2012-2017
ISG
MIDDLE AND HIGH SCHOOL
CURRICULUM | LANGUAGE ACQUISITION (B) v1
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This Curriculum Document was reviewed by:
Ms. Chiara Borselli
Mrs. Virginia Briganti
Mrs. Marcella Martini
Ms. Eva Micheli
Ms. Clara Urriago-Zapata
Ms. Manuela Zangaro
Dr. Matteo Merlo
Mr. Samer Khoury
The International School in Genoa
Badia Benedettina della Castagna
11A, Via Romana della Castagna
16148 Genova
Italy
Phone: +39 – 010 – 386528
Fax: +39 – 010 – 398700
www.isgenoa.it
[email protected]
Last revision: April 10, 2013
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TABLE OF CONTENTS
ISG MISSION STATEMENT............................................................................................................................................................. 5
MIDDLE AND HIGH SCHOOL LANGUAGE B AT ISG ............................................................................................................... 7
AIMS AND OBJECTIVES ............................................................................................................................................................... 11
AIMS….. ............................................................................................................................................................................................................... 11
OBJECTIVES ...................................................................................................................................................................................................... 11
KEY KNOWLEDGE AREAS........................................................................................................................................................... 13
COMMUNICATIVE LANGUAGE COMPETENCES ............................................................................................................................... 15
COMMUNICATIVE STRATEGIES .............................................................................................................................................................. 15
COMMUNICATIVE ACTIVITIES ................................................................................................................................................................ 16
VISUAL RECEPTION: READING ................................................................................................................................................ 16
AURAL RECEPTION: LISTENING ............................................................................................................................................. 17
ORAL PRODUCTION: SPEAKING .............................................................................................................................................. 18
WRITTEN PRODUCTION: WRITING ....................................................................................................................................... 18
SPOKEN INTERACTION: SPEAKING ....................................................................................................................................... 19
WRITTEN INTERACTION: WRITING ...................................................................................................................................... 20
TEACHING METHODOLOGIES, MATERIALS AND RESOURCES ...................................................................................... 21
EVALUATION OF STUDENT PROGRESS ................................................................................................................................. 23
ASSESSMENT POLICY .................................................................................................................................................................................. 23
ASSESSMENT CRITERIA ............................................................................................................................................................................. 24
CURRICULUM REVISION POLICY ............................................................................................................................................. 25
REVISION PROCESS AND TIMETABLE ................................................................................................................................................. 25
ENGLISH AND ITALIAN SYLLABUS BY LEVEL ..................................................................................................................... 27
BASIC 1 SYLLABUS (CEFR A1) ................................................................................................................................................................. 28
ENGLISH BASIC 1 ........................................................................................................................................................................... 30
ITALIAN MS BASIC 1 – BASIC 2 ................................................................................................................................................ 32
BASIC 2 SYLLABUS (CEFR A2) ................................................................................................................................................................. 33
ENGLISH BASIC 2 ........................................................................................................................................................................... 37
ITALIAN HS BASIC 1 – BASIC 2 ................................................................................................................................................. 41
INDEPENDENT 1 SYLLABUS (CEFR B1) .............................................................................................................................................. 43
ENGLISH INDEPENDENT 1 ........................................................................................................................................................ 47
ITALIAN MS BASIC 2 – INDEPENDENT 1 ............................................................................................................................. 50
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INDEPENDENT 2 SYLLABUS (CEFR B2) .............................................................................................................................................. 51
ENGLISH INDEPENDENT 2 ........................................................................................................................................................ 55
ITALIAN HS INDEPENDENT 1 – INDEPENDENT 2 .......................................................................................................... 58
FRENCH SYLLABUS BY GRADE ................................................................................................................................................. 61
GRADE 6 FRENCH SYLLABUS ................................................................................................................................................................... 62
GRADE 7 FRENCH SYLLABUS ................................................................................................................................................................... 63
GRADE 8 FRENCH SYLLABUS ................................................................................................................................................................... 64
GRADE 9 FRENCH SYLLABUS ................................................................................................................................................................... 65
GRADE 10 FRENCH SYLLABUS ................................................................................................................................................................ 66
APPENDIX – COMMON EUROPEAN FRAMEWORK ............................................................................................................ 69
ORIENTATION GRID - ENGLISH .............................................................................................................................................................. 70
ORIENTATION GRID - ITALIAN ............................................................................................................................................................... 72
ORIENTATION GRID - FRENCH ............................................................................................................................................................... 74
ORIENTATION GRID – SPANISH ............................................................................................................................................................. 76
GLOBAL LEVEL DESCRIPTORS ................................................................................................................................................................ 78
SOURCES .......................................................................................................................................................................................... 81
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ISG MISSION STATEMENT
OUR SCHOOL'S MISSION IS FOR EVERYONE TO DEMONSTRATE
THE ISG COMMUNITY THEMES OF
RESPECT,
RESPONSIBILITY AND
REACHING FOR EXCELLENCE
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MIDDLE AND HIGH SCHOOL LANGUAGE B AT ISG
WER FREMDE SPRACHEN NICHT KENNT, WEISS NICHTS VON SEINER EIGENEN.
[THEY WHO ARE IGNORANT OF FOREIGN LANGUAGES KNOW NOT THEIR OWN.]
JOHANN WOLFGANG VON GOETHE
The primary aim of Language Acquisition (Language B) at ISG is to encourage students to gain competence in a
modern language other than their mother tongue, with the long-term goal of achieving balanced bilingualism or
plurilingualism in a multicultural, international environment.
Learning additional languages greatly contributes to the holistic development of students. Proficiency in a
second language gives students access to a broader range of input, experiences and perspectives, and is believed
to raise achievement in other subject areas, as well as giving the student the enjoyment of being able to
communicate in a language other than his or her mother tongue. From this perspective, the aim of language
acquisition is profoundly modified. It is no longer seen as simply to achieve ‘mastery’ of one or two, or even three
languages, each taken in isolation, with the ‘ideal native speaker’ as the ultimate model. Instead, the aim is to
develop a linguistic repertory, in which all linguistic abilities have a place.
ISG Middle and High School (IMHS) Language B is a school-based curriculum articulated over four or five years;
it aims to equip all students with the knowledge, understanding and intellectual capabilities to address further
courses in Language Acquisition (Language B) and Studies of Language and Literature (Language A) at the
International Baccalaureate (IB) Diploma Programme (DP) level, as well as to encourage in the student a respect
for and understanding of other languages and cultures. IMHS Language B combines themes from the IB Middle
Years Programme, the Common European Framework of Reference for Languages (CEFR), and tested practices
developed at ISG over the years by the Language faculty.
IMHS Language B focuses on language acquisition and caters for students who enter ISG in middle or high school
with little or no prior exposure to the target language. Preliminary standardised testing and age level will concur
in determining the student’s placement in one of the levels offered. IMHS Language B is currently offered in
English, Italian, French and Spanish and is differentiated in language groups:


for English and Italian, Language A courses are also taught at ISG and the offering is organized into
combined proficiency and grade levels. The offering includes two middle-school levels (MS Basic and MS
Intermediate) and two high-school pre-IB levels (HS Basic and HS Intermediate) which share aims and
objectives but target different age groups.
for French and Spanish, Language A courses are not offered and the courses follow a more traditional
approach by grade level.
The rationale for this choice stems from English being the academic language of the school and Italian being the
language of the host country. It is in fact anticipated that progression in these two languages will be faster than
for languages spoken only during Language B class-time. In addition to this, at the end of the Intermediate level
of the English or Italian Language B course, students will have acquired concepts and developed skills which they
will be typically able to apply in further DP Language B courses or even in IMHS Language A courses, while
French and Spanish Language students will have typically laid the foundations to address further DP Language B
courses. Moreover, for English and Italian, a direct transition into DP Language A courses will occur only in
exceptional cases.
The course offering is summarized in the following table, where all IMHS Language B and IBDP Language courses
are indicatively aligned with the CEFR levels and the corresponding global level descriptors.
7
8
Italian
French
8th
10th
8th
9th
10th
TBD
MS Beginner
HS Beginner
MS Beginner
HS Beginner
English
MS
Intermediate
HS Intermediate
MS
Intermediate
HS Intermediate
IMHS Language B Courses
Spanish
6th
6th
7th
7th
9th
BASIC 1
Can understand and use familiar everyday expressions and very basic phrases aimed
at the satisfaction of needs of a concrete type. Can introduce him/herself and others
and can ask and answer questions about personal details such as where he/she lives,
people he/she knows and things he/she has. Can interact in a simple way provided the
other person talks slowly and clearly and is prepared to help.
BASIC 2
Can understand sentences and frequently used expressions related to areas of most
immediate relevance (e.g. very basic personal and family information, shopping,
local geography, employment). Can communicate in simple and routine tasks
requiring a simple and direct exchange of information on familiar and routine
matters. Can describe in simple terms aspects of his/her background, immediate
environment and matters in areas of immediate need.
INDEP 1
Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc. Can deal with most situations likely to arise
whilst travelling in an area where the language is spoken. Can produce simple
connected text on topics which are familiar or of personal interest. Can describe
experiences and events, dreams, hopes & ambitions and briefly give reasons and
explanations for opinions and plans.
INDEP 2
Can understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in his/her field of specialisation. Can interact with a
degree of fluency and spontaneity that makes regular interaction with native speakers
quite possible without strain for either party. Can produce clear, detailed text on a
wide range of subjects and explain a viewpoint on a topical issue giving the
advantages and disadvantages of various options.
PROFI 1
Global Level Descriptor
Can understand a wide range of demanding, longer texts, and recognise implicit
meaning. Can express him/herself fluently and spontaneously without much obvious
searching for expressions. Can use language flexibly and effectively for social,
academic and professional purposes. Can produce clear, well-structured, detailed text
on complex subjects, showing controlled use of organisational patterns, connectors
and cohesive devices.
PROFI 2
CEFR
A1
IBDP courses
Can understand with ease virtually everything heard or read. Can summarise
information from different spoken and written sources, reconstructing arguments and
accounts in a coherent presentation. Can express him/herself spontaneously, very
fluently and precisely, differentiating finer shades of meaning even in more complex
situations.
B1
A2
Ab Initio SL
B2
B SL
C1
B HL
A
C2
SL/HL
See Appendix for Italian, French and Spanish versions of descriptors.
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In each of the above-mentioned courses, the KEY KNOWLEDGE AREAS of
Communicative language competences
Communicative strategies
Communicative activities
are addressed at various degrees of sophistication, with age-appropriate methods, and both as discrete and
interrelated skills.
The present document contains all the general information relevant to the teaching and learning of Middle and
High School Language B at the International School in Genoa. In it, ideas and concepts from the best educational
programs worldwide are adapted to the ISG context and background, and enriched to better match the needs of our
learners.
Further information related to individual Language B courses and materials can be found in the Course Outlines
published each year and handed out to parents during Open House and to students at the beginning of September.
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AIMS AND OBJECTIVES
AIMS…..
The aims state in a general way what the teacher may expect to teach or do, and what the student may expect to
experience or learn. In addition, they suggest how the student may be changed by the learning experience.
The aims of the teaching and study of IMHS Language B are to:
•
•
•
•
•
•
•
•
enable the student to use language(s) effectively as a means of practical communication, providing a
sound base of communication skills necessary for future study, work and leisure
enable the student to understand the nature of language and the process of total language learning,
which comprises the integration of linguistic, cultural and social components
enable the student to develop an appreciation of a variety of literary and non-literary texts
offer insight into the cultural characteristics of the communities where the language(s) is (are)
spoken
encourage an awareness and understanding of the perspectives of people from other cultures
promote involvement with different communities, where relevant
provide access to varied sources of information
foster curiosity, a lifelong interest and enjoyment in language learning.
OBJECTIVES
The objectives state the specific targets and expected outcomes that are set for learning in the subject. They
define what the student will be able to accomplish as a result of studying the subject. These objectives relate to
the assessment criteria found in the EVALUATION OF STUDENT PROGRESS section.
Learning outcomes, in terms of acquired concepts and developed skills, are detailed in the SYLLABUS BY LEVEL
and SYLLABUS BY KEY KNOWLEDGE AREA sections.
The objectives of IMHS Language B support the IB learner profile, promoting the development of students who
are knowledgeable, inquirers, communicators and reflective learners.
•
•
•
•
•
•
•
communicate information, ideas and opinions
demonstrate comprehension of specific factual information and attitudes, expressed in spoken and
written contexts
identify main ideas and supporting details and draw conclusions from spoken and written texts
understand and appropriately use structures and vocabulary
request and provide information in both spoken and written contexts
engage actively in oral production using comprehensible pronunciation and intonation
take part in formal and informal communications.
Comprehensive level objectives are summarized by the Global Level Descriptors in the MIDDLE AND HIGH
SCHOOL LANGUAGE B AT ISG section. They are “can do” statements that describe what the learner can achieve,
and are positively worded even at the lower levels.
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KEY KNOWLEDGE AREAS
The objectives of language acquisition are achieved through the development of communicative competences
and strategies through a variety of receptive, productive and interactive activities in oral and/or written forms.
These skills have been defined as follows by the Council of Europe (2001) and accepted by the International
Baccalaureate Organization in its Language B guides.
“Language use, embracing language learning, comprises the actions performed by persons who as individuals
and as social agents develop a range of competences, both general and in particular communicative language
competences. They draw on the competences at their disposal in various contexts under various conditions and
under various constraints to engage in language activities involving language processes to produce and/or
receive texts in relation to themes in specific domains, activating those strategies which seem most appropriate
for carrying out the tasks to be accomplished. The monitoring of these actions by the participants leads to the
reinforcement or modification of their competences.”
The table opposite offers a synopsis of the three KEY KNOWLEDGE AREAS (Competences, Strategies and
Activities) and their further subdivisions in an attempt to convey the multi-dimensionality of language
acquisition. All the different dimensions highlighted in the table are interrelated in all forms of language use and
learning, and it is recognized that any act of language learning or teaching is in some way concerned with each of
these dimensions.
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COMMUNICATIVE LANGUAGE COMPETENCES
Communicative language competences can be considered as comprising several components:
LINGUISTIC competences include lexical, phonological, syntactical knowledge and skills and other dimensions
of language as a system (e.g. vocabulary, grammatical structures, register, pronunciation and intonation). This
component relates not only to the range and quality of knowledge, but also to cognitive organisation and the way
this knowledge is stored and to its accessibility.
SOCIOLINGUISTIC competences refer to the sociocultural conditions of language use. Through its sensitivity to
social conventions (rules of politeness, norms governing relations between generations, sexes, classes and social
groups, linguistic codification of certain fundamental rituals in the functioning of a community), the
sociolinguistic component strictly affects all language communication between representatives of different
cultures, even though participants may often be unaware of its influence. This is deemed to be of particular
importance in the multicultural environment of an international school.
