaking a, b 2 Writing c, d 3C Grammar Bank a, b 25 3 & Pronunciation a, c, d 24 1 Listening d Writing c Listening g 3 & Pronunciation d, e 4 Speaking b 10

11 3 Practical English: Coffee to take away Level: A1 Overall listening Reading for information & argument interaction Goal-oriented co-operation Sociolinguistic appropriateness Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning. Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support. Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. Can understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions. Can ask people for things, and give people things. Can produce simple mainly isolated phrases about people and places. Has a very basic range of simple expressions about personal details and needs of a concrete type. Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. Shows only limited of a few simple grammatical structures and sentence patterns in a learnt repertoire. Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry etc. Can manage very short, isolated, mainly prepackaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication Rob andjenny meet a, b 3 Buying a coffee b d 4 First day in the office a, c, d Bank: Time 1 b 26 3 Buying a coffee a 27 3 Buying a coffee e, f 101, , , , , PE Communication Bank: Time 1 3 Buying a coffee e, f 3PE Communication Bank: Time 1 c 2 Rob andjenny meet a 3 Buying a coffee a, e, f 4 First day in the office b, c 3PE Communication Bank: Time 1 a, c 3PE Communication Bank: Time 1 c a c 3 Buying a coffee c f 4 First day in the office b d 2 Rob andjenny meet a 3 Buying a coffee d f 4 First day in the office d 3PE Communication Bank: Time 1 c 11

12 4A Is she his wife or his sister? Whose? possessive s family /ʌ/, the letter o Listening to radio audio & recordings Grammar Pronunciation Listening & Speaking d a, d a, b 155 Bank: The family c 28 1 Grammar b, c 29 4 Listening & Speaking c 155 Bank: The family d Overall written Identifying cues & inferring (spoken & written) Orthographic Can understand and extract the essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly. Can understand enough to manage simple, routine s without undue effort. Can deal with practical everyday demands: finding out and passing on straightforward factual information. Can write a series of simple phrases and sentences linked with simple connectors like and, but and because. Can use an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words from the context. everyday transactions involving familiar situations and topics. agreement; nevertheless, it is usually clear what he/ she is trying to say. Can a narrow repertoire dealing with Can copy short sentences on everyday subjects - e.g. directions how to get somewhere. Can write with reasonable phonetic (but not necessarily fully standard spelling) short words that are in his/her oral vocabulary. Can expand learned phrases through simple recombinations of their elements. contributions, even though pauses, false starts and reformulation are very evident. Can construct phrases on familiar topics with sufficient ease to handle short s, despite very noticeable hesitation and false starts Grammar b, c 4 Listening & Speaking c Bank: The family d 29 4 Listening & Speaking b Listening & Speaking a Bank: The family a c 2 b Bank: The family a d 1 Grammar b, d, f 4A Grammar Bank a c 2 b Bank: The family a d 2 b 3 Pronunciation a, d, e Bank: The family d 155 Bank: The family b 155 Bank: The family d Grammar b, c, f 3 Pronunciation e 29 4 Listening & Speaking c 12

13 4B What a life! prepositions of time (at, in, on) and place (at, in, to) everyday activities linking and sentence stress COMPONENT DESCRIPTOR PAGE Overall listening Interviewing and being interviewed Creative writing Identifying cues & inferring (spoken & written) Taking the floor (turntaking) Processing text Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated. Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated. Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language. Can ask and answer questions about habits and routines. Can answer simple questions and respond to simple statements in an interview. Can write a series of simple phrases and sentences about their family, living conditions, educational background, present or most recent job. Can use an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words from the context. Can use simple techniques to start, maintain, or end a short conversation. Can initiate, maintain and close simple, face-to-face conversation. Can pick out and reproduce key words and phrases or short sentences from a short text within the learner s limited competence and experience. Can produce brief everyday expressions in order to satisfy simple needs of a concrete type: personal details, daily routines, wants and needs, requests for information. everyday transactions involving familiar situations and topics. agreement; nevertheless, it is usually clear what he/ she is trying to say Pronunciation a 3 Reading & Listening d 4 Grammar b, d Bank: Everyday activities b 3 Reading & Listening a, b 3 Writing a, b 30 1 b 156 Bank: Everyday activities c 101, 107 4B Communication a b 31 5 Speaking & Writing a b 5 Speaking & Writing a Bank: Everyday activities c Writing c e , , Reading & Listening b 3 Writing b 4B Communication a b 3 Reading & Listening a, b 3 Writing a, b 3 Reading & Listening a 3 Writing a e 4B Communication a, b 4 Grammar a, b, d 5 Speaking & Writing a, b 4B Grammar Bank a, b 1 a 3 Reading & Listening b, d, e Bank: Everyday activities a c 4 Grammar a, b, d 4B Grammar Bank a, b 13

