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A1
A1 - Preliminary level requirementsSkills, Topics, Functions and Grammar
Skills
Listening
The candidate will be able to:follow carefully and slowly articulated speech which contains long pauses and repetition to •allow the listener to process the informationfollow short conversations in everyday situations on topics concerning self, family and •immediate surroundings, and understand gist, context and the relationship between speakersunderstand very simple questions, statements, accounts, narratives and single-step •instructions spoken carefully and slowlyfollow short, simple directions and explanations•identify the function of short utterances (see Grammar and Functions sections which follow)•extract key information from conversations to complete a simple task.•
Phonological featureslisten for phonological detail to distinguish between similar words.•
Rangeunderstand key grammatical forms used in very common everyday familiar contexts•recognise familiar words and very basic phrases concerning self, family and immediate •concrete surroundings.
Understanding gistunderstand the main ideas of short explanations and conversations•identify speakers, context and topic of short conversations.•
Understanding detailextract key words, numbers and spellings from short statements and explanations.•
Reading
The candidate will be able to:understand very short simple narratives and descriptions, single-step instructions, simple •directions, and simple explanations a single phrase at a time with time to re-read for confirmation and/or clarificationrecognise the purposes of short texts where the purpose and intended audience is clear•locate specific information in short texts•understand viewpoints if made clearly and simply.•
Rangeunderstand very familiar names, words and phrases in simple common texts found in •everyday life
A1
understand isolated words, short simple phrases and understand grammatical structures •that link clauses and help identify time referenceunderstand the meanings conveyed by capital letters and full stops in very simple •sentences.
Registerunderstand simple social courtesies.•
Text structureunderstand the organisational, lexical and grammatical features of short simple texts•recognise different purposes of simple texts through layout conventions, common signs •and symbols.
Writing
The candidate will be able to:write to communicate simple information to a sympathetic reader•compose simple sentences to communicate ideas or basic•information about a topic connected to personal information or knowledge•write a short letter, card, postcard and message using simple phrases and sentences to •communicate ideas and basic information about themselves, where they live and what they dowrite very simple descriptions, accounts and routines, single-step instructions and •directions in familiar contextsexpress likes, dislikes and preferences in relation to familiar topics.•use punctuation and capital letters correctly to show beginnings and ends of sentences, •proper nouns, personal pronoun ‘I’spell correctly personal key words and familiar words•construct simple phrases and sentences using only basic grammatical structures•use a basic range of vocabulary to deal with simple and familiar topics and tasks•write simple sentences on familiar topics•write a short sequence of simple sentences to form a basic message•
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 approximately 30 words.
Speaking
The candidate will be able to:interact in a simple way provided the other person is prepared to repeat or rephrase •things at a slower rate of speechinitiate and respond to simple statements about personal details, in areas of immediate •need or on very familiar topicscommunicate in a very limited range of social situations using a basic range of functional •languageexchange information to perform a task•
A1
describe and explain familiar topics and simple routines•give single-step instructions and directions in familiar contexts•ask and answer simple questions•produce simple phrases to express likes, dislikes and preferences in relation to familiar •topicscontribute points to a discussion, provided the other speakers are co-operative.•pronounce with sufficient clarity a limited repertoire of words and phrases so they can be •understood by a sympathetic listener.display a limited control of very basic grammatical structures.•produce simple phrases and sentences to give basic information about and descriptions •of familiar people and places, feelings and opinions.cope appropriately, with support from the other person, in a limited range of familiar •social situations.manage the conventions of turn taking in very simple interactions•use a very limited range of connectors to link utterances.•
A1
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•
LANGUAGEforeign language ability•understanding, expression•spelling and alphabet•
RELATIONS WITH OTHER PEOPLErelationships•correspondence•behaviour•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•
WEATHERobtain information from •weather forecastclimate and weather•
MEASURES AND SHAPESdigits and cardinal numbers up •to 31telephone numbers, process•height, length, weight, •capacity, temperaturedates, times, days•shape•
EDUCATIONschooling•subjects•
A1
Functions
PERSONAL ENVIRONMENTasking for and giving personal information•describing where one lives (accommodation, area, etc)•asking and answering questions for confirmation, information, identification•describing familiar people, places and things•correcting information•explaining daily routines.•
ExPRESSING THOUGHTS AND FEELINGSexpressing agreement or disagreement•stating knowledge or ignorance of something or someone•stating and asking about ability or inability to do something•seeking, granting or denying permission•expressing wishes•expressing a preference•expressing likes and dislikes•offering and accepting an apology.•
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 single-step instructions•counting and using numbers.•
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•indicating lack of understanding•asking someone to clarify something•asking for and giving the spelling and meaning of words•asking for and telling people the time, day, date•taking leave.•
A1
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•
A1
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
A1
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
A1
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
Intensifiers
very
, re
ally
•qu
ite,
so,
a b
it•
a ra
nge
of in
tens
ifier
s su
ch a
s •
too,
en
ough
A1
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)