PRAGMATIC competences are concerned with the functional use of linguistic resources (production of language
functions, speech acts), drawing on scenarios or scripts of interactional exchanges. It also concerns the mastery
of discourse, cohesion and coherence, the identification of text types and forms, irony, and parody. For this
component even more than the linguistic component, it is hardly necessary to stress the major impact of
interactions and cultural environments in which such abilities are constructed.
COMMUNICATIVE STRATEGIES
Communication and learning involve the performance of tasks which are not solely language tasks even though
they involve language activities and make demands upon the individual’s communicative competence. To the
extent that these tasks are neither routine nor automatic, they require the use of strategies in communicating
and learning. In so far as carrying out these tasks involves language activities, they necessitate the processing
(through RECEPTION, PRODUCTION and INTERACTION) of oral or written texts.
Strategies are therefore seen as a hinge between the learner’s resources (competences) and what he/she can do
with them (activities). Examples include planning action, balancing resources and compensating for deficiencies
during execution, and monitoring results and undertaking repair as necessary.
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COMMUNICATIVE ACTIVITIES
RECEPTION: the ability to comprehend straightforward written and spoken language. Receptive skills entail
not only understanding the message but also its cultural and contextual connotations.
Activities include silent reading and following the media. They are also of importance in many forms of learning
(understanding course content, consulting textbooks, works of reference and documents).
PRODUCTION: the ability to write and speak the target language effectively. Productive skills entail producing
and delivering a message or text that is not only coherent but also appropriate to context and purpose.
Activities have an important function in many academic and professional fields (oral presentations, written
studies and reports) and particular social value is attached to them (judgments made of what has been submitted
in writing or of fluency in speaking and delivering oral presentations).
INTERACTION: the ability to understand and respond effectively to written and spoken language. Interactive
skills entail not only conveying messages and responding to written and spoken language but also demonstrating
an awareness of social context.
In interaction at least two individuals participate in an oral and/or written exchange in which production and
reception alternate and may in fact overlap in oral communication. Not only may two interlocutors be speaking
and yet listening to each other simultaneously. Even where turn-taking is strictly respected, the listener is
generally already forecasting the remainder of the speaker’s message and preparing a response. Learning to
interact thus involves more than learning to receive and to produce utterances. High importance is generally
attributed to interaction in language use and learning in view of its central role in communication.
The following six tables display the overall level descriptors for the communicative activities and are a brokendown expansion of the global level descriptors in the MIDDLE AND HIGH SCHOOL LANGUAGE B AT ISG section.
Boxes shaded in gray correspond to levels typically beyond the scope of Language B courses and are included for
completeness.
VISUAL RECEPTION: READING
Basic
1
Basic
2
Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and
basic phrases and rereading as required.
Can understand short, simple texts containing the highest frequency vocabulary, including a proportion
of shared international vocabulary items.
Can understand short, simple texts on familiar matters of a concrete type which consist of high
frequency everyday or job-related language.
Indep
1
Can read straightforward factual texts on subjects related to his/her field and interest with a
satisfactory level of comprehension.
Indep
2
Can read with a large degree of independence, adapting style and speed of reading to different texts
and purposes, and using appropriate reference sources selectively. Has a broad active reading
vocabulary, but may experience some difficulty with low-frequency idioms.
Profi
1
Can understand in detail lengthy, complex texts, whether or not they relate to his/her own area of
speciality, provided he/she can reread difficult sections.
Profi
2
16
Can understand and interpret critically virtually all forms of the written language including abstract,
structurally complex, or highly colloquial literary and non-literary writings.
Can understand a wide range of long and complex texts, appreciating subtle distinctions of style and
implicit as well as explicit meaning.
AURAL RECEPTION: LISTENING
Basic
1
Basic
2
Can follow speech that is very slow and carefully articulated, with long pauses for him/her to
assimilate meaning.
Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic
personal and family information, shopping, local geography, employment) provided speech is clearly
and slowly articulated.
Can understand enough to be able to meet needs of a concrete type provided speech is clearly and
slowly articulated.
Can understand the main points of clear standard speech on familiar matters regularly encountered
in work, school, leisure etc., including short narratives.
Indep
1
Can understand straightforward factual information about common everyday or job related topics,
identifying both general messages and specific details, provided speech is clearly articulated in a
generally familiar accent.
Can understand the main ideas of propositionally and linguistically complex speech on both concrete
and abstract topics delivered in a standard dialect, including technical discussions in his/her field of
specialisation.
Indep
2
Can follow extended speech and complex lines of argument provided the topic is reasonably familiar,
and the direction of the talk is sign-posted by explicit markers.
Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics
normally encountered in personal, social, academic or vocational life. Only extreme background
noise, inadequate discourse structure and/or idiomatic usage influence the ability to understand.
Profi
1
Can understand enough to follow extended speech on abstract and complex topics beyond his/her
own field, though he/she may need to confirm occasional details, especially if the accent is
unfamiliar.
Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts.
Can follow extended speech even when it is not clearly structured and when relationships are only
implied and not signalled explicitly.
Profi
2
Has no difficulty in understanding any kind of spoken language, whether live or broadcast, delivered
at fast native speed.
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ORAL PRODUCTION: SPEAKING
Basic
1
Can produce simple mainly isolated phrases about people and places.
Basic
2
Can give a simple description or presentation of people, living or working conditions, daily
routines. likes/dislikes etc. as a short series of simple phrases and sentences linked into a list.
Indep
1
Can reasonably fluently sustain a straightforward description of one of a variety of subjects
within his/her field of interest, presenting it as a linear sequence of points.
Indep
2
Can give clear, detailed descriptions and presentations on a wide range of subjects related to
his/her field of interest, expanding and supporting ideas with subsidiary points and relevant
examples.
Can give clear, systematically developed descriptions and presentations, with appropriate
highlighting of significant points, and relevant supporting detail.
Profi
1
Can give clear, detailed descriptions and presentations on complex subjects, integrating sub
themes, developing particular points and rounding off with an appropriate conclusion.
Profi
2
Can produce clear, smoothly flowing well-structured speech with an effective logical structure
which helps the recipient to notice and remember significant points.
WRITTEN PRODUCTION: WRITING
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Basic
1
Can write simple isolated phrases and sentences.
Basic
2
Can write a series of simple phrases and sentences linked with simple connectors like “and",
“but” and “because”.
Indep
1
Can write straightforward connected texts on a range of familiar subjects within his field of
interest, by linking a series of shorter discrete elements into a linear sequence.
Indep
2
Can write clear, detailed texts on a variety of subjects related to his field of interest, synthesising
and evaluating information and arguments from a number of sources.
Profi
1
Can write clear, well-structured texts of complex subjects, underlining the relevant salient
issues, expanding and supporting points of view at some length with subsidiary points,
reasons and relevant examples, and rounding off with an appropriate conclusion.
Profi
2
Can write clear, smoothly flowing, complex texts in an appropriate and effective style and a
logical structure which helps the reader to find significant points.
SPOKEN INTERACTION: SPEAKING
Basic
1
Basic
2
Indep
1
Indep
2
Can interact in a simple way but communication is totally dependent on repetition at a slower
rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond
to simple statements in areas of immediate need or on very familiar topics.
Can communicate in simple and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters to do with work and free time. Can handle very
short social exchanges but is rarely able to understand enough to keep conversation going of
his/her own accord.
Can interact with reasonable ease in structured situations and short conversations, provided the
other person helps if necessary. Can manage simple, routine exchanges without undue effort; can
ask and answer questions and exchange ideas and information on familiar topics in predictable
everyday situations.
Can exploit a wide range of simple language to deal with most situations likely to arise whilst
travelling. Can enter unprepared into conversation of familiar topics, express personal opinions
and exchange information on topics that are familiar, of personal interest or pertinent to
everyday life (e.g. family, hobbies, work, travel and current events).
Can communicate with some confidence on familiar routine and non-routine matters related to
his/her interests and professional field. Can exchange, check and confirm information, deal with
less routine situations and explain why something is a problem. Can express thoughts on more
abstract, cultural topics such as films, books, music etc.
Can interact with a degree of fluency and spontaneity that makes regular interaction, and
sustained relationships with native speakers quite possible without imposing strain on either
party. Can highlight the personal significance of events and experiences, account for and sustain
views clearly by providing relevant explanations and arguments.
Can use the language fluently, accurately and effectively on a wide range of general, academic,
vocational or leisure topics, marking clearly the relationships between ideas. Can communicate
spontaneously with good grammatical control without much sign of having to restrict what
he/she wants to say, adopting a level of formality appropriate to the circumstances.
Profi
1
Can express him/herself fluently and spontaneously, almost effortlessly. Has a good command of
a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions. There is
little obvious searching for expressions or avoidance strategies; only a conceptually difficult
subject can hinder a natural, smooth flow of language.
Profi
2
Has a good command of idiomatic expressions and colloquialisms with awareness of connotative
levels of meaning. Can convey finer shades of meaning precisely by using, with reasonable
accuracy, a wide range of modification devices. Can backtrack and restructure around a difficulty
so smoothly the interlocutor is hardly aware of it.
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WRITTEN INTERACTION: WRITING
Basic
1
Can ask for or pass on personal details in written form
Basic
2
Can write short, simple formulaic notes relating to matters in areas of immediate need.
Indep
1
20
Can write personal letters and notes asking for or conveying simple information of immediate
relevance, getting across the point he/she feels to be important
Can convey information and ideas on abstract as well as concrete topics, check information and
ask about or explain problems with reasonable precision.
Indep
2
Can express news and views effectively in writing, and relate to those of others.
Profi 1
Can express him/herself with clarity and precision, relating to the addressee flexibly and
effectively.
Profi 2
No descriptor available
TEACHING METHODOLOGIES, MATERIALS AND RESOURCES
METHODOLOGIES
Teachers at ISG adopt a variety of teaching methodologies in order to cater for different learning styles. The
various approaches to learning are a means to provide students with the tools that will enable them to take
responsibility of their own learning. This involves articulating, organizing and teaching the skills, attitudes and
practices that students require to become successful learners. Language acquisition is supported by teachers in
the following ways.
Approach
Teaching Methodologies
Use the language for
communication
Give priority to developing a natural use of the target language that
emphasizes fluency, as well as accuracy
Debate meaning
Focus on meaning—this may be when language is the tool for communication
in social interactions, or when the language itself is being studied
Show how form affects
meaning
Focus on form as it relates to meaning. Form includes an awareness of
grammatical and textual features related to meaning. Appropriate corrective
feedback relevant to learners’ needs and to maintaining a balance of fluency
and accuracy is important here
Provide maximum exposure to
the language
Use the target language whenever possible. For example, using the target
language as the medium of instruction vastly increases learners’ ability to
comprehend
Learn phrases or “chunks”
Provide chunks of formulaic language for rote learning in the early stages of
language acquisition, as well as developing competence through the
understanding of language rules
Encourage students to use the
language actively
Provide varied and extensive opportunities for learners to practise and work
with the target language through both oral and written tasks
Encourage students to interact
in the target language
Provide opportunities for interaction in the target language so that learners
have practice in using authentic dialogue. Task-focused, small-group work is
an effective strategy for this
Introduce language appropriate
to students’ current level
Ensure that the target language being taught is at a level compatible with the
learners’ development. In this way new learning is effectively constructed
upon prior knowledge
Address
each
individual needs
Ensure that teaching takes into consideration the differences between
individual learners. This includes planning and differentiation for different
learning styles, motivation, aptitude and stages of learning
student’s
Assess students’ full range of
abilities
Ensure assessment is comprehensive. It should value and address the free
production of the target language, as well as controlled production
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RESOURCES
ISG offers several resources to facilitate student learning in language acquisition. They include:




a computer lab with 20+ laptops
a rich library section with reference textbooks, literature books and graded readers
subscriptions to magazines published in various languages, e.g. Focus Italia and Focus UK
audio-visual support (CD’s and DVD’s)
MATERIALS
During IMHS Language B classes, all students are expected to have with them the following materials:




textbook
writing instruments
notebook
digital/paper dictionary
More details on the required materials can be found in each teacher’s Course Outline.
22
EVALUATION OF STUDENT PROGRESS
ASSESSMENT POLICY
Assessment in IMHS Language B is
1
designed so that students can
a.
demonstrate their learning of concepts in authentic contexts
b.
apply acquired skills to familiar and unfamiliar problems.
2
structured to examine the achievement levels in each of the language macro-skills.
3
meant to provide teachers with feedback that is used to adapt the teaching and learning strategies
with the aim of meeting each learner's needs.
4
criterion-referenced as opposed to norm-referenced. Please see the ASSESSMENT CRITERIA section
below.
Assessment tasks are divided into:
-
Informal assessment, consisting of class worksheets, homework, projects, investigations, presentations,
class participation, etc.
-
Formal assessment, consisting of tests and quizzes under examination conditions.
This reflects the IB Diploma Programme division into Internal Assessment – student investigations developed
over the two-year course – and External Assessment – a series of externally set exams taken at the end of the
second IBDP year.
Assessment is carried out formatively throughout each course: the purpose of formative assessment is to provide
students, parents and teachers with objective and timely feedback on the learner’s progress. Formative
assessment tasks, both informal and formal, are graded on a 1 to 7 scale based on the assessment criteria listed
in the next section, and contribute to quarter average grades.
Quarter grades are then converted into IB grades according to the ISG Secondary School grading system below.
ISG Comment
Grade
Percent
Excellent work: the student consistently and almost faultlessly demonstrates sound understanding of
concepts and successful application of skills in a wide variety of contexts and consistently displays
independence, insight, autonomy and originality.
7
90-100
Very good work: the student consistently demonstrates sound understanding of concepts and successful
application of skills in a wide variety of contexts and generally displays independence, insight, autonomy and
originality.
6
80-89
Good work: the student consistently demonstrates sound understanding of concepts and successful
application of skills in a variety of contexts and occasionally displays independence, insight, autonomy and
originality.
5
70-79
Satisfactory performance: the student generally demonstrates understanding of concepts and successful
application of skills in normal contexts and occasionally displays independence, insight, autonomy and
originality.
4
60-69
23
Mediocre work (conditional pass): the student demonstrates a limited understanding of the required
concepts and only applies skills successfully in normal situations with support. Partial achievement against
most of the objectives.
3
50-59
Poor work: the student has difficulty in understanding the required concepts and is unable to apply skills
successfully in normal situations even with support. Very limited achievement against all the objectives.
2
20-49
1
0-19
Very poor work: Minimal achievement in terms of the objectives.
High school students are also assessed summatively. Summative assessment consists of formal benchmarks at
the end of significant portions of each course – i.e. semester finals. A score out of 7 is given to all summative
assessment tasks.
