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    Teens 1

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    Guillermina Daffunchio
    This document outlines the language skills and content expectations for teens at CEFR level A1 - Basic User. At this level, students can: 1) Understand basic familiar words, phrases, and very simple sentences related to everyday topics. 2) Engage in simple interactions on very familiar topics by asking and answering basic questions. 3) Produce brief, basic writing on familiar topics using learned phrases and simple sentence structures. The document then lists specific grammar structures, functions, topics, and vocabulary areas expected to be covered at this basic level.

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    Teens 1

    Uploaded by

    Guillermina Daffunchio
    13 views5 pages
    This document outlines the language skills and content expectations for teens at CEFR level A1 - Basic User. At this level, students can: 1) Understand basic familiar words, phrases, and very simple sentences related to everyday topics. 2) Engage in simple interactions on very familiar topics by asking and answering basic questions. 3) Produce brief, basic writing on familiar topics using learned phrases and simple sentence structures. The document then lists specific grammar structures, functions, topics, and vocabulary areas expected to be covered at this basic level.

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    Exam practice

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    This document outlines the language skills and content expectations for teens at CEFR level A1 - Basic User. At this level, students can: 1) Understand basic familiar words, phrases, and very simple sentences related to everyday topics. 2) Engage in simple interactions on very familiar topics by asking and answering basic questions. 3) Produce brief, basic writing on familiar topics using learned phrases and simple sentence structures. The document then lists specific grammar structures, functions, topics, and vocabulary areas expected to be covered at this basic level.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    13 views5 pages

    Teens 1

    Uploaded by

    Guillermina Daffunchio
    This document outlines the language skills and content expectations for teens at CEFR level A1 - Basic User. At this level, students can: 1) Understand basic familiar words, phrases, and very simple sentences related to everyday topics. 2) Engage in simple interactions on very familiar topics by asking and answering basic questions. 3) Produce brief, basic writing on familiar topics using learned phrases and simple sentence structures. The document then lists specific grammar structures, functions, topics, and vocabulary areas expected to be covered at this basic level.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 5

    TEENS 1

    CEFR A1- Basic User


    The Students…

    CAN understand familiar names words and very simple sentences for example on
    notices and posters or in catalogues.
    READING

    CAN understand some words and phrases in short texts such as signs and labels, a
    dialogue about personal information, a form.
    CAN understand gist and find specific information in short descriptions, in
    dialogues, short explanations, magazine articles, poems, song lyrics.
    CAN use background information to understand texts such as a catalogue.

    CAN recognize familiar words and very basic phrases concerning self, family and
    immediate concrete surroundings when people speak slowly and clearly.
    LISTENING

    CAN understand gist and key words in a short text such as a conversation,
    descriptions or an interview about personal information.
    CAN understand detail in texts and contexts such as short phrases, quiz game
    questions, interviews, descriptions, shopping and restaurant situations.
    CAN understand main points in short texts like the ones mentioned above.

    CAN interact in a simple way provided the other person is prepared to repeat or
    rephrase things in a slower rate of speech and help them formulate what they are
    trying to say.
    CAN ask and answer simple questions in areas of immediate need or on very
    familiar topics.
    CAN use simple phrases and sentences to describe where they live and to describe
    and introduce people they know.
    SPEAKING

    CAN use English in the classroom.


    CAN respond to good and bad news.
    CAN use interaction strategies such as:
     Asking for repetition and clarification
     Asking for and giving spelling to help understanding
     Asking questions to show interest
     Using phrases such as “Excuse me” or “Really” to attract
    attention or show interest
     Giving informative answers
     Asking and returning questions to keep a conversation going

    1
    CAN produce a brief but coherent piece using the cohesive devices expected at
    this level
    CAN produce the following formats:
    WRITING

     Forms with personal details


     A postcard describing holidays
     A paragraph about very familiar topics such as everyday routines
     A short self-portrait or personal biography
     An email or a letter

    CONTENT:
    By the end of the course the students should be able to understand and
    produce the following content.

