Lower Primary Years P-2 - Speaking and Listening Stage A2

Indicators of progress – Stage A2: texts and responses to texts

At the end of Stage A2, students can routinely use spoken English to do the following things:

Receptive

  • follow a classroom discussion about familiar topics or new topics that are well supported by visual material
  • follow a short sequence of instructions related to classroom procedures or learning activities, e.g. book borrowing procedures, rules for using the class computer, order information from a short spoken text using pictures
  • listen to a story then retell or sequence using pictures
  • identify key points of information from short spoken texts with reduced visual support, e.g. the day the excursion will take place
  • understand key information from viewing a range of media, e.g. computer programs, TV, DVDs
  • demonstrate active listening

Productive

  • talk about class topics in class discussions
  • negotiate simple transactions, e.g. at the school canteen
  • participate in short, structured social interactions, e.g. exchanging basic information about family, school
  • negotiate activities with peers in small group tasks, e.g. suggesting, agreeing, disagreeing, clarifying
  • speak in front of a group on a familiar topic, e.g. sharing, recounting personal experience
  • describe a series of events or actions
  • express ideas, humour, simple opinions and describe feelings, e.g. I am very happy
  • participate in discussions between teacher and learners, but still have some difficulty with discussions at native speed, or with idiomatic or figurative language.

Indicators of progress - Stage A2: Cultural conventions of language use

At the end of Stage A2, students’ understanding of the contexts and purposes of spoken texts is shown when they:

Receptive

  • identify a number of spoken text types and forms, e.g. stories, poems, plays
  • understand instructions or explanations, when supported by clear contexts in the classroom
  • understand that intonation, volume or stress affects spoken interaction, e.g. modify own pronunciation appropriately

Productive

  • adjust speech according to audience and purpose, e.g. giving a talk, speaking to a friend, adult etc, giving an apology 
  • negotiate familiar social and learning situations, using language appropriate to the situation, e.g. explaining a problem to a teacher, negotiating the rules of a game with a friend, participating in a class discussion, describing an object
  • initiate and manage interaction through conversational formulas, e.g. Oh no? Very lucky! ‘Oh sorry, I don’t know where is the book. I lost it’
  • use modality to express possibility or obligation, e.g. must, should, might.

Indicators of progress – Stage A2: linguistic structures and features

At the end of Stage A2, students’ understanding of the linguistic structures and features of spoken English is shown when they:

Receptive

  • understand common sequence markers in speech, e.g. first, next, then
  • understand phrases of place or location, e.g. over here, next to the chair
  • recognise questions or statements through word order and vocabulary as well as through intonation, e.g. Do you ...? Can anybody ...? Anybody can ...
  • understand some common phrases in both their full and contracted forms, e.g. I’m/I am, You’re/you are

Productive

  • combine known formulas, structures and other vocabulary to communicate, e.g. Yesterday I went to the swim
  • apply some grammatical rules, but may overgeneralise for irregular forms, e.g. formation of plurals (mouses); past tenses (swimmed, buyed)
  • use common prepositions, e.g. in, at, on, near
  • use appropriate verb and noun endings with some consistency, e.g. -ing, -ed, -s
  • use correctly some forms of the verbs to be, to have, e.g. Her name is Maria.
  • express simple negation correctly, e.g. don’t, can’t
  • regularly use appropriate pronouns, e.g. I/me/he/him/she/he/it
  • regularly use appropriate possessive pronouns, e.g. his, her, its, our, their, my
  • use sequence markers to link ideas. e.g. next, and then, after that
  • use how, when, where, why, who question forms.

Indicators of progress – Stage A2: maintaining and negotiating communication

At the end of Stage A2, students may use the following strategies to maintain and negotiate spoken communication:

Receptive

  • ask a speaker to repeat or speak slowly, e.g. Say again, please
  • predict meaning from context, e.g. of an unknown word in a conversation
  • ask what a word means, e.g. I don’t understand. What’s ‘fete’?
  • ask for the translation of specific words from other first language speakers

Productive

  • initiate and maintain simple conversations, incorporating courtesy formulas, e.g. for turn taking, leave taking
  • repeat or modify a sentence or phrase, modelling rhythm, intonation and pronunciation on the speech of others
  • use communicative strategies, for example the use of intonation or gesture, to enhance meaning
  • use a repertoire of common classroom formulas, e.g. Just a minute, Give me hand, Be quiet, please, Can I have a brush, please?
  • use vocabulary learned from written texts in speech.