Please see the document “Secondary school grading systems” for further clarification on the calculation of
semester and end-of-year averages and for GPA and letter grade conversions.
ASSESSMENT CRITERIA
The assessment tasks relate directly to the KEY KNOWLEDGE AREAS as listed in the previous sections.
Listening comprehension is a natural part of interaction. Formative work in pure listening comprehension (no
oral production) is encouraged as a vital component in developing students’ language skills, especially at
beginner level when students are becoming accustomed to the sounds of the language.
Formative and summative listening tasks may include listening to radio reports, speeches, or any other recorded
information, and responding in a variety of ways. Viewing may be included as part of the listening task where
students watch and respond to a televised news bulletin, weather report, and so on, or a movie in the target
language.
Formative and summative tasks for reading include a variety of texts, chosen by the teacher as appropriate for
the students’ level, for example, textbook passages, magazine and newspaper articles, short stories and novels
(including abridged and modified versions). A range of factual and literary texts are used. Comprehension
questions are set as soon as possible during the course. Viewing may also be included as part of reading tasks
where students are shown illustrations or photographic information that complement the text, or vice versa.
Students are required to demonstrate specific reading comprehension skills in final assessment tasks, for
example, identifying information, dealing with unfamiliar language, drawing conclusions, identifying opinions,
attitudes, writing styles, and so on. Students will also be encouraged to answer reading comprehension questions
in the target language.
Formative and summative speaking tasks include formal and informal exchanges such as role plays, discussions,
debates, pair work, interviews and presentations (both with and without question and answer sessions in the
target language). The above tasks should allow students to practise and demonstrate genuine, spontaneous
interaction, which is required in final assessment tasks.
Formative and summative tasks for writing include letter writing, advertisements, essays, creative writing,
presentations, and so on. Students are required to demonstrate specific writing skills in final assessment tasks.
Students are encouraged to practise writing both at length and in a concise manner.
Within the tasks described above, the skills of spoken and written interaction are also assessed when
production and reception occur in the framework of information exchange.
24
CURRICULUM REVISION POLICY
A curriculum revision process is established at ISG to ensure that the Language B syllabus is



adequate to current students’ needs
in line with current educational thinking
pursuant to the current IBDP Language Curricula and to the Italian State Examinations.
To this effect, the results of student assessment – both internal (e.g. ISG tests) and external (e.g. ISA testing, IBDP
scores) – will be carefully evaluated to identify areas of weakness and strength in the delivery of the curriculum.
A four-year revision cycle is established for each curricular area on a rotation basis, with two curricula revised
each academic year.
REVISION PROCESS AND TIMETABLE
The present document will become effective at the beginning of the academic year 2012-2013. During its first
year of validity, it will be completed and updated in all its parts as a work-in-progress process. It will then be in
place in its definite form for the academic years 2013-2014 and 2014-2015. The next year will be a curriculum
review year, with the new document entering into effect by September 2016.
academic year
curriculum in place
action
2012-2013
Language B 2012-2017 v1
(present document)
creation of
curriculum
update and
completion
2013-2014
Language B 2012-2017 v2
none
2014-2015
Language B 2012-2017 v2
none
2015-2016
Language B 2012-2017 v2
none
2016-2017
Language B 2012-2017 v2
curriculum review
2018-2019
Language B 2018-2022 v1
update and
completion
2011-2012
next
cycle
25
ENGLISH AND ITALIAN SYLLABUS BY LEVEL
The following section contains the details of the syllabus. Each level is first introduced in terms of the activities,
competences and strategies as listed in the Common European Framework of Reference.
Key Knowledge Area
Illustrative scales
spoken
INTERACTION
ACTIVITIES
formal discussion (meetings)
goal-oriented co-operation (e.g.
repairing a car, discussing a
document, organising an event)
can generally follow changes of topic in formal discussion
related to his/her field which is conducted slowly and
clearly.
can exchange relevant information and give his/her
opinion on practical problems when asked directly,
provided he/she receives some help with formulation
and can ask for repetition of key points if necessary.
can understand enough to manage simple, routine tasks
without undue effort, asking very simply for repetition
when he/she does not understand.
can discuss what to do next, making and responding to
suggestions, asking for and giving directions.
can indicate when he/she is following and can be made to
understand what is necessary, if the speaker takes the
trouble.
Macro- skills
The syllabus is then described separately for each language, with reference to the specific activities and language
competences. Examples:
Unit of work
C
Activities
Grammar
A
Compitazione delle parole
Presentarsi, presentare
Dire la nazionalità
Costruire le prime frasi complete
Chiedere e dire il nome
Chiedere e dire l’età
Alfabeto, Sostantivi e aggettivi
Accordo sostantivi e aggettivi
Pronomi personali soggetto
Indicativo presente di essere e avere
Indicativo presente di chiamarsi
Io-tu-lui-lei
Numeri cardinali 1-30
Pronuncia (c-g-s-gn-gl-z-doppie
consonanti)
Friends forever
Talking about the order of past
events; films; telling a story
(not) as…as
Enough and too
C
A
Benvenuti
Unstressed words with /ə/
To, too and two
Pronunciation
Vocabulary
Competences
Further information on the syllabus, including the sequence of topics, can be found in each teacher’s Course
Outline.
27
audio
visual
spoken
understanding interaction between
native speakers
listening as a member of a live
audience
listening to announcements &
instructions
listening to radio audio & recordings
spoken
no descriptor available
can understand short, simple messages on postcards.
can recognise familiar names, words and very basic phrases on simple notices in
the most common everyday situations.
can get an idea of the content of simpler informational material and short simple
descriptions, especially if there is visual support.
can follow short, simple written directions (e.g., to go from x to y)
reading for orientation
reading for information & argument
reading instructions
sustained monologue: describing
experience
sustained monologue: putting a case
(e.g. in a debate)
public announcements
can describe him/herself, what he/she does and where he/she lives.
no descriptor available
no descriptor available
can read a very short, rehearsed statement - e.g. to introduce a speaker, propose
a toast.
creative writing
can write simple phrases and sentences about themselves and imaginary people,
where they live and what they do.
reports & essays
no descriptor available
informal discussion (with friends)
formal discussion (meetings)
goal-oriented co-operation (e.g.
repairing a car, discussing a
document, organising an event)
transactions to obtain goods &
services
information exchange
interviewing and being interviewed
written
can understand instructions addressed carefully and slowly to him/her and
follow short, simple directions.
reading correspondence
understanding a native speaker
interlocutor
INTERACTION
no descriptor available
no descriptor available
conversation
28
no descriptor available
watching tv and film
addressing audiences
written
ACTIVITIES
PRODUCTION
written
RECEPTION
spoken
BASIC 1 SYLLABUS (CEFR A1)
correspondence
notes, messages & forms
can understand everyday expressions aimed at the satisfaction of simple needs
of a concrete type, delivered directly to him/her in clear, slow and repeated
speech by a sympathetic speaker.
can understand questions and instructions addressed carefully and slowly to
him/her and follow short, simple directions.
can make an introduction and use basic greeting and leave-taking expressions.
can ask how people are and react to news.
can understand everyday expressions aimed at the satisfaction of simple needs
of a concrete type, delivered directly to him/her in clear, slow and repeated
speech by a sympathetic speaker.
no descriptor available
no descriptor available
can understand questions and instructions addressed carefully and slowly to
him/her and follow short, simple directions.
can ask people for things, and give people things.
can ask people for things and give people things.
can handle numbers, quantities, cost and time.
can understand questions and instructions addressed carefully and slowly to
him/her and follow short, simple directions.
can ask and answer simple questions, initiate and respond to simple statements
in areas of immediate need or on very familiar topics.
can ask and answer questions about themselves and other people, where they
live, people they know, things they have.
can indicate time by such phrases as next week, last friday, in november, three
o'clock.
can reply in an interview to simple direct questions spoken very slowly and
clearly in direct non-idiomatic speech about personal details.
can write a short simple postcard
can write numbers and dates, own name, nationality, address, age, date of birth
or arrival in the country etc. such as on a hotel registration form.
RECEPTION
INTERACTION
no descriptor available
taking the floor (turntaking)
no descriptor available
cooperating
no descriptor available
asking for clarification
no descriptor available
planning
no descriptor available
compensating
no descriptor available
monitoring & repair
no descriptor available
control
PRAGMATIC
SOCIO LINGUISTIC
COMPETENCES
LINGUISTIC
range
PRODUCTION
STRATEGIES
identifying cues & inferring
(spoken & written)
general linguistic range
has a very basic range of simple expressions about personal details and needs of a
concrete type.
vocabulary range
has a basic vocabulary repertoire of isolated words and phrases related to particular
concrete situations.
grammatical accuracy
shows only limited control of a few simple grammatical structures and sentence patterns
in a learnt repertoire.
vocabulary control
no descriptor available
phonological control
pronunciation of a very limited repertoire of learnt words and phrases can be understood
with some effort by native speakers used to dealing with speakers of his/her language
group.
orthographic control
can copy familiar words and short phrases e.g. simple signs or instructions, names of
everyday objects, names of shops and set phrases used regularly.
can spell his/her address, nationality and other personal details.
sociolinguistic appropriateness
can establish basic social contact by using the simplest everyday polite forms of: greetings
and farewells; introductions; saying please, thank you, sorry etc
flexibility
no descriptor available
taking the floor (turntaking)
no descriptor available
thematic development
no descriptor available
coherence
can link words or groups of words with very basic linear connectors like 'and' or 'then'.
propositional precision
no descriptor available
spoken fluency
can manage very short, isolated, mainly pre-packaged utterances, with much pausing to
search for expressions, to articulate less familiar words, and to repair communication.
29
ENGLISH BASIC 1
A
Friends forever
Adjectives describing feelings.
Personal possessions
Present simple: be, have
Shopping
Food and drink. Celebrations. Dates
Nationalities
How much/many
Present simple. Adverbs of frequency.
Telling the time
Past Simple. Ago
Some and any
C
/ a:/car
/ei/ whale
Plurals
Leisure and hobbies
Contractions
/i:/ cheese
Regular past simple endings
/i/ chicken
Clothes
Entertainment
Animals
Collocations with do, make, spend, and
take
Leisure activities, descriptive
adjectives and adverbs, telephoning
Describing clothes
Adjectives
Films, music
Conjunctions and, but, or, because
Comparative and superlative
adjectives, comparative adverbs
Simple and continuous tenses
Modal verbs 1: may, can, must, had to
Their, they’re, there
/ə/ camera
Ing forms
Last letters of the alphabet
Short questions, mistakes with vowels
C
A
Animals
The past
Shopping and shops
/ æ/ apple
The alphabet
Food and drink
30
A
Travel
Travel, space
/h/
Words ending in y
The family
Sport equipment
Fitness
People in the family
The passive present and past
Word order in questions
Verbs in the –ing form
Possessive adjectives and pronouns
Subject, object and reflexive pronouns
Everything, anything, something
/b/ basketball
/v/ volleyball
Gu-; qu-
/aʊ/ cow
/ↄ:/ draw
Words ending in -le
Words ending in –f and –fe
dates
Places and buildings
Sport
The family
Weather
School subject and education
Work, jobs
Transport
Collocations with transport
Directions
(not) as…as
Enough and too
Position of adjectives
Rather than
Present perfect
Just and yet
Modal verbs 2: must, mustn’t, don’t
have to, should, needn’t, need to
Unstressed words with /ə/
To, too and two
Silent consonants
Words that are often confused
Words ending in – er and –or
Clothes, thirsty
Weak and strong forms
I or e?
C
A
Travel
Sport
Furniture, materials, opposites,
buildings
C
The future: going to and will
Places and buildings
Health and well-being
Language and
communication
People
Computers and technology
Collocations with get, make, watch, see
Parts of the body
Health
Letters, mails, countries, languages,
nationalities
Describing people
Infinitive for purpose, with and
without to
Word order of time phrases
First conditional
Prepositions of place and time
Review of tenses
Contractions
Linking sounds
Words which do not double last letters
Word stress, spelling of the sound /i:/
Ck or k?
C
A
Science and technology
31
Benvenuti!
A scuola
Tempo libero
A
Salutare, presentarsi, chiedere e dire la nazionalità e
la provenienza. Chiedere e dire il nome. Numeri.
Frasi utili in classe.
Alfabeto, sostantivi e aggettivi (genere, numero,
maschile e femminile), articolo determinativo, verbi
essere e avere.
Fare conoscenza. Parlare e descrivere gli amici.
Tenere un blog, un diario. Salutare e rispondere a un
saluto.
Chiedere e dare informazioni su di sè. Chiedere
come sta una persona. Descrivere l’aspetto e il
carattere. Parti del viso e del corpo umano
Indicativo presente dei verbi regolari, articolo
indeterminativo.
Forma di cortesia, aggettivi in -e, inicativo presente
dei verbi in-ire che prendono -isc.
Attività piu comuni nel tempo libero. Invitare,
accettare o rifiutare un invito. I giorni della
settimana.
Prendere accordi per dare un appuntamento.
Chiedere e dare l’indirizzo. Descrivere la casa, le
stanze. Numeri ordinali e cardinali.
C
ITALIAN MS BASIC 1 – BASIC 2
Una festa
A tavola
C
A
In contatto
32
Indicativo presente di alcuni verbi irregolari, verbi
modali potere, dovere e volere.
Preposizioni semplici, chiedere e dire l’ora.
Parlare di cellulari e di computer. Chiedere e dire
l’orario di apertura e chiusura di un ufficio,
negozio.Esprimere incertezza e dubbio.
Localizzare oggetti nello spazio. Esprimere
possesso. Ringraziare, rispondere ad un
ringraziamento.
Parlare di fatti avvenuti nel passato. Scrivere un
email. Scegliere un regalo per un compleanno. Le
date, i mesi e le stagioni.
Parlare dei pasti. Parlare della famiglia. Nomi di
parentela.
Parlare di piatti italiani. Esprimere preferenza,
parlare dei gusti alimentari. Gli alimenti, il menu, le
posate.
Preposizioni articolate. Uso delle preposizioni
semplici e articolate.
Espressioni di luogo, c’è e ci sono, il partitivo,
aggettivi possessivi.
Passato prossimo dei verbi regolari, irregolari e
modali. Avverbi di tempo.
Possessivi, possessivi con i nomi di parentela.
