Lower Secondary English as a Second Language 0876: Stage 8

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, the main points of short and extended talk.

Deduce meaning from context and understand some implied meaning, with support, in short and extended talk.

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

Understand, with little or no support, the detail of an argument in short and extended talk.

Begin to recognise, with support, inconsistencies in argument in short and extended talk.

Recognise the opinions of the speaker(s) in short and extended talk.

Begin to develop a clear descriptive account or narrative, expanding and supporting main points with details and examples.

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

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

Produce and maintain stretches of language with relative ease, allowing for occasional hesitation and reformulation.

Use mostly accurate spoken language, with occasional mistakes, and begin to correct their own errors.

Express, with little or no support, opinions and reactions and justify points of view.

Link ideas into coherent, extended talk using a range of connectives.

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

Spell familiar words accurately on a range of topics.

Generate ideas, plan, write, edit and proofread extended texts, with little or no support.

Use, with little or no support, style and register appropriate to a range of written genres.

Use mostly accurate written language, with occasional mistakes, and begin to correct their own errors.

Punctuate extended texts with reasonable accuracy when writing independently.

Link ideas into coherent, extended text using a range of connectives.

Use, with little or no support, appropriate layout for a range of written genres.

Write, with support, extended texts which describe people, places and objects, and past and present actions and events [real and imagined].

Express opinions, with little or no support, and develop coherent arguments, supported by reasons, examples and evidence.

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

Read an increasing range of extended fiction and non-fiction texts with confidence and enjoyment.

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

Understand, with little or no support, the detail of an argument in short and extended texts.

Begin to recognise, with support, inconsistencies in argument in short and extended texts.

Deduce meaning from context and understand some implied meaning, with support, in short and extended texts.

Recognise the opinions of the writer(s) in short and extended texts

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

Use a wide range of present simple active forms and a range of passive forms.

Use a wide range of past simple active forms and a range of passive forms.

Use a range of present continuous active forms and begin to use passive forms.

Use a range of past continuous forms.

Use a range of present perfect forms.

Begin to use present perfect continuous forms.

Use past perfect simple forms in narrative and reported speech.

Use a range of future active forms and some simple passive forms.

Use if/unless/if only clauses in second conditionals and wish [that] structures [present reference].

Use an increasing range of prepositional verbs and a limited range of phrasal verbs.

Use a range of reported speech forms for statements, questions and commands (e.g. ask, wonder).

Use a wide range of modal forms for a range of functions and a limited range of past modal forms (e.g. should/shouldn’t have + past participle) to express regret and criticism.

Use a range of compound and participle adjectives and an increasing range of comparative structures to indicate degree.

Use a range of dependent prepositions following adjectives and a limited range of dependent prepositions following nouns (e.g. information about) and verbs (e.g. listen to).

Use a wide range of prepositions preceding nouns.

Use an increasing range of comparative and superlative forms with regular and irregular adverbs and comparative adverb structures.

Use an increasing range of complex noun phrases.

Use a range of abstract nouns and compound nouns.

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

Use a range of connectives to indicate purpose (e.g. so that [in order to]) and to contrast (e.g. although, while, however).

Use a range of relative clauses, including with prepositions (e.g. from where, to whom).

Use an increasing range of gerunds as subjects and objects.

Use infinitive and gerund forms after an increasing range of verbs, adjectives and prepositions.