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A2
A2 - Access level requirementsSkills, Topics, Functions and Grammar
Skills
Listening
The candidate will be able to:understand speech which is clearly and slowly articulated•follow short conversations both formal and informal connected with education, work and •social life understanding gist, context, feelings, opinions and relationshipsunderstand simple questions, statements, narratives, directions, explanations and •instructionsidentify the function of short utterances (see Grammar and Functions sections)•extract and reproduce key information from simple spoken messages and announcements.•
Phonological featuresrecognise stress and intonation in simple and compound sentences.•
Rangeunderstand key grammatical forms used in common everyday contexts and situations•understand high frequency vocabulary and basic phrases relating to areas of immediate •personal relevance in straightforward familiar formal and informal exchanges.
Understanding gistunderstand the main ideas in short, clear, simple messages, presentations and •announcements, explanations, narratives and instructionsidentify topic, purpose, context, speakers, relationships and opinions from conversations.•
Understanding detailextract key words, phrases, numbers and spellings from announcements and messages.•
Reading
The candidate will be able to:understand short simple narratives and descriptions, straightforward instructions, •directions and explanations on familiar and work related topicsrecognise the different purposes of text when purpose and intended audience is clear•locate specific predictable information in everyday short texts on familiar matters•understand a simple line of argument simply expressed•understand the main ideas and gist of simple personal letters•understand routine letters on familiar topics•understand everyday signs and notices found in public places.•
Rangerecognise high frequency words and words with common spelling patterns in everyday •textsunderstand punctuation and capitalisation used in simple and compound sentences.•
A2
Text structureunderstand the organisational, lexical and grammatical features of short simple texts•understand a very limited range of cohesive devices•identify the different purposes of short straightforward texts through layout conventions, •common signs, symbols.
Writing
The candidate will be able to:compose simple texts using the appropriate format with some awareness of the intended •audiencefollow instructions to write a letter, message or note•write informally about family, living conditions, schooling and job, plans and arrangements, •likes and dislikes and past activitieswrite short descriptions or tell a simple story using simple and compound sentences•write a short sequence of simple explanations, instructions or directions•express simple opinions clearly•spell correctly the majority of words used for personal detail and familiar common words•write with reasonable accuracy short words appropriate to the level•use punctuation and capital letters correctly to show questions, commas in lists and •proper nounsconstruct simple and compound sentences using basic structures•use a limited range of vocabulary to deal with simple and familiar topics and tasks•link a short sequence of simple sentences using basic linking word.•