Espressioni mi piace-mi piacciono, vorrei,
volerci/metterci.
spoken
BASIC 2 SYLLABUS (CEFR A2)
understanding interaction between
native speakers
listening as a member of a live
audience
listening to announcements &
instructions
audio
visual
watching tv and film
reading correspondence
written
RECEPTION
listening to radio audio & recordings
reading for orientation
reading for information & argument
ACTIVITIES
reading instructions
PRODUCTION
spoken
sustained monologue: describing
experience
sustained monologue: putting a case
(e.g. in a debate)
public announcements
addressing audiences
written
creative writing
reports & essays
33
can generally identify the topic of discussion around him/her that is conducted
slowly and clearly.
no descriptor available
can understand instructions addressed carefully and slowly to him/her and
follow short, simple directions.
can understand and extract the essential information from short recorded
passages dealing with predictable everyday matters that are delivered slowly
and clearly.
can identify the main point of tv news items reporting events, accidents etc.
where the visual supports the commentary.
can follow changes of topic of factual tv news items, and form an idea of the main
content
can understand basic types of standard routine letters and faxes (enquiries,
orders, letters of confirmation etc.) on familiar topics
can understand short simple personal letters.
can find specific, predictable information in simple everyday material such as
advertisements, prospectuses, menus, reference lists and timetables.
can locate specific information in lists and isolate the information required (e.g.
use the "yellow pages" to find a service or tradesman).
can understand everyday signs and notices: in public places, such as streets,
restaurants, railway stations; in workplaces, such as directions, instructions,
hazard warnings.
can identify specific information in simpler written material he/she encounters
such as letters, brochures and short newspaper articles describing events.
can understand regulations, for example safety, when expressed in simple
language.
can understand simple instructions on equipment encountered in everyday life such as a public telephone.
can tell a story or describe something in a simple list of points. can describe
everyday aspects of his environment e.g. people, places, a job or study
experience.
can give short, basic descriptions of events and activities.
can describe plans and arrangements, habits and routines, past activities and
personal experiences.
can use simple descriptive language to make brief statements about and compare
objects and possessions.
can explain what he/she likes or dislikes about something.
can describe his/her family, living conditions, educational background, present
or most recent job.
can describe people, places and possessions in simple terms.
no descriptor available
can deliver very short, rehearsed announcements of predictable, learnt content
which are intelligible to listeners who are prepared to concentrate.
can give a short, rehearsed presentation on a topic pertinent to his everyday life,
briefly give reasons and explanations for opinions, plans and actions.
can cope with a limited number of straightforward follow up questions.
can give a short, rehearsed, basic presentation on a familiar subject.
can answer straightforward follow up questions if he/she can as for repetition
and if some help with the formulation of his reply is possible.
can write about everyday aspects of his environment e.g. people, places, a job or
study experience in linked sentences.
can write very short, basic descriptions of events, past activities and personal
experiences.
can write a series of simple phrases and sentences about their family, living
conditions, educational background, present or most recent job.
can write short, simple imaginary biographies and simple poems about people.
can write short, simple essays on topics of interest.
can summarise, report and give his/her opinion about accumulated factual
information on familiar routine and non-routine matters within his field with
some confidence.
can write very brief, reports to a standard conventionalised format, which pass
on routine factual information and state reasons for actions.
understanding a native speaker
interlocutor
conversation
informal discussion (with friends)
spoken
INTERACTION
ACTIVITIES
formal discussion (meetings)
goal-oriented co-operation (e.g.
repairing a car, discussing a
document, organising an event)
transactions to obtain goods &
services
information exchange
interviewing and being interviewed
34
can understand enough to manage simple, routine exchanges without undue
effort.
can generally understand clear, standard speech on familiar matters directed at
her, provided she can ask for repetition or reformulation from time to time.
can understand what is said clearly, slowly and directly to her in simple everyday
conversation; can be made to understand, if the speaker takes the trouble.
can establish social contact: greetings and farewells; introductions; giving
thanks.
can generally understand clear, standard speech on familiar matters directed at
her, provided she can ask for repetition or reformulation from time to time.
can participate in short conversations in routine contexts on topics of interest.
can express how he/she feels in simple terms, and express thanks.
can handle very short social exchanges but is rarely able to understand enough
to keep conversation going of his/her own accord, though he/she can be made to
understand if the speaker will take the trouble.
can use simple everyday polite forms of greeting and address
can make and respond to invitations, invitations and apologies.
can say what he/she likes and dislikes.
can generally identify the topic of discussion around her which is conducted
slowly and clearly.
can discuss what to do in the evening, at the weekend.
can make and respond to suggestions.
can agree and disagree with others.
can discuss everyday practical issues in a simple way when addressed clearly,
slowly and directly.
can discuss what to do, where to go and make arrangements to meet.
can generally follow changes of topic in formal discussion related to his/her field
which is conducted slowly and clearly.
can exchange relevant information and give his/her opinion on practical
problems when asked directly, provided he/she receives some help with
formulation and can ask for repetition of key points if necessary.
can say what he/she thinks about things when addressed directly in a formal
meeting, provided he/she can ask for repetition of key points if necessary.
can understand enough to manage simple, routine tasks without undue effort,
asking very simply for repetition when he/she does not understand.
can discuss what to do next, making and responding to suggestions, asking for
and giving directions.
can indicate when he/she is following and can be made to understand what is
necessary, if the speaker takes the trouble.
can communicate in simple and routine tasks using simple phrases to ask for and
provide things, to get simple information and to discuss what to do next.
can deal with common aspects of everyday living such as travel, lodgings, eating
and shopping.
can get all the information needed from a tourist office, as long as it is of a
straightforward, non-specialised nature.
can ask for and provide everyday goods and services.
can get simple information about travel, use public transport: buses, trains, and
taxis, ask and give directions, and buy tickets.
can ask about things and make simple transactions in shops, post offices or
banks.
can give and receive information about quantities, numbers, prices etc.
can make simple purchases by stating what is wanted and asking the price.
can order a meal.
can understand enough to manage simple, routine exchanges without undue
effort.
can deal with practical everyday demands: finding out and passing on
straightforward factual information.
can ask and answer questions about habits and routines.
can ask and answer questions about pastimes and past activities.
can give and follow simple directions and instructions e.g. explain how to get
somewhere.
can communicate in simple and routine tasks requiring a simple and direct
exchange of information.
can exchange limited information on familiar and routine operational matters
can ask and answer questions about what they do at work and in free time
can ask for and give directions referring to a map or plan.
can ask for and provide personal information.
can make him/herself understood in an interview and communicating ideas and
information on familiar topics, provided he/she can ask for clarification
occasionally, and is given some help to express what he/she wants to.
can answer simple questions and respond to simple statements in an interview.
INTERACTION
PRODUCTION
STRATEGIES
RECEPTION
written
Correspondence
35
notes, messages & forms
can write very simple personal letters expressing thanks and apology.
can take a short, simple message provided he/she can ask for repetition and
reformulation.
can write short, simple notes and messages relating to matters in areas of
immediate need.
identifying cues & inferring
(spoken & written)
can use an idea of the overall meaning of short texts and utterances on everyday topics
of a concrete type to derive the probable meaning of unknown words from the context.
taking the floor (turntaking)
can use simple techniques to start, maintain, or end a short conversation.
can initiate, maintain and close simple, face-to-face conversation.
can ask for attention.
cooperating
can indicate when he/she is following.
asking for clarification
can ask very simply for repetition when he/she does not understand.
can ask for clarification about key words or phrases not understood using stock phrases.
can say he/she didn't follow.
planning
can recall and rehearse an appropriate set of phrases from his repertoire.
compensating
can use an inadequate word from his repertoire and use gesture to clarify what he/she
wants to say.
can identify what he/she means by pointing to it (e.g. "i'd like this, please”).
monitoring & repair
no descriptor available
vocabulary range
control
grammatical accuracy
vocabulary control
can control a narrow repertoire dealing with concrete everyday needs.
phonological control
pronunciation is generally clear enough to be understood despite a noticeable foreign
accent, but conversational partners will need to ask for repetition from time to time.
orthographic control
SOCIO LINGUISTIC
COMPETENCES
LINGUISTIC
range
general linguistic range
sociolinguistic appropriateness
Flexibility
PRAGMATIC
taking the floor (turntaking)
thematic development
Coherence
propositional precision
spoken fluency
36
has a repertoire of basic language, which enables him/her to deal with everyday situations
with predictable content, though he/she will generally have to compromise the message
and search for words.
can produce brief everyday expressions in order to satisfy simple needs of a concrete
type: personal details, daily routines, wants and needs, requests for information.
can use basic sentence patterns and communicate with memorised phrases, groups of a
few words and formulae about themselves and other people, what they do, places,
possessions etc..
has a limited repertoire of short memorised phrases covering predictable survival
situations; frequent breakdowns and misunderstandings occur in non-routine situations.
has sufficient vocabulary to conduct routine, everyday transactions involving familiar
situations and topics.
has a sufficient vocabulary for the expression of basic communicative needs.
has a sufficient vocabulary for coping with simple survival needs.
uses some simple structures correctly, but still systematically makes basic mistakes - for
example tends to mix up tenses and forget to mark agreement; nevertheless, it is usually
clear what he/she is trying to say.
can copy short sentences on everyday subjects - e.g. directions how to get somewhere
can write with reasonable phonetic accuracy (but not necessarily fully standard spelling)
short words that are in his/her oral vocabulary.
can perform and respond to basic language functions, such as information exchange and
requests and express opinions and attitudes in a simple way.
can socialise simply but effectively using the simplest common expressions and following
basic routines
can handle very short social exchanges, using everyday polite forms of greeting and
address. can make and respond to invitations, invitations, apologies etc.
can adapt well-rehearsed memorised simple phrases to particular circumstances through
limited lexical substitution.
can expand learned phrases through simple recombinations of their elements.
can use simple techniques to start, maintain, or end a short conversation.
can initiate, maintain and close simple, face-to-face conversation.
can ask for attention.
can tell a story or describe something in a simple list of points.
can use the most frequently occurring connectors to link simple sentences in order to tell
a story or describe something as a simple list of points.
can link groups of words with simple connectors like "and, "but" and "because".
can communicate what he/she wants to say in a simple and direct exchange of limited
information on familiar and routine matters, but in other situations he/she generally has
to compromise the message.
can make him/herself understood in short contributions, even though pauses, false starts
and reformulation are very evident.
can construct phrases on familiar topics with sufficient ease to handle short exchanges,
despite very noticeable hesitation and false starts.
ENGLISH BASIC 2
Sports and hobbies
A question of sport
A
Definitions and explanations.
A kind of + ing/noun
People
I am a friendly person
Work
What is your job?
Entertainment
Let’s go out
Describing
people,
appearance,
personality, interests: inviting and
responding to invitations
Saying what people are doing: jobs
Making
appointments;
entertainment
dates;
Like/enjoy + ing
Present simple vs present continuous:
state verbs; short answers
Prepositions
of
time ;
continuous for future plans
present
Saying days and months
Sports; attitude
Present simple
+to/to
be
C
Want/would
like
a/an+occupation
/ai/ Like
/ɒ / pop
/ æ/ cat
/i:/ Steep
/ʌ/ fun
/ a:/cart
/ i/ big
/ȷu / university
/ʌ/ cut
Transport;
airport
compound nouns
Education and History
What did you do at school
today?
Towns and buildings
Around town
Special days
Let’s celebrate
language;
School life ; school subjects ; describing
feelings and emotions ; dates
Places/buildings in town ; directions ;
polite questions ; saying you do not
understand
Describing experiences and recent
activities; celebrations; festivals; and
parties; giving good wishes.
Need; countable/uncountable nouns;
expressions of quantity
Past simple ; short answers ; adjectives
ending in –ing and -ed
Prepositions of place and movement ;
comparative adjectives ; commands
Present perfect simple, yet, already,
just
Unstressed a/of/to and some
Final sound of regular verbs in past
tense /t/ ,/d/ and /id/
/au/ Out
dates
C
A
Transport
Wheels and Wings
37
/ↄ:/ or
C
A
Health and fitness
How do you feel?
Letters and mails
I look forward to hearing
from you
Geography, nationalities and
numbers
Fact and figures
Books
A good read
Parts of the body; illnesses; giving
advice; expressions with at
Letters and mails
Countries, nationalities, languages;
large numbers and measurements;
what to say when you are not sure
Telling a story; saying what happened
and what was happening; kinds of
books, book reviews
Short answers in the present perfect
Present perfect and past simple; ago,
for, since, in; been and gone; have you
ever…?
Superlative adjectives; present simple
passive
Past continuous vs. past simple ;
while/when + past continuous
/ei/Say
Final sound of plural nouns
/tʃ/Cheese
/u:/Two
/e/tell
/s/
/ʃ/ shoes
/ʊ/ took
Homes and furniture
A place of my own
Clothes
What’s in Fashion?
Adventures
Risk!
Making plans
Free Time
Describing styles and saying what you
prefer; prices; rooms and furniture
Guessing unknown words ; clothes,
colours
Rules ; phrasal verbs with get ;
activities and experiences ; adjectives
and adverbs
Study and leisure; the time; invitations;
making arrangements
Modals (probability and possibility): it
could/might/must/can’t
be;
prepositions of place
Used to ; too and enough with
adjectives ; adjective order
Modals (permission and obligation) :
can, can’t, have to , had to ; adverbs
Going to future ; present tense after
when, after, and until in future time
/ʒ/Television
Pronunciation of gh and ph
Pronunciation of ou
Saying times
C
A
/z/ and /iz/
/dʒ/ joke
38
A
C
Predictions
Next week’s episode
Films
Shooting a film
Family life
Happy families
Music
So you think you’ve got
talent?
Saying what will happen; Tv and radio
Talking about the order of past events;
films; telling a story
Families; agreeing/disagreeing; giving
opinions
Music; instruments; congratulating;
saying what you like and prefer; jobs
Will future vs going to; everyone, no
one, someone, anyone
Past perfect vs past simple
Verbs and expressions followed by to
and ing; make and let
Comparison of adverbs ; so and such ;
connectives
/a:/Car
/ə/ at the end of words
Their
Homophones
/ↄ:/Sore
thirsty
/ ᴈ:/ third
Communicating
Keep in touch
Friendship
Best friends?
Making phone calls
Saying what you (don’t) believe ;
reporting verbs ; science fiction
Friendship ; introducing people
Have something done; reported
commands and requests; possessive
pronouns and adjectives
Reported speech
Relative
clauses ;
prepositions
Telephone numbers
Silent consonants
Linking words ending in a consonant
A
C
39
The unexplained
Strange but true
adjectives
Inventions
I’ve got an idea
Describing objects; talking about
things you don’t know the name of;
guessing vocabulary
+
Past simple passive ; future passive
Linking words ending in r and re
A
Advertising and persuasion
Travel experiences
Travellers’ tales
Celebrities
What would you do?
