OUTCOMES ELEMENTARY. and the Common European Framework of Reference. David A. Hill

Transcription

1 OUTOMES ELEMENTRY and the ommon European Framework of Reference 2 David. Hill

2 Introduction What is the ommon European Framework of Reference? The ouncil of Europe has developed the ommon European Framework of Reference for Languages (or EFR for short) with a view to promoting language teaching and learning within Europe, and to provide a framework which permits the comparison of individuals language levels in an impartial way. What are the aims of the EFR? While the EFR does not dictate a single method of teaching and learning, it encourages teachers and course providers to reconsider their course content, approach and assessment based on some core principles. These are stated at the beginning of the book: 1. To ensure that all sections of their populations have access to effective means of acquiring a knowledge of the languages of other member states [...] as well as the skills in the use of those languages that will enable them to satisfy their communicative needs [...] 1.1 to deal with the business of everyday life in another country, and to help foreigners staying in their own country to do so; 1.2 to exchange information and ideas with young people and adults who speak a different language and to communicate their thoughts and feelings to them; 1.3 to achieve a wider and deeper understanding of the way of life and forms of thought of other peoples and of their cultural heritage. 2. To promote, encourage and support the efforts of teachers and learners at all levels to apply in their own situation the principles of the construction of language-learning systems [...] 2.1 by basing language teaching and learning on the needs, motivations, characteristics and resources of learners; 2.2 by defining worthwhile and realistic objectives as explicitly as possible; 2.3 by developing appropriate methods and materials. Working from these principles the EFR encourages us to think about the domains in which we use language social, public, occupational and educational. It then suggests we consider specific situations within these domains: the people we might need to interact with, the objects we may use, the things we may read or listen to and the things we may need to do with language. It then tries to describe not only what a language user can do, but also what they are able to do in the language, both generally and in specific skills, domains and situations such as or Formal discussion and meetings. The EFR also encourages and comments on areas such as intercultural awareness, self-directed learning, paralinguistics (gesture, mime, etc.), mediating (i.e. interpreting and translation), which have perhaps been less common features of ELT materials. How are the levels of the EFR organised? The six levels the EFR describes range from 1 (students with an elementary level of English) to 2 (students who can use the language fluently and with precision). However, note that there is also a level below 1. 0 is the point at which people start, with very little or no language. 1 is the first point at which we can describe a (limited) range of abilities in a number of skills and domains. For example, students probably need to be able to recognize a substantial number of words (say 300+) for basic reading and listening. The EFR also allows for steps between the global levels, described as 2+, 2+, etc. The main levels are summarised below: Proficient Independent asic Mastery Effective Operational Proficiency Vantage Threshold Waystage reakthrough Students can use the language precisely and fluently with near native competence. Students are proficient in the language and have a wide range of vocabulary. Students are able to express themselves in increasingly abstract ways. Students at this level can maintain conversations. Students are able to get by in an increasing range of social situations. Students can express themselves in simple, basic language. ased on these global descriptions of the six levels, the EFR illustrates how these can be applied to a language user s ability in the specific domains and skills we mentioned before. For example, for, 1 level is described as an ask how people are and react to news and 2 as an use language flexibly and effectively for social purposes. This means language users are able to describe their abilities more accurately, showing a higher level in social situations than, say, academic writing and discussions. EFR levels, coursebooks and Outcomes It is important to realize that the EFR is not a syllabus and does not provide scales for every possible language situations for students. For example, a student s needs and motivation may lead them to the task of talking about football (not exemplified in the EFR!). However, we can construct a scale based on the global and specific scales in the EFR and say that an 1 student can exchange basic opinions on matches, players and teams, but a 2 student can describe matches and incidents in detail, using a range of language including colloquial expressions and jargon. s a teacher or materials writer we can then think of the language students will need to achieve these levels and how we might present and practise it. Furthermore, the can-do statements describe achievement and current ability, not the student s future level, the language required to reach that level, or the time it will take. No coursebook can guarantee a level a student will attain and it is for you to judge whether the language presented will help students achieve their objectives. Finally, existing coursebook level descriptors in ELT (elementary, pre-intermediate, etc.) do not exactly fit with the EFR and nor are the EFR levels necessarily even steps. It seems likely that moving from 1 to 2, for example, will take a lot longer than 1 to 2, largely because of the different amounts of vocabulary learning each entails. For all these reasons, this book has been developed for students who are at one level, and who are working towards the next level. This means that some tasks and language input particularly at the beginning of the book are aimed more at revising and teaching language to achieve the lower level, while most other input is aimed at achieving the higher level. Note though, that in any one class, students will achieve different levels in any one task, including being below or above the level expected. If this 2 Outcomes Elementary National Geographic Learning