The text types candidates at this level will be required to produce are as follows:informal letter •informal email message•informal greetings card•informal postcard•
The extent of each text to be produced by candidates is 30-50 words.
Speaking
The candidate will be able to:speak with reasonable ease in structured situations and short conversations on familiar •topics, although from time to time will be asked to repeat or clarifycommunicate personal information to give simple descriptions of family, other people, •living or working conditions, habits and daily routines, education background and/or jobcommunicate in a limited number of social situations using a range of functional language•exchange information to perform a task•give simple directions, instructions and explanations•ask and answer questions•give a short description or tell a simple story using simple and compound sentences•express simple feelings and opinions and establish a shared understanding•pronounce the sounds of English sufficiently clearly to be generally understood•display some control of basic grammatical structures•display an adequate range of vocabulary to communicate on familiar topics and perform •simple tasksadjust language to suit context in straightforward situations•manage the conventions of turn taking in short social exchanges, using simple techniques •to start, maintain, and end a conversationuse a limited number of common discourse markers.•
A2
Topics
PERSONAL IDENTIFICATIONname•address•date and place of birth•age•sex•marital status•nationality•origin•occupation•family•likes and dislikes•physical appearance•title•first language•
HOUSE AND HOME, ENVIRONMENTaccommodation, rooms•furniture, furnishing•services•amenities•region•flora and fauna•
DAILY LIFEat home•at work•
FREE TIME, ENTERTAINMENTleisure•hobbies and interests•TV, radio computer etc•cinema, theatre•intellectual pursuits•sports•press•internet•music•holidays•
TRAVELpublic transport•private transport•traffic•holiday accommodation•luggage•travel documents•signs and notices•
RELATIONS WITH OTHER PEOPLErelationships•correspondence•behaviour•invitations•friends•
HEALTH AND BODYCAREparts of the body•personal comfort•hygiene•ailments, accidents•medical services•
SHOPPINGshopping facilities•foodstuffs•clothes, fashion•household articles•prices•
FOOD AND DRINKtypes of food and drink•eating and drinking out•
SERVICESpost•telephone•banking•police•hospital, surgery•garage•petrol station•emergency•
PLACESasking the way and giving •directionslocation•
LANGUAGEforeign language ability•understanding, expression•spelling and alphabet•
•
WEATHERobtain information from •weather forecastclimate and weather•
MEASURES AND SHAPESdigits and cardinal numbers up •to 100 and multiples of 100telephone numbers, process•height, length, weight, •capacity, temperaturedates, times, days•shape•
EDUCATIONschooling•subjects•
A2
Functions
PERSONAL ENVIRONMENTasking for and giving personal information•describing where one lives (accommodation, area, etc)•asking and answering questions for confirmation, information, identification•describing people, places and things•correcting information•explaining daily routines•describing past events•comparing things, people.•