Shops and shopping; asking for things;
trying on clothes
Understanding writer or speaker
purpose; advertising; reporting verbs
Saying why people do things; travel;
word building
Jobs; expressions with prepositions
Reported questions; too much, too
many, not enough; verbs with two
objects
First conditional ; unless ; if and when
Adverbs at the beginning of a sentence;
reflexive pronouns: myself, yourself
ect, every, each, all; using the passive
Second conditional
Stress: correcting what people say
Stress in common short phrases
/eə/Chair
Auxiliaries
C
Shopping
Shop till you drop
/iə/ here
Asking politely;
apologising
food;
restaurants;
Boys and girls
Blue for a boy, pink for a girl?
Informal language ; saying goodbye
So do I; Neither/nor do I; polite
questions forms
Hardly ; before/after+ing
Unstressed words
Revision
C
A
Food and restaurants
What’s on the menu?
40
ITALIAN HS BASIC 1 – BASIC 2
C
A
Benvenuti
Presentazione di alcune parole italiane
Compitazione delle parole
Presentarsi, presentare
Salutare
Nazionalità
Dire la nazionalità
Costruire le prime frasi complete
Chiedere e dire il nome
Chiedere e dire l’età
Alfabeto
Pronuncia (c-g-s-gn-gl-z-doppie consonanti)
Sostantivi e aggettivi
Accordo sostantivi e aggettivi
Pronomi personali soggetto
Indicativo presente di essere e avere
Articolo determinativo
Indicativo presente di chiamarsi
Io-tu-lui-lei
Numeri cardinali 1-30
C
A
Scrivere e telefonare
41
Spedire una busta, un pacco
Chiedere e dire l`orario di aperura di e di chiusura
di un negozio, ecc.
Localizzare oggetti nello spazio
Esprimere incertezza, dubbio
Esprimere possesso
Ringraziare, rispondere a un ringraziamento
Mesi e stagioni
Parlare del prezzo
Preposizioni articolate
Il partitivo
Espressioni di luogo
C’è - Ci sono
Numeri cardinali (1.000-1.000.000)
Possessivi (mio/a, tuo/a, suo/a)
Un nuovo inizio
Parlare al telefono
Parlare di una novità
Chiedere come sta una persona
Scrivere una e-mail
Fare conoscenza
Salutare e rispondere ad un saluto
Dare del Lei
Descrivere l`aspetto fisico, il carattere, il viso
Le tre coniugazioni –are –ere – ire
Indicativo presente verbi regolari
Articolo indeterminativo
Aggettivi in –e
Forma di cortesia
Al bar
Parlare al passato
Attività del tempo libero
Raccontare al passato
Situare un avvenimento nel passato
Espressioni di tempo
Colloquio di lavoro
Ordinare e offrire al bar
Esprimere preferenza
Listino del bar
Participio passato: verbi regolari
Passato prossimo
Ausiliare essere o avere?
Participio passato: verbi irregolari
Avverbio ci
Avverbi di tempo con il passato prossimo
Verbi modali al passato prossimo
Come passi il tempo libero?
Tempo libero
Attivita`del fine settimana
Invitare, accettare o rifiutare un invito
Chiedere e dare l`indirizzo
Descrivere l`abitazione
Numeri cardinali ed ordinali
I giorni della settimana
Chiedere e dire che giorno e`
Chiedere e dire l`ora
Indicativo presente di verbi regolari, irregolari,
modali (potere, volere, dovere)
Preposizioni
Feste e viaggi
Festività: Natale e Capodanno
Fare progetti, previsioni, ipotesi,
promesse per il futuro
Periodo ipotetico (I tipo)
Espressioni utili per viaggiare in treno
Parlare del tempo meteorologico
Organizzare una gita
Feste e viaggi
Futuro semplice: verbi regolari e irregolari
Usi del futuro semplice
Futuro composto
Uso del futuro composto
C
A
A cena fuori
Parlare di problemi sentimentali
Esprimere possesso
La famiglia. Nomi di parentela
Piatti italiani
Ordinare al ristorante
Esprimere preferenza (Vorrei... Mi piace / Mi
piacciono)
Menù, i pasti della giornata
Verbi che si usano in cucina. Utensili da cucina
Possessivi
Possessivi con i nomi di parentela
Quello - Bello
Volerci - Metterci
C
A
In giro per i negozi
42
Al cinema
Fare la spesa
Raccontare la trama di un film
Parlare di ricordi
Descrivere abitudini del passato
Raccontare e descrivere al passato
Collocare in ordine cronologico
più azioni al passato
Esprimere accordo o disaccordo
Parlare di cinema
Fare la spesa al supermercato
Motivare la scelta di un prodotto
Esprimere gioia, rammarico o disappunto
Fare la spesa specificando anche la quantità
Pronomi diretti nei tempi composti
Offrire, accettare, rifiutare un aiuto
Tipi di contenitori e di negozi
Indicativo imperfetto: verbi regolari e irregolari
Uso dell’indicativo imperfetto
Imperfetto o Passato prossimo?
Verbi modali all’indicativo imperfetto
Trapassato prossimo
Uso del Trapassato prossimo
Pronomi diretti
Lo so, Lo sapevo, Lo saprò
Pronome partitivo ne
Pronomi diretti nei tempi composti
L’ho saputo - L’ho conosciuto/a
Pronomi diretti con i verbi modali
Ce l’ho - Ce n’è
Che c’è stasera in TV?
Raccontare un incontro
Espressioni utili per fare spese: taglia, numero,
colore, stile, prezzo, pagamento in contanti o con la
carta di credito
Capi di abbigliamento
Colori
Chiedere ed esprimere un parere
Espressioni e verbi impersonali
Discutere di un programma televisivo
Criticare e/o motivare le proprie preferenze
televisive
Chiedere qualcosa in prestito
Esprimere un parere
Esprimere dispiacere
Chiedere un favore
Esprimere un desiderio
Parlare di generi e programmi televisivi
Dare consigli
Dare ordini
Chiedere e dare indicazioni stradali
Verbi riflessivi
Verbi riflessivi reciproci
Verbi riflessivi nei tempi composti
Verbi riflessivi con i verbi modali
Forma impersonale
Pronomi indirettti
Pronomi diretti e indiretti nei tempi composti
Pronomi indiretti con i verbi modali
Imperativo diretto: verbi regolari
Imperativo negativo
Imperativo con i pronomi
Imperativo diretto: verbi irregolari
Un concerto
Parlare di un concerto
Chiedere un favore, giustificarsi, proporre delle
alternative
Esprimere un desiderio realizzabile
Chiedere qualcosa in modo gentile
Dare consigli
Esprimere un’opinione personale
Fare un’ipotesi
Riferire un’opinione altrui, una notizia
Esprimere un desiderio non realizzato oppure non
realizzabile
Esprimere il futuro nel passato
Lessico sulla musica
Condizionale semplice: verbi regolari e irregolari
Usi del condizionale
Condizionale composto
Riepilogo: condizionale semplice o composto?
INDEPENDENT 1 SYLLABUS (CEFR B1)
spoken
understanding interaction between
native speakers
listening as a member of a live
audience
listening to announcements &
instructions
audio visual
RECEPTION
listening to radio audio & recordings
watching tv and film
reading correspondence
written
reading for orientation
ACTIVITIES
reading for information & argument
reading instructions
PRODUCTION
spoken
sustained monologue: describing
experience
sustained monologue: putting a case
(e.g. in a debate)
public announcements
addressing audiences
written
creative writing
reports & essays
43
can generally follow the main points of extended discussion around him/her,
provided speech is clearly articulated in standard dialect.
can follow a lecture or talk within his/her own field, provided the subject matter
is familiar and the presentation straightforward and clearly structured.
can follow in outline straightforward short talks on familiar topics provided
these are delivered in clearly articulated standard speech.
can understand simple technical information, such as operating instructions for
everyday equipment.
can follow detailed directions.
can understand the information content of the majority of recorded or broadcast
audio material on topics of personal interest delivered in clear standard speech.
can understand the main points of radio news bulletins and simpler recorded
material about familiar subjects delivered relatively slowly and clearly.
can understand a large part of many tv programmes on topics of personal
interest such as interviews, short lectures, and news reports when the delivery is
relatively slow and clear.
can follow many films in which visuals and action carry much of the storyline,
and which are delivered clearly in straightforward language.
can catch the main points in tv programmes on familiar topics when the delivery
is relatively slow and clear.
can understand the description of events, feelings and wishes in personal letters
well enough to correspond regularly with a pen friend.
can scan longer texts in order to locate desired information, and gather
information from different parts of a text, or from different texts in order to fulfil
a specific task.
can find and understand relevant information in everyday material, such as
letters, brochures and short official documents.
can identify the main conclusions in clearly signalled argumentative texts.
can recognise the line of argument in the treatment of the issue presented,
though not necessarily in detail.
can recognise significant points in straightforward newspaper articles on
familiar subjects.
can understand clearly written, straightforward instructions for a piece of
equipment
can give straightforward descriptions on a variety of familiar subjects within his
field of interest.
can reasonably fluently relate a straightforward narrative or description as a
linear sequence of points. can give detailed accounts of experiences, describing
feelings and reactions.
can relate details of unpredictable occurrences, e.g., an accident.
can relate the plot of a book or film and describe his/her reactions.
can describe dreams, hopes and ambitions.
can describe events, real or imagined.
can narrate a story.
can briefly give reasons and explanations for opinions, plans and actions.
can deliver short, rehearsed announcements on a topic pertinent to everyday
occurrences in his/her field which, despite possibly very foreign stress and
intonation, are nevertheless clearly intelligible.
can give a prepared straightforward presentation on a familiar topic within
his/her field which is clear enough to be followed without difficulty most of the
time, and in which the main points are explained with reasonable precision.
can take follow up questions, but may have to ask for repetition if the speech was
rapid.
can write straightforward, detailed descriptions on a range of familiar subjects
within his field of interest.
can write accounts of experiences, describing feelings and reactions in simple
connected text.
can write a description of an event, a recent trip - real or imagined.
can narrate a story.
can write short, simple essays on topics of interest.
can summarise, report and give his/her opinion about accumulated factual
information on familiar routine and non-routine matters within his field with
some confidence.
can write very brief, reports to a standard conventionalised format, which pass
on routine factual information and state reasons for actions.
understanding a native speaker
interlocutor
conversation
informal discussion (with friends)
spoken
INTERACTION
ACTIVITIES
formal discussion (meetings)
goal-oriented co-operation (e.g.
repairing a car, discussing a
document, organising an event)
transactions to obtain goods &
services
information exchange
interviewing and being interviewed
44
can follow clearly articulated speech directed at him/her in everyday
conversation, though will sometimes have to ask for repetition of particular
words and phrases.
can enter unprepared into conversations on familiar topics.
can follow clearly articulated speech directed at him/her in everyday
conversation, though will sometimes have to ask for repetition of particular
words and phrases.
can maintain a conversation or discussion but may sometimes be difficult to
follow when trying to say exactly what he/she would like to.
can express and respond to feelings such as surprise, happiness, sadness, interest
and indifference.
can follow much of what is said around him/her on general topics provided
interlocutors avoid very idiomatic usage and articulate clearly.
can express his/her thoughts about abstract or cultural topics such as music,
films. can explain why something is a problem.
can give brief comments on the views of others.
can compare and contrast alternatives, discussing what to do, where to go, who
or which to choose etc.
can generally follow the main points in an informal discussion with friends
provided speech is clearly articulated in standard dialect.
can give or seek personal views and opinions in discussing topics of interest.
can make his/her opinions and reactions understood as regards solutions to
problems or practical questions of where to go, what to do, how to organise an
event (e.g. an outing).
can express belief, opinion, agreement and disagreement politely.
can follow much of what is said that is related to his/her field, provided
interlocutors avoid very idiomatic usage and articulate clearly.
can put over a point of view clearly, but has difficulty engaging in debate.
can take part in routine formal discussion of familiar subjects which is conducted
in clearly articulated speech in the standard dialect and which involves the
exchange of factual information, receiving instructions or the discussion of
solutions to practical problems.
can follow what is said, though he/she may occasionally has to ask for repetition
or clarification if the other people's talk is rapid or extended.
can explain why something is a problem, discuss what to do next, compare and
contrast alternatives.
can give brief comments on the views of others.
can generally follow what is said and, when necessary, can repeat back part of
what someone has said to confirm mutual understanding.
can make his/her opinions and reactions understood as regards possible
solutions or the question of what to do next, giving brief reasons and
explanations.
can invite others to give their views on how to proceed.
can deal with most transactions likely to arise whilst travelling, arranging travel
or accommodation, or dealing with authorities during a foreign visit.
can cope with less routine situations in shops, post office, bank, e.g. returning an
unsatisfactory purchase. can make a complaint.
can deal with most situations likely to arise when making travel arrangements
through an agent or when actually travelling, e.g., asking passenger where to get
off for unfamiliar destination.
can exchange, check and confirm accumulated factual information on familiar
routine and non-routine matters within his field with some confidence.
can describe how to do something, giving detailed instructions.
can summarise and give his or her opinion about a short story, article, talk,
discussion interview, or documentary and answer further questions of detail.
can find out and pass on straightforward factual information.
can ask for and follow detailed directions
can obtain more detailed information.
can provide concrete information required in an interview/consultation (e.g.
describe symptoms to a doctor) but does so with limited precision.
can carry out a prepared interview, checking and confirming information, though
he/she may occasionally have to ask for repetition if the other person's response
is rapid or extended.
can take some initiatives in an interview/consultation (e.g. to bring up a new
subject) but is very dependent on interviewer in the interaction.
can use a prepared questionnaire to carry out a structured interview, with some
spontaneous follow up questions.
written
RECEPTION
INTERACTION
STRATEGIES
correspondence
notes, messages & forms
identifying cues & inferring
(spoken & written)
can identify unfamiliar words from the context on topics related to his/her field and
interests.
can extrapolate the meaning of occasional unknown words from the context and deduce
sentence meaning provided the topic discussed is familiar.
taking the floor (turntaking)
can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor.
can initiate, maintain and close simple face-to-face conversation on topics that are
familiar or of personal interest.
cooperating
can exploit a basic repertoire of language and strategies to help keep a conversation or
discussion going.
can summarise the point reached in a discussion and so help focus the talk.
can repeat back part of what someone has said to confirm mutual understanding and
help keep the development of ideas on course. can invite others into the discussion.
asking for clarification
can ask someone to clarify or elaborate what he or she has just said.