3 happens consistently, you are probably using the wrong level book or the student is in the wrong class for them. That is for you to assess. How does Outcomes match the aims of the EFR? Outcomes was written very much with the EFR in mind. We think about what we want students to be able to do and the kind of conversation they ll have first; we write some models, we notice the specific language they may need (grammar, words or phrases) and we try to present that language in exercises to help them achieve these goals. When we teach grammar or vocabulary, we try to think of clear examples that might be used in particular situations. We also looked at a lot of the can-do statements and specific situations that the testing organisation, LTE, describe. We tried to include as many of these as possible. We have also tried to include a range of social, public, occupational and educational contexts, in terms of all four skills, even at low levels. We have helped students and teachers see these clear objectives at the beginning of each unit, so that students understand what they should be able to do based on the input and specific language areas. You can also see this in the mapping to the EFR here. We help students self-directed learning with the Vocabulary uilder, the Grammar reference with exercises and the online workbook which comes with all the student s books. We also help mediation skills through translation exercises such as the Language Patterns box. We encourage intercultural awareness and the exchange of thoughts and ideas through many short speaking tasks, texts about different countries and contexts, and hearing speakers of different nationalities. The EFR and you! It is not only coursebook writers that take the EFR into account. s a teacher, you can also meet EFR goals by taking language in the book and giving more examples that make use of the students immediate knowledge and situation. This can be done by asking questions that encourage students to think about how they would use language, encouraging students to exchange ideas and feelings and by creating a learning environment that makes this possible. You might also want to read the EFR itself and use the Users of the manual may wish to consider sections it has throughout for discussions with colleagues or self-reflection. Visit to find out more about the EFR and download a pdf of the manual itself. Outcomes Elementary National Geographic Learning 3

4 Outcomes Elementary EFR Overview Framework level: 2 ommunicative activities Reception (spoken) Overall listening comprehension: an understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated. an 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. Understanding interaction between native speakers: an generally identify the topic of discussion around her which is conducted slowly and clearly. Listening to radio audio and recordings: an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly. p9, Vocabulary ex, D p9, Listening ex, ; p11, Developing s ex; p14, Vocabulary exd, p19, Speaking ex, p16, Speaking ex, ; p20, Listening ex, ; p22, Listening 1 ex; p31, Listening, ex, ; p34, Listening ex; p36, Listening ex, ; p44, Listening ex, ; p49, Listening ex, ; p51, Listening ex, ; p58, Listening ex,, ; p64, Listening ex,,, D; p73, Listening ex, ; p78, Listening ex; p82, Listening ex; p86, Listening ex, ; p91, Listening ex, ; p92, Listening ex; p100, Listening ex; p106, Listening ex, ; p114, Listening ex; p121, Listening ex p26, Listening ex, D; p38,vocabulary ex; p39, Listening ex, ; p52, Listening ex,, ; p62, Listening ex,, ; p65, Grammar ex; p66, Listening ex,, D; p76, Listening ex,, D; p79, Pronunciation ex; p94, Listening ex,, ; p104, Listening ex, ; p105, Pronunciation ex; p108, Listening ex; p109, Grammar exe; p116, Pronunciation ex, D; p116, Listening ex, ; p121, Developing s ex; p122, Listening ex, Reception (written) information and : an identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events. an recognise the line of in the treatment of the issue presented, though not necessarily in detail.[1] p19, Reading ex; p21, Reading ex; p25, Reading ex, ; p32, Reading ex; p40, Reading ex; p46, Reading ex, ; p49, Speaking ex; p54, Speaking ex; p54, Reading ex, D; p60, Speaking ex; p60, Reading ex, ; p62, Speaking ex; p68, Reading ex, ; p74, Reading ex; p80, Reading ex, E; p88, Reading ex, ; p95, Reading ex; p96, Speaking ex; p96, Reading ex, ; p102, Reading ex,, D; p109, Grammar ex; p110, Reading ex, ; p116, Listening ex; p119, Reading ex, ; p124, Reading ex; p130, Writing ex; p134, Writing ex, ; p136, Writing 1 ex, ; p137, Writing 2 ex; p138, Writing ex; p140, Writing ex; p142, Writing ex, P54, Reading ex, D; p74, Reading ex Interaction (spoken) Overall spoken interaction: an interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. an manage simple, routine exchanges without undue effort; can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations. : an establish social contact: greetings and farewells; introductions; giving thanks. p10, Speaking ex; p11, Vocabulary ex p16, Speaking ex, 4 Outcomes Elementary National Geographic Learning