    Functions Exponent/Grammar
    Identifying objects and people Articles
    a/an – the
    What’s this? It’s a/an …Are they…? Is
    he…?

    Greeting people and using classroom Hello. How are you? Good morning, etc.
    language What’s (…) in English?
    (…)
    Put up your hand, open your books,
    listen, click, etc.
    Can I…?

    Asking and giving personal information Verb To BE


    Subject /object pronouns
    Questions words (who, what, where,
    how old)
    How old are you?
    What’s your name/address/ telephone
    number?
    Where are you from?
    I’m from….

    Identifying letters How do you spell (that)?


    (letters of the alphabet)

    Expressing existence There is / are


    Some/any
    Is/Are there any…?
    Yes, there is/are / No, there isn’t/aren’t

    2
    Expressing likes/dislikes & routines Simple present
    Do you like …?
    Yes, I do/ No, I don’t.
    I love/hate…+ ing.
    I love dancing but I hate running.

    Expressing time Prepositions of time in/on /at


    At night
    In the morning
    On Monday

    Asking and giving information about How old is…?


    people (life/ habits/routines) Does he…?
    Where does she…?

    Describing position Prepositions


    At school, on the table, etc

    Talking about possession ‘s and possessive adjectives


    This is Tom’s … my, your etc
    I have got /she has got
    this –that /these – those
    These are my books. Those are Peter’s.
    .
    Expressing reason Why …? Because….

    Describing people (physical appearance) Has got/have got


    She’s got…
    She’s… (adjective)
    Has he got…?

    Expressing frequency Adverbs of frequency


    always- usually- sometimes-never.
    How often …?
    Giving orders and instructions Go away!
    Open ….
    Don’t …!
    Let’s
    Talking about ability Can /can’t.
    What can (Ironman) do?
    He can…
    Can (he)…?
    No, (he) can’t / Yes, (he) can

    Expressing obligation and prohibition Must/ mustn’t


    You mustn’t eat too much sugar
    You must follow a healthy diet

    3
    Talking about the weather What’s the weather like? It’s
    cloudy/rainy/ sunny/ etc

    Comparing Comparative and superlative adjectives


    The cheetah is faster than the lion
    The ostrich is the strongest bird.

    Talking about activities in progress Present continuous


    What are you doing? I’m …ing
    Present cont. vs. present simple
    We watch TV in the evenings but we are
    listening to music today.

    Expressing future (plans) Going to


    What is he going to do this weekend?
    He’s going to…

    Linking ideas and-but-with-also

    Telling the time What time is it? Or What’s the time?


    It’s…o’clock / half past… / quarter
    to…/quarter past…

    Talking about the past To be


    (Presentation for production of There was/were…
    statements and recognition only of Regular & irregular verbs
    questions and negative forms) Did you …?
    Where did you ….?

    TOPICS & VOCABULARY AREAS

    The list below does not provide an exhaustive register of all the areas which can be
    taught at the level and it is simply meant as a guide of the most likely semantic fields
    the students may encounter. It is strongly recommendable that all the listed Topics
    and Vocabulary Areas should be addressed

    Clothes
    Colours
    Animals
    Toys
    Parts of the body
    Countries & nationalities
    Daily life, free time and hobbies
    People, family and friends

    4
    Personal feelings, opinions and experiences
    Entertainment and the media
    Food and drink
    Health
    Cardinal Numbers to 1000
    Ordinal numbers
    The home, places and buildings
    School and study
    Sport
    The natural world
    Transport, travelling and holidays
    Weather
    Days of the week, months of the year, seasons
    Work and jobs

    WRITING

     Paragraphs
     Emails/letters

    The candidates will be asked to produce a text of about 40 words on familiar and
    everyday topics such as themselves, their families, a famous person, their town or city
    bedrooms, animals, a typical day, holidays, their school and friends, the sports they
    do, an event, etc.

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