PRODUCTION
planning
compensating
monitoring & repair
45
can write personal letters giving news and expressing thoughts about abstract or
cultural topics such as music, films.
can write personal letters describing experiences, feelings and events in some
detail.
can take messages communicating enquiries, explaining problems.
can write notes conveying simple information of immediate relevance to friends,
service people, teachers and others who feature in his/her everyday life, getting
across comprehensibly the points he/she feels are important.
can work out how to communicate the main point(s) he/she wants to get across,
exploiting any resources available and limiting the message to what he/she can recall or
find the means to express.
can define the features of something concrete for which he/she can't remember the
word.
can convey meaning by qualifying a word meaning something similar (e.g. a truck for
people = bus).
can use a simple word meaning something similar to the concept he/she wants to
convey and invites "correction".
can foreignise a mother tongue word and ask for confirmation.
can correct mix-ups with tenses or expressions which lead to misunderstandings
provided the interlocutor indicates there is a problem.
can ask for confirmation that a form used is correct.
can start again using a different tactic when communication breaks down.
range
general linguistic range
LINGUISTIC
vocabulary range
control
grammatical accuracy
vocabulary control
orthographic control
SOCIO LINGUISTIC
COMPETENCES
phonological control
sociolinguistic appropriateness
Flexibility
PRAGMATIC
taking the floor (turntaking)
thematic development
Coherence
propositional precision
spoken fluency
46
has a sufficient range of language to describe unpredictable situations, explain the main
points in an idea or problem with reasonable precision and express thoughts on abstract
or cultural topics such as music and films.
has enough language to get by, with sufficient vocabulary to express him/herself with
some hesitation and circumlocutions on topics such as family, hobbies and interests, work,
travel, and current events, but lexical limitations cause repetition and even difficulty with
formulation at times.
has a sufficient vocabulary to express him/herself with some circumlocutions on most
topics pertinent to his everyday life such as family, hobbies and interests, work, travel, and
current events.
communicates with reasonable accuracy in familiar contexts; generally good control
though with noticeable mother tongue influence. errors occur, but it is clear what he/she
is trying to express.
uses reasonably accurately a repertoire of frequently used "routines" and patterns
associated with more predictable situations.
shows good control of elementary vocabulary but major errors still occur when
expressing more complex thoughts or handling unfamiliar topics and situations.
pronunciation is clearly intelligible even if a foreign accent is sometimes evident and
occasional mispronunciations occur.
can produce continuous writing, which is generally intelligible throughout.
spelling, punctuation and layout are accurate enough to be followed most of the time.
can perform and respond to a wide range of language functions, using their most common
exponents in a neutral register
is aware of the salient politeness conventions and acts appropriately
is aware of, and looks out for signs of, the most significant differences between the
customs, usages, attitudes, values and beliefs prevalent in the community concerned and
those of his or her own.
can adapt his expression to deal with less routine, even difficult, situations.
can exploit a wide range of simple language flexibly to express much of what he/she
wants.
can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor.
can initiate, maintain and close simple face-to-face conversation on topics that are familiar
or of personal interest.
can reasonably fluently relate a straightforward narrative or description as a linear
sequence of points.
can link a series of shorter, discrete simple elements into a connected, linear sequence of
points.
can explain the main points in an idea or problem with reasonable precision.
can convey simple, straightforward information of immediate relevance, getting across
which point he/she feels is most important.
can express the main point he/she wants to make comprehensibly.
can express him/herself with relative ease. despite some problems with formulation
resulting in pauses and "cul-de-sacs", he/she is able to keep going effectively without help.
can keep going comprehensibly, even though pausing for grammatical and lexical planning
and repair is very evident, especially in longer stretches of free production.
ENGLISH INDEPENDENT 1
C
A
Fashion matters
The virtual world
Going places
Endangered
Describing people
Computer Games ; the Internet
Travel
Animals
Comparison: adjectives and adverbs
-ly adverbs
As and like
Adverbs of degree
collocation
Modals: obligation, necessity,
permission
Appereance and clothing
Collocation
Travel and holidays
Word formation
Phrasal verbs
Word formation
Topic set – travel and holidays
Topic set- parts of animals
computers
Phrasal verbs
Expressions with time
Prepositions of location
Compound adjectives
Collocations
A
Mixed emotions
What if?
Life’s too short
Growing up
Describing frightening and positive
experiences
Winning prizes and celebrity culture
Sport
Childhood
Review of past tenses
Conditionals with if
Gerunds and infinitives 1
Used to and would
Irregular verbs
Conditionals with unless
C
Parts of speech
47
Emotions
Winning and celebrity
Sport
Jobs and work
Collocations – adverbs of degree
Phrasal verbs with keep
Collocations-sports
Collocations
Word formation
Expressions with do
Phrasal verbs with get
Word formation
Word formation
A
The hard shell
The final frontier
A great idea
Advertising
Space
Family
Technology and inventions
Modals 2: speculation and deduction
Review of future tenses
Past and present participles
The passive
Order of adjectives
C
Like mother, like daughter
Be like and look like
Products and promotion
Space
Personality
Inventions
Adjective – noun collocations
Word formation
Adjectives describing personality
Word formation
Expressions for discussing ideas
Phrases with at
Phrasal verbs and expressions with take
Collocations with come, tell and fall
Collocations – adverb or adjective?
A
Education for life
Career moves
Too many people?
Eat to live
Education
Working life
The environment
Food
Reporting
Perfect tenses
Countable and uncountable nouns
The article
All/the whole
Some, any and no
Possession
C
Prepositions of time
School and education
The workplace
The environment
Food
Word formation
Word formation – negative prefixes
Topic set- the natural world
collocations
Collocations
Word formation
Expressions of quantity
48
A
Collectors and creators
What’s in a book?
An apple a day
No place to hide
Hobbies
Books
Health and fitness
Crime
Relative clauses
Enough, too, very, so, such
Modals 3: advice and suggestion
Gerunds and infinitives 2
Relative pronouns who, whom, whose
It’s time
C
Have/get something done
Hobbies
Books
Topic set- parts of the body
Phrasal verbs and expressions with
look
Phrasal verbs with come and go
Phrases with on
Words formation
Word formation
Topic set – crime
A
Urban decay, suburban hell
C
A world of music
Unexpected events
Anything for a laugh
City life
Music
Natural disaster
Humour
Mixed conditionals
Concessive clauses
I wish/if only
Rather
Complex sentences
Wish/hope
The grammar of phrasal verbs
Sitopic set - music
The natural world
Humour
City life
Collocations
Phrasal verbs with off
Topic set – buildings
Words often confused
Word formation
Word formation
Topic set - weather
49
Topic set - crime
ITALIAN MS BASIC 2 – INDEPENDENT 1
Televisione
Esprimere accordo e disaccordo. Raccontare e
descrivere, usando l’imperfetto e il passato
prossimo. Collocare, in ordine cronologico, piu’
azioni nel passato. Parlare di programmi televisivi.
Raccontare una storia.
Esprimere gioia, rammarico e disappunto. Parlare
dei problemi dell’ambiente. Offrire, accettare,
rifiutare una collaborazione.
Futuro semplice dei verbi regolari e irregolari.
Futuro composto dei verbi regolari e irregolari.
Imperfetto indicativo dei verbi regolari e irregolari.
Trapassato prossimo e suoi usi.
Pronomi diretti. Espressioni Lo so, lo sapevo, lo
sapro’.
Pronome partitivo ne
C
A
Facciamo spese
50
Ambiente ed ecologia
Fare progetti, promesse, ipotesi, previsioni.
L’oroscopo e i segni zodiacali.
Descrivere il carattere con relativi aggettivi.
Chiedere conferma e confermare.
C
A
Progetti Extrascolastici
Facciamo sport
L’ora della Verità
Chiedere ed esprimere un parere. Colori e capi di
abbigliamento.
Espressioni utili per fare spese: prezzo, taglia,
numero, colore, stile. Fissare un appuntamento.
Discipline sportive. Chiedere qualcosa in prestito,
chiedere un favore. Esprimere piacere e dispiacere.
Parlare delle proprie abitudini e di varie attivita’
fisiche. Descrivere un grafico.
Dare ordini, istruzioni, e consigli. Proibire e
avvisare. Chiedere e dare indicazioni stradali.
Verbi riflessivi e reciproci al presente indicativo.
Verbi riflessivi nei tempi composti e con i verbi
modali.
Pronomi indiretti. Differenza tra i pronomi diretti e i
pronomi indiretti.
Pronomi indiretti nei tempi composti e con i verbi
modali.
Imperativo dei verbi regolari e irregolari, in forma
affermativa e negativa e con i pronomi.
INDEPENDENT 2 SYLLABUS (CEFR B2)
spoken
understanding interaction between
native speakers
listening as a member of a live
audience
listening to announcements &
instructions
RECEPTION
audio
visual
listening to radio audio & recordings
watching tv and film
reading correspondence
ACTIVITIES
written
reading for orientation
reading for information & argument
reading instructions
sustained monologue: describing
experience
PRODUCTION
spoken
sustained monologue: putting a case
(e.g. in a debate)
public announcements
addressing audiences
written
creative writing
reports & essays
can keep up with an animated conversation between native speakers.
can with some effort catch much of what is said around him/her, but may find it
difficult to participate effectively in discussion with several native speakers who
do not modify their language in any way.
can follow the essentials of lectures, talks and reports and other forms of
academic/professional presentation which are propositionally and linguistically
complex.
can understand announcements and messages on concrete and abstract topics
spoken in standard dialect at normal speed.
can understand recordings in standard dialect likely to be encountered in social,
professional or academic life and identify speaker viewpoints and attitudes as
well as the information content.
can understand most radio documentaries and most other recorded or broadcast
audio material delivered in standard dialect and can identify the speaker's mood,
tone etc.
can understand most tv news and current affairs programmes.
can understand documentaries, live interviews, talk shows, plays and the
majority of films in standard dialect.
can read correspondence relating to his/her field of interest and readily grasp
the essential meaning.
can scan quickly through long and complex texts, locating relevant details.
can quickly identify the content and relevance of news items, articles and reports
on a wide range of professional topics, deciding whether closer study is
worthwhile.
can obtain information, ideas and opinions from highly specialised sources
within his/her field.
can understand specialised articles outside his/her field, provided he/she can
use a dictionary occasionally to confirm his/her interpretation of terminology.
can understand articles and reports concerned with contemporary problems in
which the writers adopt particular stances or viewpoints.
can understand lengthy, complex instructions in his field, including details on
conditions and warnings, provided he/she can reread difficult sections.
can give clear, detailed descriptions on a wide range of subjects related to his
field of interest.
can develop an argument systematically with appropriate highlighting of
significant points, and relevant supporting detail.
can develop a clear argument, expanding and supporting his/her points of view
at some length with subsidiary points and relevant examples.
can construct a chain of reasoned argument:
can explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
can deliver announcements on most general topics with a degree of clarity,
fluency and spontaneity which causes no strain or inconvenience to the listener.
can give a clear, systematically developed presentation, with highlighting of
significant points, and relevant supporting detail.
can depart spontaneously from a prepared text and follow up interesting points
raised by members of the audience, often showing remarkable fluency and ease
of expression.
can give a clear, prepared presentation, giving reasons in support of or against a
particular point of view and giving the advantages and disadvantages of various
options.
can take a series of follow up questions with a degree of fluency and spontaneity
which poses no strain for either him/herself or the audience.
can write clear, detailed descriptions of real or imaginary events and experiences
marking the relationship between ideas in clear connected text, and following
established conventions of the genre concerned.
can write clear, detailed descriptions on a variety of subjects related to his/her
field of interest.
can write a review of a film, book or play.
can write an essay or report that develops an argument systematically with
appropriate highlighting of significant points and relevant supporting detail.
can evaluate different ideas or solutions to a problem.
can write an essay or report which develops an argument, giving reasons in
support of or against a particular point of view and explaining the advantages
and disadvantages of various options.
can synthesise information and arguments from a number of sources.
51
understanding a native speaker
interlocutor
Conversation
spoken
INTERACTION
ACTIVITIES
informal discussion (with friends)
formal discussion (meetings)
goal-oriented co-operation (e.g.
repairing a car, discussing a
document, organising an event)
transactions to obtain goods &
services
information exchange
written
interviewing and being interviewed
52
Correspondence
notes, messages & forms
can understand in detail what is said to him/her in the standard spoken language
even in a noisy environment.
can engage in extended conversation on most general topics in a clearly
participatory fashion, even in a noisy environment.
can sustain relationships with native speakers without unintentionally amusing
or irritating them or requiring them to behave other than they would with a
native speaker.
can convey degrees of emotion and highlight the personal significance of events
and experiences.
can keep up with an animated discussion between native speakers
can express his/her ideas and opinions with precision, present and respond to
complex lines of argument convincingly.
can take an active part in informal discussion in familiar contexts, commenting,
putting point of view clearly, evaluating alternative proposals and making and
responding to hypotheses.
can with some effort catch much of what is said around him/her in discussion,
but may find it difficult to participate effectively in discussion with several native
speakers who do not modify their language in any way.
can account for and sustain his/her opinions in discussion by providing relevant
explanations, arguments and comments.
can keep up with an animated discussion, identifying accurately arguments
supporting and opposing points of view.
can express his/her ideas and opinions with precision, present and respond to
complex lines of argument convincingly.
can participate actively in routine and non routine formal discussion.
can follow the discussion on matters related to his/her field, understand in detail
the points given prominence by the speaker.
can contribute, account for and sustain his/her opinion, evaluate alternative
proposals and make and respond to hypotheses.
can understand detailed instructions reliably.
can help along the progress of the work by inviting others to join in, say what
they think etc.
can outline an issue or a problem clearly, speculating about causes or
consequences, and weighing advantages and disadvantages of different
approaches.
can cope linguistically to negotiate a solution to a dispute like an undeserved
traffic ticket, financial responsibility for damage in a flat, for blame regarding an
accident.
can outline a case for compensation, using persuasive language to demand
satisfaction and state clearly the limits to any concession he/she is prepared to
make.
can explain a problem which has arisen and make it clear that the provider of the
service/customer must make a concession.
can understand and exchange complex information and advice on the full range
of matters related to his/her occupational role.
can pass on detailed information reliably.
can give a clear, detailed description of how to carry out a procedure.
can synthesise and report information and arguments from a number of sources.
can carry out an effective, fluent interview, departing spontaneously from
prepared questions, following up and probing interesting replies.
can take initiatives in an interview, expand and develop ideas with little help or
prodding from an interviewer.
can write personal letters giving news and expressing thoughts about abstract or
cultural topics such as music, films.
can write personal letters describing experiences, feelings and events in some
detail.
no descriptor available
RECEPTION
INTERACTION
PRODUCTION
STRATEGIES
identifying cues & inferring
(spoken & written)
taking the floor (turntaking)
can use a variety of strategies to achieve comprehension, including listening for main
points; checking comprehension by using contextual clues.
can intervene appropriately in discussion, exploiting appropriate language to do so.
can initiate, maintain and end discourse appropriately with effective turntaking.
can initiate discourse, take his turn when appropriate and end conversation when
he/she needs to, though he/she may not always do this elegantly.
can use stock phrases (e.g. "that's a difficult question to answer") to gain time and keep
the turn whilst formulating what to say.
cooperating
can give feedback on and follow up statements and inferences and so help the
development of the discussion.
can help the discussion along on familiar ground, confirming comprehension, inviting
others in, etc.
asking for clarification
can ask follow up questions to check that he/she has understood what a speaker
intended to say, and get clarification of ambiguous points.
planning
can plan what is to be said and the means to say it, considering the effect on the
recipient/s.
can rehearse and try out new combinations and expressions, inviting feedback.
compensating
can use circumlocution and paraphrase to cover gaps in vocabulary and structure.
monitoring & repair
can correct slips and errors if he/she becomes conscious of them or if they have led to
misunderstandings.
can make a note of "favourite mistakes" and consciously monitor speech for it/them.