5 an participate in short conversations in routine contexts on topics an use simple everyday polite forms of greeting and address. an say what he/she likes and dislikes. : an generally identify the topic of discussion around her which is conducted slowly and clearly. an discuss what to do in the evening, at the weekend. p17, Developing s ex, ; p17, Practice ex; p19, Reading ex; p19, Grammar exd; p20, Vocabulary ex, D, E; p20, Listening ex; p21, Reading ex, D; p21, Speaking ex; p22, Listening 1 ex, ; p22, Speaking ex; p23, Developing s ex; p23, Practice ex; p26, Speaking 1 ex; p27, Grammar ex, ; p27, Speaking 2 ex, ; p30, Speaking ex; p30, Grammar ex; p31, Developing s ex; p31, Practice ex, ; p32, Vocabulary ex; p35, Grammar exe; p35, Speaking ex, ; p37, Developing s ex; p37, Practice ex; p39, Speaking ex; p40, Speaking ex; p41, Speaking ex; p45, Developing s ex; p45, Practice ex, ; p46, Reading exd; p47, Grammar exd, E; p49, Listening exf; p51, Practice ex; p52, Vocabulary exd; p53, Grammar ex; p54, Vocabulary ex; p55, Grammar ex, D; p55, Speaking ex; p58, Vocabulary ex; p59, Developing s ex; p59, Practice ex; p60, Vocabulary ex, ; p60, Reading ex; p61, Speaking ex, D; p63, Speaking ex; p65, Grammar exd; p65, Developing s ex, D; p65, Practice ex, ; p69, Speaking ex; p72, Grammar ex, E; p73, Developing s ex, ; p73, Practice ex, D; p74, Vocabulary exd; p75, Grammar ex, D, E; p79, Practice ex, ; p82, Developing s ex; p87, Developing s ex; p87, Practice ex, ; p88, Vocabulary exd, E; p91, Grammar ex; p91, Speaking ex; p93, Practice ex; p93, Vocabulary exe; p100, Listening ex; p101, Developing s ex, ; p101, Practice ex; p105, Grammar ex, D; p107, Developing s ex,, D; p107, Practice ex; p110, Vocabulary ex; p110, Reading exd, E; p115, Grammar ex,, D; p115, Developing s ex, ; p115, Practice ex, ; p119, Grammar ex, D; p120, Vocabulary exe; p121, Developing s exd; p121, Practice ex; p123, Speaking exp128, Vocabulary ex; p130, Writing ex p16, Speaking ex, ; p17, Grammar exd p22, Listening 1 ex, ; p22, Speaking ex; p26, Speaking 1 ex p16, Speaking ex, ; p20, Listening ex, ; p22, Listening 1 ex; p31, Listening, ex, ; p34, Listening ex; p36, Listening ex, ; p44, Listening ex, ; p49, Listening ex, ; p51, Listening ex, ; p58, Listening ex,, ; p64, Listening ex,,, D; p73, Listening ex, ; p78, Listening ex; p82, Listening ex; p86, Listening ex, ; p91, Listening ex, ; p92, Listening ex; p100, Listening ex; p106, Listening ex, ; p114, Listening ex; p121, Listening ex p23, ex an agree and disagree with others. p19, Speaking ex, ; p22, Vocabulary exd; p23, Listening 2 ex; p25, Speaking ex, ; p26, Listening ex, ; p32, Reading ex, D; p33, Speaking ex; p34, Listening ex; p36, Listening exd; p37, Practice ex; p38, Vocabulary ex, D, E; p39, Listening exe; p40, Vocabulary ex; p44, Listening ex; p74, Reading ex,, D; p83, Speaking ex Outcomes Elementary National Geographic Learning 5

