Lower Secondary English as a Second Language 0876: Stage 9

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 the main points of short and extended talk.

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

Understand specific information and detail of short and extended talk.

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

Recognise, with support, inconsistencies in argument in short and extended talk.

Recognise the opinions of the speaker(s) and draw relevant conclusions for short and extended talk.

Recognise the difference between fact and opinion [including bias] in short and extended texts.

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 unfamiliar topics, and respond accordingly.

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

Begin to produce and maintain stretches of language with a degree of fluency and spontaneity, allowing for occasional hesitation.

Use mostly accurate spoken language, without making mistakes which cause misunderstanding, and frequently correct their own errors.

Express opinions, justify their point of view and evaluate the opinions of others.

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

Summarise and make links in their response to what others say, with little or no support, in a range of extended exchanges in order to achieve a shared outcome.

Spell familiar words accurately on a wide range of topics.

Generate ideas, plan, write, edit and proofread extended texts independently.

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

Use mostly accurate written language, without making mistakes which cause misunderstanding, and frequently correct their own errors.

Punctuate extended texts with reasonable accuracy when writing independently and frequently correct their own errors.

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

Use appropriate layout for a wide range of written genres.

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

Express opinions and develop coherent arguments, supported by reasons, examples and evidence.

Understand the main points of short and extended texts.

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

Understand specific information and detail in short and extended texts.

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

Recognise, with support, inconsistencies in argument in short and extended texts.

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

Recognise the opinions of the writer(s) in short and extended texts and draw relevant conclusions.

Recognise the difference between fact and opinion [including bias] in short and extended texts.

9Ug.01 Use a wide range of present simple active forms and passive forms.

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

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

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

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

Use present perfect continuous forms.

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

Begin to use past perfect continuous forms.

Use a range of future active and passive forms, and use future continuous forms.

Begin to use if/if only clauses in third conditionals.

Use a range of prepositional and phrasal verbs.

Use a range of reported statements and question forms.

Begin to use a range of causative forms (e.g. have/get something done).

Use an increasing range of past modal forms (e.g. must have, can’t have, might have) to express speculation and deduction about the past.

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

Use a wide range of dependent prepositions following adjectives and an increasing range of dependent prepositions following nouns and verbs.

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

Use a range of abstract nouns, compound nouns, complex noun phrases.

Use a range of connectives.

Use a range of relative clauses, including which to refer to the previous clause.

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