Lower Secondary English as a Second Language 0876: Stage 7

Listening

Speaking

Writing

Reading

Use of English

Listening for global meaning

Listening for detail

Listening for opinion

Communication

Express opinion

Organisation

Communicative achievement

Organisation

Content

Reading for global meaning

Reading for detail

Reading for opinion

Grammatical forms

Vocabulary

Sentence structure

Understand, with little or no support, most of the main points of short and extended talk.

Deduce meaning from context, with little or no support, in short and extended talk.

Understand, with little or no support, most specific information and detail of short and extended talk.

Understand, with support, the detail of an argument in short and extended talk.

Recognise, with little or no support, the opinions of the speaker(s) in short and extended talk

Describe people, places and objects, and past and present actions and events [real and imagined].

Ask questions to find out detailed information and to clarify meaning and opinion on a wide range of topics and respond accordingly.

Pronounce most words and phrases clearly; generally use intonation and place stress at word, phrase and sentence level appropriately.

Produce and maintain stretches of language comprehensibly, allowing for occasional hesitation and reformulation, especially in longer stretches of free production.

Use mostly accurate spoken language, allowing for occasional mistakes.

Express, with support, opinions and reactions and begin to develop arguments, supported when necessary by reasons, examples and evidence.

Link, with support, sentences into coherent, extended talk using a range of connectives.

Summarise and make some links in their response to what others say, with support, in an increasing range of exchanges in order to achieve a shared outcome.

Spell familiar words accurately on an increasing range of topics.

Generate ideas, plan, write, edit and proofread extended texts, with support.

Use, with support, style and register appropriate to a range of written genres.

Use mostly accurate written language, allowing for occasional mistakes.

Punctuate extended texts with some accuracy when writing independently.

Link, with support, sentences and paragraphs into coherent, extended text using a range of connectives.

Use, with support, appropriate layout for an increasing range of written genres.

Write, with little or no support, short texts which describe people, places and objects, and past and present actions and events [real and imagined].

Express opinions, with support, and begin to develop arguments, supported by reasons, examples and evidence.

Understand, with little or no support, most of the main points of short and extended texts.

Read a limited range of extended fiction and non-fiction texts with confidence and enjoyment.

Understand, with little or no support, most specific information and detail in short and extended texts.

Understand, with support, the detail of an argument in short and extended texts.

Deduce meaning from context, with little or no support, in short and extended texts.

Explore idiomatic phrases and their meanings.

Recognise, with little or no support, the opinions of the writer(s) in short and extended texts.

Use an increasing range of verb forms to ask questions to develop ideas and extend understanding.

Use a range of present simple active forms and an increasing range of passive forms.

Use a range of past simple active forms and an increasing range of passive forms.

Use an increasing range of present continuous forms.

Use an increasing range of past continuous forms.

Use a range of present perfect forms to express recent, indefinite and unfinished past.

Use a range of future forms.

Use if/unless clauses in zero and first conditionals.

Use common prepositional verbs (e.g. walk away) and common phrasal verbs (e.g. look after).

Use an increasing range of reported speech forms for statements, questions and commands (e.g. say, tell), including reported requests.

Use a range of modal forms for a range of functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition.

Use a range of participle adjectives and a limited range of compound adjectives and comparative structures to indicate degree (e.g. not as...as, much...than).

Use an increasing range of dependent prepositions following adjectives.

Use a range of prepositions preceding nouns.

Use comparative adverb structures (e.g. not as quickly as, far less quickly) with regular and irregular adverbs.

Use a limited range of complex noun phrases.

Use an increasing range of abstract nouns and compound nouns.

Use a wide range of quantifiers.

Use a range of pronouns [demonstrative, indefinite, reciprocal].

Use an increasing range of connectives to explain reasons (e.g. therefore, as) and to give explanations (e.g. so that, such as).

Use a range of defining and non-defining relative clauses (e.g. why clauses).

Use a limited range of gerunds as subjects and objects.

Use infinitive and gerund forms after a limited range of verbs, adjectives and prepositions.