6 an discuss everyday practical issues in a simple way when addressed clearly, an discuss what to do, where to go and make arrangements to meet. p19, Speaking ex, ; p22, Vocabulary exd; p23, Listening 2 ex; p25, peaking ex, ; p26, Listening ex, ; p32, Reading ex, D; p33, Speaking ex; p34, Listening ex; p36, Listening exd; p37, Practice ex; p38, Vocabulary ex, D, E; p39, Listening exe; p40, Vocabulary ex; p44, Listening ex; p46, Reading ex; p47, Speaking ex; p49, Speaking ex; p50, Vocabulary ex; p51, Listening ex; p51, Developing s ex; p53, Speaking ex; p54, Speaking ex; p54, Reading ex, E; p60, Speaking ex; p61, Grammar ex; p62, Speaking ex; p62, Listening exd; p63, Vocabulary ex, D; p66, Listening ex, E; p67, Grammar ex; p67, Speaking ex, ; p68, Reading exe; p69, Vocabulary exd; p72, Speaking ex; p73, Listening ex; p74, Reading ex,, D; p75, Speaking ex; p76, Listening exf; p78, Listening ex; p79, Developing s ex; p80, Vocabulary ex; p80, Reading ex,, D; p81, Speaking ex; p82, Listening ex; p83, Speaking ex; p86, Speaking ex; p86, Listening ex, D; p88, Reading exd, E; p90, Vocabulary ex, ; p91, Listening exd; p94, Listening exd; p95, Reading ex,, D; p96, Speaking ex; p96,, Reading ex, E; p100, Vocabulary ex; p101, Grammar exd; p102, Reading ex, E; p103, Vocabulary exd; p104, Vocabulary ex; p105, Speaking ex; p106, Speaking ex; p106, Vocabulary ex; p108, Speaking ex; p108, Listening ex,, F; p109, Grammar exf, G; p110, Vocabulary exd; p110, Reading ex; p111, Speaking ex, ; p114, Vocabulary ex; p114, Listening ex; p116, Vocabulary ex; p116, Listening exd, E; p118, Speaking ex; p119, Reading ex, ; p120, Vocabulary ex; p121, Listening ex; p122, Speaking ex; p122, Listening ex, D; p124, Speaking ex; p124, Reading ex, D; p124, Speaking ex,, D; p129, Vocabulary ex, ; p130, Speaking ex; p132, Speaking ex; p133, Key Words for Writing ex, ; p134, Speaking ex; p135, Grammar ex; p136, Speaking ex; p136, Vocabulary ex; p137, Writing 2 ex; p138, Speaking ex; p138, Writing ex; p140, Speaking ex; p141, Practice ex; p142, Speaking ex; p142, Writing ex p23, Practice ex Interaction (written) orrespondence: an write very simple personal letters expressing thanks and apology. Notes, messages and forms: an write short, simple notes and messages relating to matters in areas of immediate need. p131, Practice ex; p133, Practice ex; p135, Practice ex; p136, Writing 1 ex; p137, Practice ex; p139, Practice ex p128, Writing ex; p129, Practice ex; p143, Practice ex Production (spoken) Sustained monologue: Describing experience an tell a story or describe something in a simple list of points. an describe everyday aspects of his environment e.g. people, places, a job or study experience. p77, Speaking ex; p96, Reading exd Production (written) reative writing: an write about everyday aspects of his environment e.g. people, places, a job or study experience in linked sentences. an write very short, basic descriptions of events, past activities and personal experiences. p96, Speaking ex, ; p101, Grammar ex; p110, Vocabulary ex; p121, Practice ex; p124, Speaking ex p36, Grammar exd; p96, Speaking ex, ; p101, Grammar ex; p110, Vocabulary ex; p121, Practice ex; p124, Speaking ex; p141, Practice ex 6 Outcomes Elementary National Geographic Learning