14 COMPONENT DESCRIPTOR PAGE Orthographic Thematic development Can a narrow repertoire dealing with Can copy short sentences on everyday subjects - e.g. directions how to get somewhere. Can write with reasonable phonetic (but not necessarily fully standard spelling) short words that are in his/her oral vocabulary. Can expand learned phrases through simple recombinations of their elements. Can tell a story or describe something in a simple list of points. Can construct phrases on familiar topics with sufficient ease to handle short s, despite very noticeable hesitation and false starts b 3 Reading & Listening a, b, d 3 Writing b Bank: Everyday activities a c 30 2 Pronunciation b Writing c e , Speaking & Writing b 4B Communication a, b 1 b Bank: Everyday activities c Writing c e 31 5 Speaking & Writing a 4C Short life, long life? position of adverbs and expressions of frequency adverbs and expressions of frequency the letter h Overall listening Interviewing and being interviewed Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated. Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated. Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language. Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items. Can make him/herself understood in an interview and communicating ideas and information on familiar topics, provided he/she can ask for clarification occasionally, and is given some help to express what he/she wants to a 3 Pronunciation b 5 Song Bank: Time 3 d 33 4 Reading & Speaking a, b 32 2 Grammar a 101 4C Communication 101 4C Communication 14

15 Identifying cues & inferring (spoken & written) Processing text Orthographic Can use an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words from the context. Can pick out and reproduce key words and phrases or short sentences from a short text within the learner s limited competence and experience. Can produce brief everyday expressions in order to satisfy simple needs of a concrete type: personal details, daily routines, wants and needs, requests for information. Can use basic sentence patterns and communicate with memorised phrases, groups of a few words and formulae about themselves and other people, what they do, places, possessions etc. Has a limited repertoire of short memorised phrases covering predictable survival situations; frequent breakdowns and misunderstandings occur in non-routine situations. everyday transactions involving familiar situations and topics. agreement; nevertheless, it is usually clear what he/ she is trying to say. Can a narrow repertoire dealing with Can copy short sentences on everyday subjects - e.g. directions how to get somewhere. Can write with reasonable phonetic (but not necessarily fully standard spelling) short words that are in his/her oral vocabulary. contributions, even though pauses, false starts and reformulation are very evident. Can construct phrases on familiar topics with sufficient ease to handle short s, despite very noticeable hesitation and false starts Reading & Speaking c Bank: Time 3 a 33 4 Reading & Speaking a, b 33 4 Reading & Speaking a Grammar d 4C Communication 4C Grammar Bank a, b 1 a Bank: Time 2 a c Bank: Time 3 a c 2 Grammar b, d 4C Grammar Bank a, b 1 a Bank: Time 2 a c Bank: Time 3 a d 3 Pronunciation a c Bank: Time 2 a 1 a Bank: Time 2 a 2 Grammar d 4 Reading & Speaking d 32 3 Pronunciation c 101 4C Communication 15

16 5A Do you have the X Factor? can / can t verb phrases: buy a newspaper, etc. sentence stress Understanding interaction between native speakers Can generally identify the topic of discussion around her that is conducted slowly and clearly Grammar d Overall listening Reading for information & argument Goal-oriented co-operation Interviewing and being interviewed Identifying cues & inferring (spoken & written) Taking the floor (turntaking) Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated. Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated. Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language. Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items. Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events. Can understand enough to manage simple, routine tasks without undue effort, asking very simply for repetition when he/she does not understand. Can discuss what to do next, making and responding to suggestions, asking for and giving directions. Can answer simple questions and respond to simple statements in an interview. Can use an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words from the context. Can use simple techniques to start, maintain, or end a short conversation. Can initiate, maintain and close simple, face-to-face conversation. everyday transactions involving familiar situations and topics. agreement; nevertheless, it is usually clear what he/ she is trying to say Grammar b 3 Pronunciation b, c 6 Song Bank: More verb phrases b 37 5 Reading a 36 2 Grammar a 37 5 Reading a 37 5 Reading a, b 102 5A Communication 102 5A Communication 37 5 Reading b 102 5A Communication Reading a, c 5A Communication 1 a Bank: More verb phrases a c 2 Grammar e 5A Grammar Bank a, b 16