53
Range
general linguistic range
grammatical accuracy
control
LINGUISTIC
vocabulary range
vocabulary control
phonological control
SOCIO LINGUISTIC
COMPETENCES
orthographic control
sociolinguistic appropriateness
Flexibility
PRAGMATIC
taking the floor (turntaking)
thematic development
Coherence
propositional precision
spoken fluency
54
can express him/herself clearly and without much sign of having to restrict what he/she
wants to say.
has a sufficient range of language to be able to give clear descriptions, express viewpoints
and develop arguments without much conspicuous searching for words, using some
complex sentence forms to do so.
has a good range of vocabulary for matters connected to his field and most general topics?
can vary formulation to avoid frequent repetition, but lexical gaps can still cause
hesitation and circumlocution.
good grammatical control. occasional "slips" or non-systematic errors and minor flaws in
sentence structure may still occur, but they are rare and can often be corrected in
retrospect.
shows a relatively high degree of grammatical control. does not make mistakes which lead
to misunderstanding.
lexical accuracy is generally high, though some confusion and incorrect word choice does
occur without hindering communication.
has a clear, natural, pronunciation and intonation.
can produce clearly intelligible continuous writing, which follows standard layout and
paragraphing conventions.
spelling and punctuation are reasonably accurate but may show signs of mother tongue
influence.
can express him- or herself confidently, clearly and politely in a formal or informal
register, appropriate to the situation and person(s) concerned.
can with some effort keep up with and contribute to group discussions even when speech
is fast and colloquial.
can sustain relationships with native speakers without unintentionally amusing or
irritating them or requiring them to behave other than they would with a native speaker.
can express him or herself appropriately in situations and avoid crass errors of
formulation.
can adjust what he/she says and the means of expressing it to the situation and the
recipient and adopt a level of formality appropriate to the circumstances.
can adjust to the changes of direction, style and emphasis normally found in conversation.
can vary formulation of what he/she wants to say.
can intervene appropriately in discussion, exploiting appropriate language to do so.
can initiate, maintain and end discourse appropriately with effective turntaking.
can initiate discourse, take his turn when appropriate and end conversation when he/she
needs to, though he/she may not always do this elegantly.
can use stock phrases (e.g. "that's a difficult question to answer") to gain time and keep
the turn whilst formulating what to say.
can develop a clear description or narrative, expanding and supporting his/her main
points with relevant supporting detail and examples.
can use a variety of linking words efficiently to mark clearly the relationships between
ideas.
can use a limited number of cohesive devices to link his/her utterances into clear,
coherent discourse, though there may be some "jumpiness" in a long contribution.
can pass on detailed information reliably
can communicate spontaneously, often showing remarkable fluency and ease of
expression in even longer complex stretches of speech.
can produce stretches of language with a fairly even tempo; although he/she can be
hesitant as he/she searches for patterns and expressions, there are few noticeably long
pauses.
can interact with a degree of fluency and spontaneity that makes regular interaction with
native speakers quite possible without imposing strain on either party.
ENGLISH INDEPENDENT 2
People and Places
Getting to know you
Making contact
Keep in touch
In the media
In the public eye
Memory technique
Acting on advice
Informal writing
Interviews and the media
Advice and instructions
Conditionals
Prepositions and phrasal verbs
Wishes and regrets
Modals and semi-modals
Collocations
Words with multiple meanings
C
A
Culture and places
C
A
Dream Jobs
Dear Sir or Madam
55
Communication technology
Connections
The world of work
A successful business
Inventions
Being inventive
Formal writing
Phone messages
Work and business
Describing objects
Relative clauses
Phrasal verbs
Reason, result, purpose
Modals and semi-modals (2)
Connotation
Collocations with have, do, make, take
Positive and negative objects
Social change
I have a dream
Further study
You live and learn
Fashion
Fashion statements
Making decisions
Leaf through a leaflet
Academic English
Fashion
Design
Future forms
Participle clauses
Reported speech
Ing forms
Metaphors
Word formation
C
A
Speeches
Dreaming
Fact or fantasy
Communication
C
A
Descriptive language
A
C
Family life
Mini sagas
What if…?
Competition entries
Expressing opinions
Past tenses
The passive
Present perfect
Word formation
The infinitive
Hypothesis
Idioms of the body
Adjective order
The arts
Rave reviews
56
Family life
In my view…
Human communication
White lies
May I introduce…?
Persuasion
Do it for my sake
Food, pictures and science
Giving a positive or negative review
Small talk and playful language
Proposal and negotiations
Food, pictures and science
Articles
Emphasis
Language of persuasion
Inversion
Words with different meanings
Word formation
Beauty spots
Natural wonders
Climate change
Under the weather
Climate change
Interpreting and comparing
Putting your point across
Range of grammatical structures
Travel idioms
Weather and climate collocations
Phrasal verbs
C
A
Travel articles
Stories in the news
News and views
Intelligence and studies
Intelligence
Precise or dramatic language
Research and reporting on results
Connecting words
Complex sentences and adverbial clauses
A
C
57
Putting your point across
I really must insist
ITALIAN HS INDEPENDENT 1 – INDEPENDENT 2
C
A
Esami... niente stress!
58
Rassicurare qualcuno
Complimentarsi con qualcuno
Esprimere dispiacere
Scusarsi, rispondere alle scuse
Esprimere sorpresa e incredulità
Raccontare un evento passato
Facoltà universitarie e
relative figure professionali
I pronomi combinati
I pronomi combinati nei tempi
composti
Aggettivi, pronomi e avverbi
interrogativi
Soldi e lavoro
Operazioni bancarie
Diversi modi di formulare una
domanda
Leggere e scrivere un’e-mail/una
lettera formale
Formule di apertura e di chiusura
Lettera di presentazione per
un posto di lavoro
Cercare lavoro
Leggere annunci di lavoro e
scrivere un Curriculum Vitae
Un colloquio di lavoro
Alcune professioni
I pronomi relativi
Chi come pronome relativo
Altri pronomi relativi (coloro che)
stare + gerundio
stare per + infinito
In viaggio per l’Italia
Fare paragoni
Descrivere una città
Operare confronti ed esprimere
preferenze su cose e persone
Aggettivi e sostantivi geografici
Prenotare una camera in albergo
Chiedere e dare informazioni
Servizi alberghieri
Firenze e i suoi monumenti
Viaggi e vacanze
Chiedere e dare informazioni
turistiche
Lettera di reclamo
La comparazione tra due nomi
o pronomi
I verbi farcela e andarsene
La comparazione
tra due aggettivi, verbi o quantità
Il superlativo relativo
Il superlativo assoluto
Forme particolari di comparazione
e di superlativo
Un po’ di storia
Parlare di storia
Precisare, spiegarsi meglio
Raccontare una favola
Esporre avvenimenti storici
Passato remoto dei verbi regolari e
irregolari
I numeri romani
Trapassato remoto
Avverbi di modo
C
A
Stare bene
Dare dei consigli per mantenersi in
forma e stare bene
Permettere, tollerare
Parlare delle proprie abitudini in
relazione al viver sano
Parlare dello stress e
delle cause che lo provocano
Discipline sportive
Parlare di gusti musicali
Dare consigli, istruzioni, ordini
Chiedere e dare il permesso
Parlare di... amore, innamoramento,
gelosia
Chiedere e dare indicazioni stradali
Lessico relativo all’opera,
al botteghino di un teatro
Congiuntivo presente
Congiuntivo passato
Congiuntivo presente: verbi irregolari
Uso del congiuntivo
Concordanza dei tempi del congiuntivo
Imperativo indiretto
L’imperativo con i pronomi
Forma negativa dell’imperativo
Indiretto
Aggettivi e pronomi indefiniti
C
A
L’arte e’ di tutti
59
Andiamo all’opera?
Riportare una notizia di cronaca
Chiedere conferma, confermare
qualcosa, rafforzare un’affermazione
L’arte di Michelangelo
Fontane famose di Roma
L’arte di Leonardo da Vinci
Proverbi italiani
Lessico relativo all’arte
Forma passiva
Forma passiva con dovere e potere
Forma passiva con andare
Si passivante
Si passivante nei tempi composti
Riflessione sulla forma passiva
Paese che vai, problemi che
trovi
Andiamo a vivere in
campagna
Città e campagna: pro e contro
Leggere annunci immobiliari
Acquistare, vendere o prendere
in affitto una casa
Presentare un fatto come facile
Parlare di iniziative ecologiche
Parlare della vivibilità di una città
Esporre le proprie
paure/preoccupazioni sul futuro del
pianeta
Coscienza ecologica: individuale e
collettiva
Tutela e impatto ambientale
Congiuntivo imperfetto
Congiuntivo trapassato
Concordanza dei tempi del congiuntivo
Uso del congiuntivo
Che bello leggere!
Raccontare un’esperienza negativa
Esprimere indifferenza
Parlare del problema della droga
Parlare delle inquietudini della società
Parlare di problemi sociali
Uomini e donne:
discriminazioni e stereotipi
Chiedere e dare consigli
sull’acquisto di un libro
L’Oroscopo
Caratteristiche dei segni zodiacali
Parlare di libri
Gli italiani e la lettura
Discorso diretto e discorso indiretto
Gli indicatori di tempo
Il periodo ipotetico nel discorso
indiretto
Gerundio semplice
Gerundio composto
Il gerundio con i pronomi
Infinito presente
Infinito passato
Participio presente
Participio passato
Le parole alterate
Tempo libero e tecnologia
Fare ipotesi
Congratularsi, approvare
Disapprovare
Consigli per la stesura di un’e-mail
Uso e abuso della tecnologia
Offerta pubblicitaria
Noi e il telefonino
Lessico relativo al computer e alle
nuove tecnologie
Periodo ipotetico di 1° e 2° tipo
Periodo ipotetico di 3° tipo
Usi di ci
Usi di ne
FRENCH SYLLABUS BY GRADE
The following section contains the details of the syllabus. Each grade level syllabus is split in Units of work.
Example:
Unit of work
A
On fait des projets
Introduce yourself. Ask people how
they are and say how you are. Use
numbers up to 20. Talk about things
in the classroom.
C
Introduction
feminine
to
masculine
Activities
and
Use of prepositions with towns and
countries. Verbs: voir, venir, aller+inf.,
pouvoir+inf.
Competences
More information on the syllabus, including the sequence of topics, can be found in each teacher’s Course
Outline.
61
A
C
A
GRADE 6 FRENCH SYLLABUS
Bonjour
La classe
La maison
Les animaux
Les fêtes et les festivals
Introduce yourself. Ask people
how they are and say how you
are. Use numbers up to 20.
Talk about things in the
classroom.
Talk about where you live. Ask
other people about their
homes. Talk about objects in
the classroom. Find out about
France and La Rochelle.
Talk about families and homes.
Say where things are and
whom they belong to. Use the
days of the week.
Talk about animals. Describe
objects including colours and
size. Talk about likes, dislikes
and preferences. Use the
French alphabet.
Ask for and give the date.
Discuss important events in the
year. Talk about clothes,
birthdays and presents.
Introduction to masculine and
feminine
Use numbers up to
Introduction to plurals
Definite and indefinite articles.
Some possessive adjectives.
Tu
and
vous
Interrogative forms.
Verbs être and avoir. Plural
forms of adjectives and nouns.
C
forms.
Les loisirs
La ville
La journée scolaire
La nourriture
Le temps libre
Talk about weather, seasons,
sports and leisure activities.
Talk about places in a French
town. Ask for information and
obtain a map from the tourist
office. Ask for, understand and
give directions. Understand
how far places are.
Ask what the time is and when
something is happening. Talk
about daily routine. Express
your opinion about school
subjects.
Talk about food, drinks and
mealtimes. Accept or refuse
food politely. Talk about food
and drinks you like and dislike.
Talk about leisure activities.
Use and understand the 24hour clock. Say what you do to
help at home.
Articles
contractés
with
prepositions à and de, verb
aller.
Verbs manger and commencer,
possessive adjectives, reflexive
verbs
Negative
sentences.
Verb
prendre and partitive articles.
Verbs: faire and jouer. Use the
construction verb + infinitive.
More possessive adjectives.
French traditions: Les crêpes
de la chandeleur. Recipe and
poem
Regular –er verbs, number up
to 100, French accents.
62
30.
Use numbers up to 70.
C
A
C
A
GRADE 7 FRENCH SYLLABUS
63
La ville
Le projets
Le collège
La famille
Identify French shops and what they
sell. Shop for food and say how much
you want. Talk about money and
numbers.
Talk about countries and means of
transport. Make plans. Describe a town
or region. Ask permission. Read and
write holiday postcards.
Describe your school and school day.
Talk about your daily routine. Give
your opinion on school subjects.
Introduce people. Ask and answer
questions when staying with a French
family. Talk about presents and
souvenirs. Say goodbye and thank you.
Revision of the present tense of -er
verbs, verbs être and avoir. Negative
sentences: no and no more.
Use of prepositions with towns and
countries. Verbs: voir, venir, aller+inf.,
pouvoir+inf.
Verbs:
dire,
Reflexive verbs
Bon appétit
Les voyages
Les vêtements
Rendez-vous
Buy drinks and snacks in a café. Choose
ice creams. Discuss what you like to eat
and drink. Order a meal in a restaurant
and describe a meal.
Talk about travel plans, understand
signs at the station, and buy a ticket.
Travel by air, coach and boat. Describe
a recent day out.
Discuss clothes and what to wear.
Describe people’s appearance. Talk
about parts of the body. Say how you
feel and describe what hurts.
Find out about what’s on. Discuss what
to do. Ask someone to go out. Accept or
refuse invitations. Discuss leisure
activities. Talk about things you have
done.
Perfect tense of some irregular verbs.
Ask questions and use the negative
form in the perfect tense.
Verb partir. Use the expression il
faut+inf.
Use the verb mettre with clothes. More
adjectives, use direct object pronouns,
use the imperative, expressions with
avoir.