7 Interaction Planning: an recall and rehearse an appropriate set of phrases from his/her repertoire. p23, Practice ex; p31, Developing s ex; p33, Speaking ex; p37, Practice ex; p41, Speaking ex, ; p49, Listening exe; p55, Speaking ex; p59, Practice ex; p61, Speaking ex, ; p63, Speaking ex; p69, Speaking ex; p73, Practice ex, ; p77, Speaking ex; p79, Practice ex; p87, Practice ex; p91, Speaking ex; p101, Practice ex; p107, Practice ex; p115, Practice ex; p120, Vocabulary exd; p123, Speaking ex Linguistic control : Shows only limited control of a few grammatical structures and sentence [1] Vocabulary control: an control a narrow repertoire dealing with concrete everyday needs. [1] Phonological control: Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time p17, Grammar ex,,; p19, Grammar ex,,; p21, Grammar ex,,; p23, Grammar ex,,; p23, Developing s ex; p24, Grammar ex,,, D; p27, Grammar ex; p30, Grammar ex; p33, Grammar ex, ; p35, Grammar ex,,, D; p36, Grammar ex,, ; p37, Developing s ex; p39, Grammar ex, ; p41, Grammar ex, ; p45, Grammar ex, ; p47, Grammar ex,, ; p53, Grammar ex; p55, Grammar ex, ; p59, Grammar ex, ; p59, Developing s ex, ; p61, Grammar ex; p65, Grammar ex; p65, Developing s ex, ; p67, Grammar ex, ; p72, Grammar ex,, D; p75, Grammar ex, ; p81, Grammar ex,, ; p82, Developing s ex; p83, Grammar ex, ; p83, Speaking ex; p87, Developing s ex, ; p89, Grammar ex,, ; p91, Grammar ex, ; p93, Grammar ex; p93, Developing s ex, ; p97, Grammar ex, ; p100, Grammar ex, ; p101, Developing s ex; p105, Grammar ex, ; p106, Listening ex; p107, Developing s ex; p109, Grammar ex, ; p110, Vocabulary ex; p111, Grammar ex,, ; p115, Grammar ex; p119, Grammar ex, ; p121, Developing s ex; p122, Developing s ex,, ; p124, Grammar ex, ; p133, Key Words for Writing ex; p135, Grammar ex; p137, Key Words for Writing ex, ; p141, Grammar ex; p143, Grammar ex, p17, Vocabulary ex; p17, Developing s ex; p18, Vocabulary ex,, ; p20, Vocabulary ex, ; p21, Reading ex; p22, Vocabulary ex,, ; p23, Listening 2 ex; p24, Vocabulary ex,,, D; p25, Reading ex; p26, Vocabulary ex,, ; p30, Vocabulary ex, ; p32, Vocabulary ex, ; p32, Reading ex; p34, Listening ex. D; p35, Vocabulary ex, ; p36, Listening ex; p38, Listening ex; p39, Listening ex, D; p40, Vocabulary ex; p40, Reading ex; p44, Vocabulary ex, ; p48, Vocabulary ex,,, D; p50, Vocabulary ex; p51, Developing s ex; p52, Vocabulary ex,, ; p52, Listening exd; p54, Vocabulary ex; p54, Reading ex; p58, Vocabulary ex, ; p60, Vocabulary ex; p63, Vocabulary ex, ; p64, Vocabulary ex, ; p68, Reading ex, D; p69, Vocabulary ex,, ; p74, Vocabulary ex,, ; p76, Vocabulary ex,, ; p76, Listening ex, E; p78, Vocabulary ex,, ; p78, Listening ex; p79, Developing s ex, ; p80, Vocabulary ex; p82, Developing s ex; p82, Listening ex; p86, Vocabulary ex, ; p88, Vocabulary ex,, ; p90, Vocabulary ex, D; p91, Listening ex; p92, Listening ex,. D; p93, Vocabulary ex, ; p94, Vocabulary ex,,, D; p100, Vocabulary ex, ; p103, Vocabulary ex,, ; p104, Vocabulary ex; p104, Listening ex; p106, Vocabulary ex; p108, Listening exd, E; p114, Vocabulary ex, ; p116, Vocabulary ex, ; p119, Reading ex; p120, Vocabulary ex,, ; p121, Listening ex; p124, Reading ex; p128, Vocabulary ex; p129, Vocabulary ex; p130, Writing ex; p132, Speaking ex; p132, Vocabulary ex; p134, Writing ex,, ; p136, Vocabulary ex; p136, Writing 1 ex, ; p137, Writing 2 ex; p137, Key Words for Writing ex, D; p138, Writing ex; p139, Practice ex; p140, Writing ex; p141, Key Words for Writing ex,, ; p142, Vocabulary ex, p17,vocabulary ex; p27, Pronunciation ex, ; p37, Pronunciation ex, ; p46, Pronunciation ex,, ; p51, Pronunciation ex,, ; p59, Pronunciation ex, ; p65, Pronunciation ex; p77, Pronunciation ex, ; p79, Pronunciation ex; p93, Grammar ex; p105, Pronunciation ex; p109, Grammar exd; p116, Pronunciation ex, ; p121, Developing s ex; p123, Pronunciation ex, Outcomes Elementary National Geographic Learning 7

