Middle/Upper Primary Years 3-6 - Speaking and Listening Stage B1

Indicators of progress – Stage B1: texts and responses to texts

At the end of Stage B1, students can routinely use spoken English to do the following things:

Receptive

  • identify single items of information from short spoken texts or when talking about pictures, e.g. basic vocabulary, identifying animal names, colours, etc.
  • listen appropriately and attend to tone, intonation and context when listening, e.g. differentiating between questions and instructions
  • follow simple instructions
  • understand simple, predictable questions

Productive

  • interact and respond appropriately verbally and non-verbally when spoken to, e.g. indicate agreement/non-agreement
  • make simple requests and express needs, thoughts and opinions, e.g. ‘May I go to the toilet?’, ‘I liked/I didn’t like …’
  • answer simple questions and give basic information about self, e.g. name, age, family details, likes/dislikes
  • initiate social interactions and use social expressions, e.g. ‘please’, ‘thank you’, ‘may I play?’
  • enhance own spoken texts with appropriate gestures and facial expressions
  • use intonation to enhance the meaning of simple utterances, e.g. my pen?/my pen!/my pen.

Indicators of progress – Stage B1: cultural conventions of language use

At the end of Stage B1, students’ understanding of the contexts and purposes of spoken texts is shown when they:

Receptive

  • respond and use simple intonation, e.g. know when a conversation is serious or humorous and respond accordingly
  • understand the context and purpose of different classroom interactions, e.g. listen to instructions, joins in a discussion
  • are able to follow simple instructions by relying on key words/phrases in context, e.g. line up in pairs, stand up, sit down on the carpet, etc.
  • recognise word patterns/rhyming words

Productive

  • use acceptable social formulas, e.g. please, thank you, may I?
  • know that some words, gestures or intonation are inappropriate in certain contexts
  • know when it is appropriate to speak or to listen during class interactions.

Indicators of progress – Stage B1: Linguistic structures and features

At the end of Stage B1, students’ understanding of the linguistic structures and features of spoken English is shown when they:

Receptive

  • understand simple past, present and future tense in context, e.g. ‘yesterday we went’, ‘now we can eat lunch’, ‘tomorrow we will go’
  • respond to key words in a range of common instructions, e.g. Shut the door
  • distinguish spoken English from other languages, e.g. on hearing English, respond in English

Productive

  • create original expressions, substituting new words in learned patterns or formulas, e.g. it’s home time – it’s go time
  • construct two or three word utterances that use common adjectives to describe or add emphasis, e.g. very hot, beautiful picture
  • use comprehensible pronunciation
  • express needs using learned word patterns, e.g. ‘I want to go toilet.’
  • express negation using ‘no’ or ‘not’, e.g. me no , not play
  • use a range of formulas for appropriate purposes, e.g. What’s the time? Oh no! Very good, Excellent work, Well done
  • use simple conjunctions, e.g. join ideas using ‘and’.

Indicators of progress – Stage B1: maintaining and negotiating communication

At the end of Stage B1, students may use the following strategies to maintain and negotiate spoken communication:

Receptive

  • demonstrate listening, attending to tone and intonation
  • tune in to particular sounds of English and to English intonation, e.g. recognise rhyming words (play, stay) and emotions expressed through intonation (happy, angry)
  • check understanding of classroom English, e.g. by asking for clarification from other first language speakers, or by watching what others do
  • use non-verbal language to sustain interaction with others, e.g. nod, smile, laugh, gesture
  • ask for repetition, or question to check meaning, to confirm or to elicit help

Productive

  • repeat or re-pronounce words or phrases after recognising they have not been understood
  • imitate pronunciation, stress, intonation or familiar repetitive patterns, e.g. stories, songs, rhymes, the media
  • borrow key words from previous speaker, e.g. ‘Don’t be silly Tim’, ‘Tim silly’
  • initiate and sustain simple conversations in English with teachers or peers
  • rehearse or role play formulas or short exchanges
  • understand the language of classroom routines, e.g. ‘Put your maths book away. It’s time to pack up.’
  • use learned words in speech, e.g. colours, numbers, days, etc.
  • rely on other speakers to scaffold the conversation, to interpret, to clarify or to elaborate.