17 Can a narrow repertoire dealing with Can construct phrases on familiar topics with sufficient ease to handle short s, despite very noticeable hesitation and false starts a Bank: More verb phrases a c 37 3 Pronunciation a 37 5 Reading b, c 102 5A Communication 5B Love your neighbours present continuous verb phrases /ŋ/ Overall listening Interviewing and being interviewed Overall written Identifying cues & inferring (spoken & written) Processing text Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated. Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated. Can understand enough to manage simple, routine s without undue effort. Can deal with practical everyday demands: finding out and passing on straightforward factual information. Can ask and answer questions about pastimes and past activities. Can communicate in simple and routine tasks requiring a simple and direct of information. Can answer simple questions and respond to simple statements in an interview. Can write a series of simple phrases and sentences linked with simple connectors like and, but and because. Can use an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words from the context. Can pick out and reproduce key words and phrases or short sentences from a short text within the learner s limited competence and experience Grammar a 4 Listening a, b 102, 107 5B Communication a c 39 3 Pronunciation & Speaking b 38 1 & Speaking c , & Speaking c 3 Pronunciation & Speaking b 5B Communication a c 39 2 Grammar f Grammar a 4 Listening a 39 4 Listening a 39 4 Listening a c 17

18 everyday transactions involving familiar situations and topics & Speaking b, c agreement; nevertheless, it is usually clear what he/she is trying to say. Can a narrow repertoire dealing with Can expand learned phrases through simple recombinations of their elements. contributions, even though pauses, false starts and reformulation are very evident. Can construct phrases on familiar topics with sufficient ease to handle short s, despite very noticeable hesitation and false starts , Grammar b d, f 5B Communication a c 5B Grammar Bank a, b 39 4 Listening b 39 3 Pronunciation & Speaking a, b , Grammar f 3 Pronunciation & Speaking b 4 Listening c 5B Communication a c 38 1 & Speaking b, c 39 3 Pronunciation & Speaking a, b 102, 107 5B Communication 5C Sun and the City present simple or present continuous? the weather and seasons places in London Overall listening Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated. 159 Bank: The weather and dates 1 d Listening to radio audio & recordings Reading for information & argument Can understand and extract the essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly. Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language. Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events. Can understand enough to manage simple, routine s without undue effort. Can deal with practical everyday demands: finding out and passing on straightforward factual information & Listening c 3 Grammar a, b 4 Pronunciation a Bank: The weather and dates 1 b Writing a 40 2 Reading & Speaking a , , Reading & Speaking c 4 Pronunciation c 5C Communication a, b Bank: The weather c 2 Reading & Speaking c 5C Communication a, b 18

19 Creative writing Can write a series of simple phrases and sentences Writing b, c about their family, living conditions, educational background, present or most recent job. Identifying cues & inferring (spoken & written) Can use an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words from the context Reading & Speaking b Taking the floor (turntaking) Can use simple techniques to start, maintain, or end a short conversation. Can initiate, maintain and close simple, face-to-face conversation. Can produce brief everyday expressions in order to satisfy simple needs of a concrete type: personal details, daily routines, wants and needs, requests for information. Has a limited repertoire of short memorised phrases covering predictable survival situations; frequent breakdowns and misunderstandings occur in non-routine situations. everyday transactions involving familiar situations and topics. agreement; nevertheless, it is usually clear what he/she is trying to say. Can a narrow repertoire dealing with Can expand learned phrases through simple recombinations of their elements. contributions, even though pauses, false starts and reformulation are very evident Reading & Speaking c , Reading & Speaking c 5 Writing a 5C Communication a, b 4 Writing b 3 Grammar b 4 Pronunciation c 5C Grammar Bank a, b 1 & Listening a, c, d Bank: The weather and dates 1 a e 3 Grammar b, c 5C Grammar Bank a, b 40 1 & Listening c, d 159 Bank: The weather and dates 1 a e 41 4 Pronunciation a c 41 5 Writing a , & Listening a, d Bank: The weather and dates 1 c, e 2 Reading & Speaking c 4 Pronunciation b, c 5C Communication a, b 19

20 5 Practical English: In a clothes shop Overall listening Identifying cues & inferring (spoken & written) Planning Sociolinguistic appropriateness Taking the floor (turntaking) Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated. Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated. Can use an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words from the context. Can recall and rehearse an appropriate set of phrases from his repertoire. everyday transactions involving familiar situations and topics. Can a narrow repertoire dealing with Can handle very short social s, using everyday polite forms of greeting and address. Can make and respond to invitations, apologies etc. Can use simple techniques to start, maintain, or end a short conversation. Can initiate, maintain and close simple, face-to-face conversation. contributions, even though pauses, false starts and reformulation are very evident b 2 Meeting in the street a, b 3 Buying clothes a, b 4 Jenny s on the phone a, b, d 2 Meeting in the street a 4 Jenny s on the phone a, b 43 3 Buying clothes e, f Buying clothes e, f 4 Jenny s on the phone b 42 1 a, b a 3 Buying clothes b, e, f 1 b 2 Meeting in the street c 3 Buying clothes b, c, e, f 2 Meeting in the street d 3 Buying clothes e, f 43 3 Buying clothes e, f 43 3 Buying clothes d f 6A Reading in English object pronouns: me, you, him, etc. phone language /ɪ/, /iː/, and /aɪ/ Overall listening Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated. Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated Grammar d 3 Reading & Listening a, c 20