8 Sociolinguistic Sociolinguistic appropriateness: an perform and respond to basic language functions, such as information exchange and requests and express opinions and attitudes in a simple way. p45, Developing s ex, Pragmatic Thematic development: an tell a story or describe something in a simple list of points. oherence: an link groups of words with simple connectors like and, but and because. p77, Speaking ex; p96, Reading exd p131, Key Words for Writing ex; p135, Key Words for Writing ex; p139, Key Words for Writing ex, 8 Outcomes Elementary National Geographic Learning

9 Outcomes Elementary EFR mapping Framework level: 2 Unit 1 People and Places Listening (page 9) Overall listening comprehension an 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., Vocabulary (page 9) Overall listening comprehension an understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated., D Speaking (page 10) Overall spoken interaction an interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. an manage simple, routine exchanges without undue effort; can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations. Vocabulary (page 11) Overall spoken interaction an interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. an manage simple, routine exchanges without undue effort; can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations. Developing s (page 11) Overall listening comprehension an 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. Vocabulary (page 14) Overall listening comprehension an 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. D Speaking (page 16) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly. an use simple everyday polite forms., an establish social contact: greetings and farewells; introductions; giving thanks., Outcomes Elementary National Geographic Learning 9

10 Listening (page 16) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly., Grammar (pages 16 17),, an use simple everyday polite forms. D Vocabulary (page 17) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Phonological control Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time. Developing s (page 17) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., Practice (page 17) of interest. Vocabulary (page 18) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,, Reading (page 19) of interest. Grammar (page 19) of interest.,, D 10 Outcomes Elementary National Geographic Learning

11 Speaking (page 19) Overall listening comprehension an agree/disagree with others. an 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.,, Vocabulary (page 20) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., of interest., D,E Listening (page 20) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly. of interest., Reading (page 21), D Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Grammar (page 21),, Speaking (page 21) Unit 2 Free Time Vocabulary (page 22) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,,, an agree/disagree with others. D Outcomes Elementary National Geographic Learning 11

12 Listening 1 (page 22) Understanding interaction between native speakers an say what he/she likes and dislikes. an generally identify the topic of discussion around him/her that is conducted slowly and clearly., Speaking (page 22) an say what he/she likes and dislikes. Grammar (page 23),, Developing s (page 23) of interest. Listening 2 (page 23) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. an agree/disagree with others. Practice (page 23) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire. of interest. Vocabulary (page 24) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,,, D Grammar (page 24),,, D 12 Outcomes Elementary National Geographic Learning

13 Reading (page 25), Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Speaking (page 25), Speaking 1 (page 26) of interest. an say what he/she likes and dislikes. Listening (page 26) Listening to radio audio & recordings an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly.,, D Vocabulary (page 26) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,, Pronunciation (page 27) Phonological control Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time., Grammar (page 27) of interest., Speaking 2 (page 27) of interest., Outcomes Elementary National Geographic Learning 13

14 Unit 3 Home Speaking (page 30) Vocabulary (page 30) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., Grammar (pages 30 31) Listening (page 31) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly., Developing s (page 31) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire. Practice (page 31), Vocabulary (page 32) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., Reading (pages 32 33) an agree/disagree with others., D Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. 14 Outcomes Elementary National Geographic Learning

15 Grammar (page 34), Speaking (page 33) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire. an agree/disagree with others. Listening (page 34) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., D Understanding interaction between native speakers an agree/disagree with others. an generally identify the topic of discussion around him/her that is conducted slowly and clearly. Vocabulary (page 35) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,, Grammar (page 35) of interest.,,, D E Speaking (page 35), Unit 4 Holidays Listening (page 36) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly. an agree/disagree with others., D Outcomes Elementary National Geographic Learning 15

16 Grammar (page 36) reative writing an write very short, basic descriptions of events, past activities and personal experiences.,, D Developing s (page 37) Pronunciation (page 37) Phonological control Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time., Practice (page 37) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire. an agree/disagree with others. Vocabulary (page 38) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Listening to radio audio & recordings an agree/disagree with others. an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly., D, E Listening (page 39) Listening to radio audio & recordings an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly., Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., D an agree/disagree with others. E 16 Outcomes Elementary National Geographic Learning