ExPRESSING THOUGHTS AND FEELINGSexpressing agreement or disagreement•denying something•expressing views and feelings with reasons•stating and asking about knowledge or ignorance of something or someone•stating and asking about ability or inability to do something•stating and asking about certainty or uncertainty of something•seeking, granting or denying permission•expressing and asking about wishes and hopes•expressing and asking about wants, desires, needs•stating and asking about intention•stating a preference•expressing and asking about likes and dislikes, with reasons•expressing and asking about (dis)pleasure, (un)happiness•expressing gratitude•offering and accepting an apology•expressing approval or appreciation•expressing regret.•
MAKING THINGS HAPPENresponding to a request•requesting something or requesting someone to do something•inviting someone to do something•accepting or declining an offer or invitation•giving instructions•giving advice•warning others to be careful or to stop doing something•offering and requesting assistance•suggesting a course of action.•
SOCIAL CONTACTgetting someone’s attention•greeting people and responding to greetings•expressing thanks•addressing somebody•introducing oneself, family and close friends•opening, closing a conversation•
A2
congratulating someone•indicating lack of understanding•asking someone to clarify or explain something•asking someone to repeat all or part of something•asking someone to speak more slowly•asking for help in finding words or phrases•asking for and giving the spelling and meaning of words•counting and using numbers•asking for and telling people the time, day, date•interrupting politely•summing up•taking leave•observing telephone conventions.•
A2
Gra
mm
ar
Plea
se n
ote
that
:Ca
ndid
ates
may
be
expo
sed
to th
e gr
amm
ar r
equi
red
for
the
leve
l abo
ve, b
ut w
ill no
t be
test
ed o
n it.
•Ca
ndid
ates
are
req
uire
d to
pos
sess
all
stru
ctur
es d
escr
ibed
in th
e le
vel(s
) bel
ow th
em•
Prel
imin
ary
Acce
ssas
Pre
limin
ary
and
in a
dditi
onAc
hiev
eras
Acc
ess
and
in a
dditi
on
Sim
ple
sent
ence
sw
ord
orde
r in
sim
ple
stat
emen
ts:
•su
bjec
t-ver
bobj
ect/
adve
rb/a
djec
tive/
prep
ositi
onal
phr
ase
wor
d or
der
in in
stru
ctio
ns•
wor
d or
der
in q
uest
ions
• • Th
ere
is/a
re +
nou
n
Ther
e w
as/w
ere
•Th
ere
has/
have
bee
n•
Ther
e w
ill b
e/th
ere
is g
oing
to
be•
Com
poun
dse
nten
ces
use
of c
onju
nctio
ns
•an
d/bu
t/or
wor
d or
der
subj
ect-v
erb-
(obj
ect)
(•
+an
d/bu
t/or
) + s
ubje
ct-v
erb-
(obj
ect)
Com
plex
sent
ence
scl
ause
s of
: tim
e w
ith
•w
hen,
bef
ore,
af
ter r
easo
n be
caus
e, r
esul
t so
noun
cla
use
with
•
that
wor
d or
der
in c
ompl
ex s
ente
nces
•co
mpl
ex s
ente
nces
with
on
subo
rdin
at
•cl
ause
defin
ing
rela
tive
clau
ses
with
•
who
, w
hich
, th
atcl
ause
as
subj
ect/
obje
ct•
A2
Verb
for
ms
Prel
imin
ary
Acce
ssas
Pre
limin
ary
and
in a
dditi
onAc
hiev
eras
Acc
ess
and
in a
dditi
on
Verb
form
sPr
esen
t ref
eren
ce:
sim
ple
pres
ent t
ense
of
•be
/hav
e/do
and
co
mm
on r
egul
ar v
erbs
pres
ent c
ontin
uous
of c
omm
on v
erbs
• • H
ave
got
Oth
er:
Yes/
no q
uest
ions
•Q
uest
ion
wor
ds:
•w
ho/w
hat/
whe
re/w
hen/
how
muc
h/ho
w m
any/
how
old
Auxi
liary
‘•
do’ f
or q
uest
ions
and
neg
ativ
es
(pos
itive
que
stio
ns o
nly)
Shor
t ans
wer
s su
ch a
s •
yes
he d
oes,
no
I hav
en’t
impe
