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:
- 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
- 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:
- 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
- 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:
- 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
- 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:
- 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
- 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.