17 Grammar (page 39), Speaking (page 39) Vocabulary (page 40) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. an agree/disagree with others. Reading (pages 40 41) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Speaking (page 40) of interest. Grammar (page 41), Speaking (page 41) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire., Unit 5 Shops Vocabulary (page 44) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., Outcomes Elementary National Geographic Learning 17

18 Listening (page 44) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly. an agree/disagree with others., Grammar (page 45), Developing s (page 45) Sociolinguistic appropriateness an perform and respond to basic language functions, such as information exchange and requests, and express opinions and attitudes in a simple way., Practice (page 45), Pronunciation (page 46) Phonological control Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time.,, Reading (pages 46 47), D Speaking (page 47) 18 Outcomes Elementary National Geographic Learning

19 Grammar (page 47),, D, E Vocabulary (page 48) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,,, D Listening (page 49) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly., Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,, D Planning an recall and rehearse an appropriate set of phrases from his/her repertoire. E F Speaking (page 49) Unit 6 Studying Vocabulary (page 50) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Listening (page 51) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly., Pronunciation (page 51) Phonological control Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time.,, Outcomes Elementary National Geographic Learning 19

20 Developing s (page 51) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Practice (page 51) Vocabulary (page 52) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,, D Listening (page 52) Listening to radio audio & recordings an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly.,, Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. D Grammar (page 53) Speaking (page 53) Vocabulary (page 54) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Speaking (page 54) 20 Outcomes Elementary National Geographic Learning

21 Reading (pages 54 55) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. an identify the line of in the treatment of the issue presented, though not necessarily in detail., E, D Grammar (page 55),, D Speaking (page 55) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire. Unit 7 Family and Friends Vocabulary (page 58) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., Listening (page 58) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly.,, Grammar (page 59), Developing s (page 59), Outcomes Elementary National Geographic Learning 21

22 Pronunciation (page 59) Phonological control Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time., Practice (page 59) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire. Vocabulary (page 60) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., Speaking (page 60) Reading (pages 60 61), Grammar (page 61) Speaking (page 61) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire.,, D 22 Outcomes Elementary National Geographic Learning

23 Speaking (page 62) Listening (page 62) Listening to radio audio & recordings an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly.,, D Vocabulary (page 63) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,, D Speaking (page 63) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire. Unit 8 Plans Vocabulary (page 64) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., Listening (page 64) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly.,,, D Grammar (page 65) Listening to radio audio & recordings Phonological control an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly. Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time. D Outcomes Elementary National Geographic Learning 23

24 Developing s (page 65),, D Practice (page 65), Listening (page 66) Listening to radio audio & recordings an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly., E,, D Grammar (page 67), Speaking (page 67), Reading (page 68),, Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., D E Vocabulary (page 69) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,, D 24 Outcomes Elementary National Geographic Learning

25 Speaking (page 69) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire. Unit 9 Experiences Speaking (page 72) Grammar (page 72),, D, E Listening (page 73) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly., Developing s (page 73), Practice (page 73) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire.,, D Vocabulary (page 74) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,, D Outcomes Elementary National Geographic Learning 25

26 Reading (pages 74 75) an agree/disagree with others. an identify the line of in the treatment of the issue presented, though not necessarily in detail.,, D Speaking (page 75) Grammar (page 75),, D, E Vocabulary (page 76) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,, Listening (page 76) Listening to radio audio & recordings an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly.,, D Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., E F Pronunciation (page 77) Phonological control Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time., Speaking (page 77) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire. Sustained monologue: Describing experience an tell a story or describe something in a simple list of points. an describe everyday aspects of his/her environment e.g. people, places, a job or study experience. 26 Outcomes Elementary National Geographic Learning

27 Unit 10 Travel Vocabulary (page 78) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,, Listening (page 78) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly. Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Developing s (page 79) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., Pronunciation (page 79) Listening to radio audio & recordings Phonological control an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly. Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time. Practice (page 79) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire., Vocabulary (page 80) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Reading (pages 80 81),, D, E Outcomes Elementary National Geographic Learning 27

28 Grammar (page 81),, Speaking (page 81) Developing s (page 82) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Listening (page 82) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly. Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Grammar (page 83), Speaking (page 83) an agree/disagree with others. Unit 11 Food Speaking (page 86) 28 Outcomes Elementary National Geographic Learning