rativ
es a
nd n
egat
ive
impe
rativ
es•
cont
ract
ed fo
rms
appr
opria
te to
this
•
leve
l•
let’s
+ in
finiti
ve fo
r su
gges
tion
Pres
ent r
efer
ence
:si
mpl
e pr
esen
t with
no
time
focu
s•
pres
ent c
ontin
uous
to e
xpre
ss c
ontin
uity
• Past
ref
eren
ce:
past
tens
e of
reg
ular
and
com
mon
ir-
•re
gula
r ve
rbs
with
tim
e m
arke
rsFu
ture
ref
eren
ce:
• be
goi
ng t
o, p
rese
nt c
ontin
uous
and
tim
e m
arke
rsO
ther
:lim
ited
rang
e of
com
mon
ver
bs _
•
-ing
fo
rm, s
uch
as li
ke,
gove
rb +
to +
infin
itive
suc
h as
•
wan
t, h
ope
very
com
mon
phr
asal
ver
bs s
uch
as
•ge
t up
, sw
itch
on
ques
tions
suc
h as
•
wha
t ti
me,
how
of-
ten,
why
, w
hich
sim
ple
ques
tion
tags
usi
ng a
ll th
e ve
rb
•fo
rms
at th
is le
vel
cont
ract
ed fo
rms
appr
opria
te to
this
•
leve
l
Pres
ent/
Past
ref
eren
ce:
Pres
ent p
erfe
ct w
ith s
ince
/for
/eve
r/•
neve
r, y
et/a
lrea
dy, ju
st
Past
ref
eren
ce:
used
to
• fo
r re
gula
r ac
tions
in th
e pa
stpa
st c
ontin
uous
• Futu
re r
efer
ence
:Fu
ture
sim
ple
verb
form
s, N
P +
will
• Oth
er:
Zero
and
1st
con
ditio
nal
•Ra
nge
of v
erbs
+
•-i
ng fo
rms
to•
+ in
finiti
ve to
exp
ress
pur
pose
com
mon
phr
asal
ver
bs a
nd p
ositi
on o
f •
obje
ct p
rono
uns,
suc
h as
I lo
oked
it u
psi
mpl
e re
port
ed/e
mbe
dded
sta
tem
ents
•
and
ques
tions
ques
tion
tags
usi
ng a
ll ve
rbs
•ap
prop
riate
at t
he le
vel
•co
ntra
cted
form
s ap
prop
riate
to th
is
•le
vel
A2
Mod
als,
nou
ns, pro
noun
s, p
osse
ssiv
es,
pre
pos
itio
ns
Prel
imin
ary
Acce
ssas
Pre
limin
ary
and
in a
dditi
onAc
hiev
eras
Acc
ess
and
in a
dditi
on
Mod
als
Pres
ent r
efer
ence
:ca
n, c
an’t
• (a
bilit
y/in
abilit
y, p
erm
issi
on)
and
wou
ld li
ke (r
eque
st)
Mod
als
and
form
s w
ith s
imila
r m
eani
ng:
mus
t•
(obl
igat
ion)
mus
tn’t
• (p
rohi
bitio
n)ha
ve t
o, h
ad g
ot t
o•
(nee
d)ca
n, c
ould
• (r
eque
sts)
coul
dn’t
• (i
mpo
ssib
ility)
may
• (p
erm
issi
on)
sing
le m
odal
adv
erbs
: •
poss
ibly
, pr
obab
ly,
perh
aps
Mod
als
and
form
s w
ith s
imila
r m
eani
ng:
shou
ld•
(obl
igat
ion,
adv
ice)
mig
ht, m
ay, w
ill, pr
obab
ly•
(pos
sibi
lity
and
prob
abilit
y in
the
futu
re)
wou
ld/s
houl
d •
(adv
ice)
need
to
•(o
blig
atio
n)ne
edn’
t •
(lack
of o
blig
atio
n)willdefinitely
•(c
erta
inly
in th
e fu
ture
)m
ay I
•(a
skin
g fo
r pe
rmis
sion
)I’d
rat
her
•(s
tatin
g pr
efer
ence
)N
ouns
regu
lar
and
com
mon
irre
gula
r pl
ural
•
form
sve
ry c
omm
on u
ncou
ntab
le n
ouns
•ca
rdin
al n
umbe
rs 1
-31
•
coun
tabl
e an
d un
coun
tabl
e no
uns
•si
mpl
e no
uns
phra
ses
•ca
rdin
al n
umbe
rs u
p to
100
+ m
ultip
les
•of
100
noun
phr
ases
with
pre
- and
•
post
mod
ifica
tion
such
as
fair-
hair
ed
peop
le w
ith
sens
itiv
e sk
inal
l car
dina
l num
bers
•Pr
onou
nspe
rson
al -
subj
ect
•ob
ject
, refl
exiv
e•
Poss
essi
ves
poss
essi
ve a
djec
tives
suc
h as
•
my,
you
r, hi
s, h
er,
its,
our
, th
eir
use
of ‘
•s,
s’
poss
essi
ve p
rono
uns
such
as
•m
ine,
yo
urs,
who
seAs
Acc
ess
•
Prep
ositi
ons
and
prep
ositi
onal
phra
ses
com
mon
pre
posi
tions
suc
h as
•
at,
in,
on,
unde
r, ne
xt t
o, b
etw
een,
nea
r, to
, fr
ompr
epos
ition
al p
hras
es o
f pla
ce, t
ime
and
•m
ovem
ent,
such
as
at h
ome,
on
the
left
, on
Mon
day,
at
six
o’cl
ock
prep
ositi
ons
of p
lace
, tim
e an
d •
mov
emen
t, su
ch a
s be
fore
, af
ter,
tow
ards
, up
, do
wn,
alo
ng, ac
ross