21 Interviewing and being interviewed Identifying cues & inferring (spoken & written) Processing text Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language. Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items. Can answer simple questions and respond to simple statements in an interview. Can use an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words from the context. Can pick out and reproduce key words and phrases or short sentences from a short text within the learner s limited competence and experience. Can produce brief everyday expressions in order to satisfy simple needs of a concrete type: personal details, daily routines, wants and needs, requests for information. Can use basic sentence patterns and communicate with memorised phrases, groups of a few words and formulae about themselves and other people, what they do, places, possessions etc. everyday transactions involving familiar situations and topics. agreement; nevertheless, it is usually clear what he/ she is trying to say. Can a narrow repertoire dealing with Can expand learned phrases through simple recombinations of their elements. contributions, even though pauses, false starts and reformulation are very evident Reading & Listening a d 44 1 Grammar a 103 6A Communication Grammar d 6A Communication 1 Grammar b 3 Reading & Listening b, d 45 3 Reading & Listening a, c A Communication 6A Grammar Bank a, b 1 Grammar b 3 Reading & Listening e 1 Grammar b, d 6A Grammar Bank a, b 1 Grammar a 3 Reading & Listening a e 44 2 Pronunciation a, d 45 3 Reading & Listening f 44 1 Grammar d Pronunciation d 6A Communication 21

22 6B Times we love like + (verb + -ing) the date ordinal numbers consonant clusters saying the date Overall listening Listening to radio audio & recordings Interviewing and being interviewed Creative writing Identifying cues & inferring (spoken & written) Processing text Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated. Can understand and extract the essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly. Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language. Can understand enough to manage simple, routine s without undue effort. Can deal with practical everyday demands: finding out and passing on straightforward factual information. Can ask and answer questions about pastimes and past activities. Can answer simple questions and respond to simple statements in an interview. Can write about everyday aspects of his environment e.g. people, places, a job or study experience in linked sentences. Can write very short, basic descriptions of events, past activities and personal experiences. Can use an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words from the context. Can pick out and reproduce key words and phrases or short sentences from a short text within the learner s limited competence and experience. everyday transactions involving familiar situations and topics. agreement; nevertheless, it is usually clear what he/ she is trying to say. 159 Bank: The weather and dates b, d 1 & Pronunciation c e 3 Listening a, b Bank: The weather and dates 2 b, d 46 2 Reading a, b & Pronunciation g 5 Speaking & Writing b 47 5 Speaking & Writing c & Pronunciation g 5 Speaking & Writing b, c 47 5 Speaking & Writing d 46 2 Reading c 46 2 Reading a, b Reading a 5 Speaking & Writing c, d 1 & Pronunciation a, d, f, g 2 Reading c 5 Speaking & Writing a, b Bank: The weather and dates 2 a, c, e 4 Grammar b 6B Grammar Bank a, b 22

23 Orthographic Thematic development Can a narrow repertoire dealing with Can copy short sentences on everyday subjects - e.g. directions how to get somewhere. Can write with reasonable phonetic (but not necessarily fully standard spelling) short words that are in his/her oral vocabulary. Can expand learned phrases through simple recombinations of their elements. Can tell a story or describe something in a simple list of points. contributions, even though pauses, false starts and reformulation are very evident & Pronunciation a, d, f, g 2 Reading a, b 3 Listening a, b 5 Speaking & Writing a, b Bank: The weather and dates 2 a, c, e 46 1 & Pronunciation c e Speaking & Writing d Bank: The weather and dates 2 c 2 Reading a 3 Listening a, b 1 & Pronunciation f, g Bank: The weather and dates 2 e 47 5 Speaking & Writing d 47 5 Speaking & Writing b, c 6C Music is changing their lives revision: be or do? music /j/ Listening to radio audio & recordings Reading correspondence Interviewing and being interviewed Creative writing Can understand and extract the essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly. Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language. Can understand basic types of standard routine letters and faxes (enquiries, orders, letters of confirmation etc.) on familiar topics. Can understand enough to manage simple, routine s without undue effort. Can deal with practical everyday demands: finding out and passing on straightforward factual information. Can answer simple questions and respond to simple statements in an interview. Can write about everyday aspects of his environment e.g. people, places, a job or study experience in linked sentences. Can write very short, basic descriptions of events, past activities and personal experiences Grammar c 7 Song 4 Speaking a 5 Reading b Writing a 48 1 c 49 4 Speaking b c 4 Speaking b Writing c e 23

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