29 Vocabulary (page 86) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., Listening (page 86) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly.,, D Developing s (page 87), Practice (page 87) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire., Vocabulary (page 88) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,, D, E Reading (pages 88 89) Grammar (page 89),, D, E Outcomes Elementary National Geographic Learning 29

30 Vocabulary (page 90), Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., D Listening (page 91) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly., Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. D Grammar (page 91), Speaking (page 91) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire. Unit 12 Feelings Listening (page 92) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,, D Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly. Vocabulary (Page 93) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., Grammar (page 93) Phonological control Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time. 30 Outcomes Elementary National Geographic Learning

31 Developing s (page 93), Practice (page 93) Vocabulary (page 94) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,,, D E Listening (page 94) Listening to radio audio & recordings an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly.,, D Reading (page 95),, D Speaking (page 96) Reading (pages 97 98) Sustained monologue: Describing experience an tell a story or describe something in a simple list of points. an describe everyday aspects of his/her environment e.g. people, places, a job or study experience.,, E D Outcomes Elementary National Geographic Learning 31

32 Grammar (page 97), Speaking (page 97) reative writing an write very short, basic descriptions of events, past activities and personal experiences. an write about everyday aspects of his environment, e.g. people, places, a job or study experience in linked sentences., Unit 13 Nature Vocabulary (page 100) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., Listening (page 100) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly. Grammar (pages ) reative writing an write very short, basic descriptions of events, past activities and personal experiences. an write about everyday aspects of his environment, e.g. people, places, a job or study experience in linked sentences., D Developing s (page 101), Practice (page 101) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire. 32 Outcomes Elementary National Geographic Learning

33 Reading (pages ),, D, E Vocabulary (page 103) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,, D Vocabulary (page 104) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Listening (page 104) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Listening to radio audio & recordings an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly., Grammar (page 105),, D Pronunciation (page 105) Phonological control Listening to radio audio & recordings Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time. an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly. Speaking (page 105) Outcomes Elementary National Geographic Learning 33

34 Unit 14 Opinions Speaking (page 106) Vocabulary (page 106) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Listening (page 106) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly., Developing s (page 107),, D Practice (page 107) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire. Speaking (page 108) Listening (page 108) Listening to radio audio & recordings an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly.,, F Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. D, E 34 Outcomes Elementary National Geographic Learning

35 Grammar (page 109) Phonological control Listening to radio audio & recordings Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time. an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly., D E F, G Vocabulary (page 110) reative writing an write very short, basic descriptions of events, past activities and personal experiences. an write about everyday aspects of his environment, e.g. people, places, a job or study experience in linked sentences. D Reading (pages ), D, E Grammar (page 111),, Speaking (page 111), Outcomes Elementary National Geographic Learning 35

36 Unit 15 Technology Vocabulary (page 114) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., Listening (page 114) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly. Grammar (page 115),, D Developing s (page 116), Practice (page 116) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire., Vocabulary (page 116) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs., Pronunciation (page 116) Phonological control Listening to radio audio & recordings Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time. an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly.,, D 36 Outcomes Elementary National Geographic Learning

37 Listening (pages ) Listening to radio audio & recordings an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly., D, E Speaking (page 118) Reading (page 119), Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Grammar (page 119) of interest.,, D Unit 16 Love Vocabulary (page 120) Vocabulary control an control a narrow repertoire dealing with concrete everyday needs.,, Planning an recall and rehearse an appropriate set of phrases from his/her repertoire. D E Listening (page 121) Understanding interaction between native speakers an generally identify the topic of discussion around him/her that is conducted slowly and clearly. Vocabulary control an control a narrow repertoire dealing with concrete everyday needs. Outcomes Elementary National Geographic Learning 37

38 Developing s (page 121) Listening to radio audio & recordings Phonological control an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly. Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time. D Practice (page 121) reative writing an write very short, basic descriptions of events, past activities and personal experiences. an write about everyday aspects of his environment, e.g. people, places, a job or study experience in linked sentences. Speaking (page 122) Listening (page 122) Listening to radio audio & recordings an understand and extract essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly., D, Grammar (page 122),, Pronunciation (page 123) Phonological control Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time., Speaking (page 123) Planning an recall and rehearse an appropriate set of phrases from his/her repertoire. 38 Outcomes Elementary National Geographic Learning