, in
fr
ont
of,
behi
nd,
oppo
site
prep
ositi
onal
phr
ases
of p
lace
and
tim
e,
•su
ch a
s af
ter
dinn
er,
befo
re t
ea
wid
e ra
nge
of p
repo
sitio
ns, s
uch
as
•be
yond
, ab
ove,
ben
eath
, be
low
prep
ositi
onal
phr
ases
suc
h as
•
in h
er
twen
ties
, of
ave
rage
hei
ght,
in t
he t
op
righ
t ha
nd c
orne
r
A2
Art
icle
s, d
eter
min
ers,
adje
ctiv
es, ad
verb
s, i
nten
sifi
ers
Prel
imin
ary
Acce
ssas
Pre
limin
ary
and
in a
dditi
onAc
hiev
eras
Acc
ess
and
in a
dditi
on
Artic
les
Defin
ite, i
ndefi
nite
•de
finite
art
icle
•ze
ro a
rtic
le w
ith u
ncou
ntab
le n
ouns
•de
finite
art
icle
with
sup
erla
tives
•
defin
ite a
rtic
le w
ith p
ost-m
odifi
catio
n,
•su
ch a
s th
e pr
esen
t yo
u ga
ve m
eus
e of
inde
finite
art
icle
in d
efini
tions
, •
such
as
an a
rchi
tect
is a
per
son
who
de
sign
s bu
ildin
gs
Det
erm
iner
san
y, s
ome,
a lo
t of
•al
l, no
ne,
not
(any
), e
noug
h, (
a) f
ew,
•(a
)lit
tle,
man
y, m
ore,
mos
t, m
uch,
no
a ra
nge
of d
eter
min
ers,
eg
•al
l the
, m
ost,
bot
h
Adje
ctiv
esco
mm
on a
djec
tives
in fr
ont o
f a n
oun
•de
mon
stra
tive
adje
ctiv
es
•th
is,
that
, th
ese,
tho
seor
dina
l num
bers
1-3
1•
orde
r of
adj
ectiv
es•
com
para
tive,
sup
erla
tive,
reg
ular
and
•co
mm
on ir
regu
lar
form
s•
use
of
•th
anor
dina
l num
bers
up
to 1
00 +
mul
tiple
s •
of 1
00
adje
ctiv
es e
ndin
g •
–ed
+ -
ing
such
as
tire
d an
d ti
ring
com
para
tive
stru
ctur
es, s
uch
as
•as
……
as, i
s th
e sa
me
as,
not
so…
..as
…, lo
oks
like/
is li
keal
l ord
inal
num
bers
•
Adve
rbs
sim
ple
adve
rbs
of p
lace
, man
ner
and
•tim
e, s
uch
as
•he
re,
slow
ly,
now
sim
ple
adve
rbs
and
adve
rbia
l phr
ases
: •
sequ
enci
ng, t
ime
and
plac
e, fr
eque
ncy,
m
anne
rpo
sitio
n of
adv
erbs
and
wor
d or
der
of
•ad
verb
ial p
hras
es
mor
e co
mpl
ex a
dver
bial
phr
ases
of
•tim
e, p
lace
, fre
quen
cy, m
anne
r, s
uch
as
as s
oon
as p
ossi
ble
Inte
nsifi
ers
very
, re
ally
•qu
ite,
so,
a b
it•
a ra
nge
of in
tens
ifier
s su
ch a
s •
too,
en
ough
A2
Pun
ctua
tion
and
spel
ling
Prel
imin
ary
Acce
ssas
Pre
limin
ary
and
in a
dditi
onAc
hiev
eras
Acc
ess
and
in a
dditi
on
Punc
tuat
ion
use
of c
apita
l let
ters
and
full
stop
s•
use
of q
uest
ion
mar
ks, e
xcla
mat
ion
•m
arks
, use
of c
omm
a in
list
sus
e of
pun
ctua
tion
in fo
rmal
and
•
info
rmal
text
s, s
uch
as d
ashe
s,
brac
kets
, bul
let p
oint
s, s
peec
h m
arks
Spel
ling
the
corr
ect s
pellin
g of
per
sona
l •
keyw
ords
and
fam
iliar
wor
dsth
e co
rrec
t spe
lling
of m
ost p
erso
nal
•de
tails
and
fam
iliar
com
mon
wor
dsth
e co
rrec
t spe
lling
of c
omm
on w
ords
•
and
key
wor
ds r
elat
ing
to o
wn
wor
k,
leis
ure
and
stud
y in
tere
sts
Dis
cour
sePr
elim
inar
yAc
cess
as P
relim
inar
y an
d in
add
ition
Achi
ever
as A
cces
s an
d in
add
ition
Dis
cour
sese
nten
ce c
onne
ctiv
es:
•th
en,
next
adve
rbs
to in
dica
te s
eque
nce
•(first,
finally)
use
of s
ubst
itutio
n (
•I t
hink
so,
I ho
pe s
o)m
arke
rs to
str
uctu
re s
poke
n di
scou
rse
•(R
ight
, w
ell,
OK
)
mar
kers
to in
dica
te a
dditi
on (
•al
so),
sequ
ence
(inthefirstplace
), co
ntra
st
(on
the
othe
r ha
nd)
mar
kers
to s
truc
ture
spo
ken
disc
ours
e,
•(a
nyw
ay, by
the
way
)us
e of
ellip
sis
in in
form
al s
ituat
ions
(•
got
to g
o)us
e of
vag
ue la
ngua
ge (
•I t
hink
, yo
u kn
ow)
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