Use the verb sortir. Use conjunctions si,
quand and mais. Make comparisons.
Use the perfect tense of verbs with
auxiliary être.
Integrating activity: computer project.
apprendre,
vouloir.
Perfect tense of regular verbs. Use
expressions of time. Use of adjectives
A
GRADE 8 FRENCH SYLLABUS
Les jeunes
Vojager
Les passions
Le travail
Les vacances
Give personal information and
describe everyday life. Talk
about families, friends and
pets. Talk about using a
computer
Find out about places to visit
in Paris. Learn how to
understand information in
brochures. Find out about
traveling by metro. Say what
has happened and what you
have done. Talk about places
you have visited recently. Ask
and answer questions about
past events.
Talk about leisure activities
and give opinions. Understand
time clues. Compare past and
present.
Talk about school life, subjects
and options. Discuss strengths
and
weaknesses.
Discuss
future plans and careers. Talk
about events in the past, the
present and the future.
Discuss future events. Use more
expressions of time. Stay at a
hotel and inquire about
services.
Understand
and
discuss the weather forecast
Adverbs
of
frequency,
comparative and superlative,
perfect tense
Negative forms, aller
infinitive,
expressions
future time.
The future tense, pronoun y,
expressions of time.
C
Revision
C
A
La santé
64
Les problèmes en
vacances
Notre monde
Theatre
DELF Exams
Preparation to theatre show
according to the “Palketto
Stage” program e.g. L’Avare de
Molière: integration activity.
Introduction to the DELF exam.
Preparation for the DELF exam:
oral discussions in groups of 2,
writing letters, reading and oral
comprehension exercises.
Discuss healthy lifestyles.
Identify parts of the body. Buy
basic medical supplies. Make
an appointment and go to the
doctor/dentist. Describe an
accident
Talk about holiday plans Learn
about
traveling:
hotel
reservation; asking directions
and information etc. Deal with
holiday problems
Understand information about
French-speaking countries in
the world. Talk about your
town and area. Discuss about
the environment and related
problems
Adverbs, imperative, reflexive
verbs,
use
perfect
and
imperfect tense together
Pronouns
Pronouns, irregular verbs, use
of il faut/il ne faut pas.
Linking words qui, que
+
of
C
A
C
A
GRADE 9 FRENCH SYLLABUS
65
Jeunes sans frontières
La ville et la campagne
Les moyens de transport
Séjourner en France
Vocabulary on nationalities, question
words, jobs, families, post office, colors,
clothes. Vocabulary on personalities,
special occasions, greetings
Vocabulary on countries, in town and
nearby,
directions.
Giving
and
exchanging opinions about living in the
countryside.
Describing
accommodation, environmental issues.
Talking about forms of transport,
describing a journey in the past.
Vocabulary: Buy petrol and report a
breakdown, travel by bus, metro and
train.
Understand and talk about the future,
discuss future plans.
Review on questions, present tense
and adjectives. review prepositions
with towns and countries.
The
perfect
tense,
negative
expressions. negative expressions,
pronouns.
Perfect and imperfect tenses. imperfect
tense and pronouns.
future tense of regular and irregular
verbs. emphatic and possessive
pronouns.
Une semaine typique
Civilisation
Littérature
DELF Exams
L’Avare de Molière (Préparation en vue
de la representation théatrale)
Preparation for the DELF exam: oral
discussions in groups of 2, writing
letters,
reading
and
oral
comprehension exercises.
Talking about daily routine, giving and
exchanging opinions about school life,
describing what you did at the
weekend. Planning a shopping trip and
spending money, shopping for clothes
and souvenirs, describing faulty goods
and obtaining a refund.
Reflexive
adjective.
verbs.
demonstrative
Repères géographiques,
politiques, sociaux.
quotidiens,
Kamo et moi de Daniel Pennac
Dramatisation de Kamo et moi de
Daniel Pennac
Suggest doing an exchange. Differences
between formal and informal language.
Making comparisons, talking about
household
tasks,
expressing
possession. Writing a thank you letter.
A
GRADE 10 FRENCH SYLLABUS
Time clues. Discuss different types of
holidays. Write a formal letter. Loisirs:
Tourisme et voyages, Sport et éthique,
Cinéma et télévision, Musique et arts
du spectacle. Défendre un point de vue
Exchange opinions on daily routine,
school life and different types of
programs. Write formal and informal
letters. Les infos sur TV5. Mon journal
parlé.
C
etwinning project: Les médias et les
jeunes.
Revision of
conditional.
future
tenses
and
Review the interrogative form and
reflexive verbs.
Discuss about healthy eating, fast food,
fashion trends. Ordering a meal,
shopping for food and deal with
problems when ordering or buying.
Write the page of a diary. Les journaux
et les magazines français.
Discuss sports and leisure interests.
Find out about French press. Talk
about cinema. Write an article. Les
journaux et les magazines français.
Mon magazine en ligne.
etwinning project: Les médias et les
jeunes. Mon magazine en ligne.
Direct and indirect object pronouns,
passé recent and futur proche
Perfect tenses : comparatives, adverbs.
Review the comparative and pronouns
and adverbs
A
Littérature/DELF Exams
Understand and discuss minor health
problems. Compare healthy and
unhealthy lifestyles. talking about
stress, depression, smoking, danger of
drugs. Defend an opinion. Summarize
an article, someone else opin ion.
Learn to express intention, how to put
two verbs together.
Give
information
about
information and theft.
traffic
Express your own opinions and discuss
pocket money, part/time jobs. Plan a
CV and write a letter of application for
a job.
C
Vocabulary enrichment
Discours de C. de Gaulle
Film: Au revoir les enfants by Malle
Review the future tense. Conditional
tense.
Review articles, different forms of
which. Vocabulary enrichment to learn
how to shop in different stores.
Review imperfect and perfect tenses
and expression of possession.
66
Play at one theatre Sans papiers
Une pièce de théâtre en français
Molière L’Avare. Des extraits
Santé : dépendances, déséquilibres et
mal-être, la santé dans le monde.
Review linking words, reflexive verbs.
Present participle
Rêves amers de Maryse Condé.
Préparation du Delf.
Relations sociales : Famille, Amour et
amitié, Les valeurs des jeunes, Le
monde du travail,
Revision for Delf Exam
A
Réaliser une visite audioguidée de sa ville. Répondre á
une demande d’informations.
Fiche d’un livre. Des
interviews, des reportages
radio, des extraits de blogues.
Réaliser une interview pour
une émission de radio. Ecrire
une biographie. Faire le
portrait de quelqu’un.
Interview á S. Testud
Ėcrire un témoignage pour un
courrier des lecteurs. Fiche
d’un livre. France : tendance
bio.
Participer à un concours sur le
développement durable.
Articles de presse, interview
radio. Faire un discours pour
dénoncer des problèmes.
Dire qu’on se souvient, qu’on a
oublié. Le lexique du souvenir.
Les temps du passé.
Décrire un lieu. Comparer.
La place des adjectifs et les
nuances de sens.
Décrire une personne.
Le lexique de la description
physique et morale.
Rapportez les propos de
quelqu’un. Les pronoms
relatifs composés, le discours
rapporté et la concordance des
temps.
Exprimer la souffrance
physique, le plaisir, la joie, le
bonheur. Le lexique du bienêtre.
Les indicateurs de temps et le
gérondif
Exprimer : la colère, la
déception, l’espoir, le doute.
Indicatif ou subjonctif, le futur
antérieur. Le lexique de
l’environnement.
Présenter une oeuvre d’art.
Proposer des sorties
culturelles. Fiche d’un film. Des
critiques de spectacles, des
émissions culturelles,
Le cinéma africain.
Passer un entretien
d’embauche, rédiger une lettre
de motivation.
Des émissions radio.
Les infos.
Préparer un débat. Exposer
ses arguments, écrire un essai
argumentatif.
Le subjonctif dans l’expression
des sentiments, le conditionnel
passé, l’hypothèse avec si
Les articulateurs du discours.
Le lexique du travail. Le
participe présent. Exprimer sa
capacité á faire.
Créer une plaquette de
présentation d’un projet
d’entraide. Exposer un projet,
écrire une lettre de demande.
Radio Canada : reportage radio
Lisa Charrier : interview radio.
Dessins de presse sur la
solidarité
Exprimer la cause et la
conséquence. Le lexique de la
solidarité. L’aide à la
personne : extraits de blogue,
petites annonces.
C
A
C
Raconter une histoire insolite,
écrire une enquête policière.
Interview radio á Abd Al Malik.
Les griots
67
Exprimer la concession et
l’opposition.
Le lexique des discriminations.
68
APPENDIX – COMMON EUROPEAN FRAMEWORK
What is the Common European Framework?
The Common European Framework provides a common basis for the elaboration of language syllabuses, curriculum
guidelines, examinations, textbooks, etc. across Europe. It describes in a comprehensive way what language learners
have to learn to do in order to use a language for communication and what knowledge and skills they have to develop
so as to be able to act effectively. The description also covers the cultural context in which language is set. The
Framework also defines levels of proficiency which allow learners’ progress to be measured at each stage of learning
and on a life-long basis.
The Common European Framework is intended to overcome the barriers to communication among professionals
working in the field of modern languages arising from the different educational systems in Europe. It provides the
means for educational administrators, course designers, teachers, teacher trainers, examining bodies, etc., to reflect
on their current practice, with a view to situating and co-ordinating their efforts and to ensuring that they meet the
real needs of the learners for whom they are responsible.
By providing a common basis for the explicit description of objectives, content and methods, the Framework will
enhance the transparency of courses, syllabuses and qualifications, thus promoting international co-operation in the
field of modern languages. The provision of objective criteria for describing language proficiency will facilitate the
mutual recognition of qualifications gained in different learning contexts, and accordingly will aid European mobility.
The taxonomic nature of the Framework inevitably means trying to handle the great complexity of human language by
breaking language competence down into separate components. This confronts us with psychological and pedagogical
problems of some depth. Communication calls upon the whole human being. The competences separated and
classified below interact in complex ways in the development of each unique human personality. As a social agent,
each individual forms relationships with a widening cluster of overlapping social groups, which together define
identity. In an intercultural approach, it is a central objective of language education to promote the favourable
development of the learner’s whole personality and sense of identity in response to the enriching experience of
otherness in language and culture. It must be left to teachers and the learners themselves to reintegrate the many
parts into a healthily developing whole.
The Framework includes the description of ‘partial’ qualifications, appropriate when only a more restricted knowledge
of a language is required (e.g. for understanding rather than speaking), or when a limited amount of time is available
for the learning of a third or fourth language and more useful results can perhaps be attained by aiming at, say,
recognition rather than recall skills. Giving formal recognition to such abilities will help to promote plurilingualism
through the learning of a wider variety of European languages.
Text above and all descriptors/tables: © Council of Europe, 2001 and respective owners.
69
ORIENTATION GRID - ENGLISH
SPEAKING
UNDERSTANDING
Basic 1
70
Basic 2
Indep 1
Indep 2
Profi 1
Profi 2
I can recognise familiar words
and very basic phrases
concerning myself, my family
and immediate concrete
surroundings when people
speak slowly and clearly.
I can understand phrases and the
highest frequency vocabulary
related to areas of most
immediate personal relevance
(e.g. very basic personal and family
information, shopping, local area,
employment). I can catch the main
point in short, clear, simple
messages and announcements.
I can understand the main points
of clear standard speech on
familiar matters regularly
encountered in work, school,
leisure, etc. I can understand the
main point of many radio or TV
programmes on current affairs or
topics of personal or professional
interest when the delivery is
relatively slow and clear.
I can understand extended
speech and lectures and follow
even complex lines of argument
provided the topic is reasonably
familiar. I can understand most
TV news and current affairs
programmes. I can understand
the majority of films in standard
dialect.
I can understand extended
speech even when it is not
clearly structured and when
relationships are only
implied and not signalled
explicitly. I can understand
television programmes and
films without too much
effort.
I have no difficulty in
understanding any kind of
spoken language, whether live or
broadcast, even when delivered
at fast native speed, provided. I
have some time to get familiar
with the accent.
I can understand familiar
names, words and very simple
sentences, for example on
notices and posters or in
catalogues.
I can read very short, simple texts.
I can find specific, predictable
information in simple everyday
material such as advertisements,
prospectuses, menus and
timetables and I can understand
short simple personal letters.
I can understand texts that consist
mainly of high frequency everyday
or job-related language. I can
understand the description of
events, feelings and wishes in
personal letters.
I can read articles and reports
concerned with contemporary
problems in which the writers
adopt particular attitudes or
viewpoints. I can understand
contemporary literary prose.
I can understand long and
complex factual and literary
texts, appreciating
distinctions of style. I can
understand specialised
articles and longer technical
instructions, even when they
do not relate to my field.
I can read with ease virtually all
forms of the written language,
including abstract, structurally or
linguistically complex texts such
as manuals, specialised articles
and literary works.
I can interact in a simple way
provided the other person is
prepared to repeat or rephrase
things at a slower rate of
speech and help me formulate
what I'm trying to say. I can ask
and answer simple questions
in areas of immediate need or
on very familiar topics.
I can communicate in simple and
routine tasks requiring a simple
and direct exchange of
information on familiar topics and
activities. I can handle very short
social exchanges, even though I
can't usually understand enough
to keep the conversation going
myself.
I can deal with most situations
likely to arise whilst travelling in an
area where the language is
spoken. I can enter unprepared
into conversation on topics that
are familiar, of personal interest or
pertinent to everyday life (e.g.
family, hobbies, work, travel and
current events).
I can interact with a degree of
fluency and spontaneity that
makes regular interaction with
native speakers quite possible. I
can take an active part in
discussion in familiar contexts,
accounting for and sustaining
my views.
I can express myself fluently
and spontaneously without
much obvious searching for
expressions. I can use
language flexibly and
effectively for social and
professional purposes. I can
formulate ideas and opinions
with precision and relate my
contribution skilfully to those
of other speakers.
I can take part effortlessly in any
conversation or discussion and
have a good familiarity with
idiomatic expressions and
colloquialisms. I can express
myself fluently and convey finer
shades of meaning precisely. If I
do have a problem I can
backtrack and restructure around
the difficulty so smoothly that
other people are hardly aware of
it.
WRITING
Basic 1
71
Basic 2
Indep 1
Indep 2
Profi 1
Profi 2
I can use simple phrases and
sentences to describe where I
live and people I know.
I can use a series of phrases and
sentences to describe in simple
terms my family and other people,
living conditions, my educational
background and my present or
most recent job.
I can connect phrases in a simple
way in order to describe
experiences and events, my
dreams, hopes and ambitions. I
can briefly give reasons and
explanations for opinions and
plans. I can narrate a story or
relate the plot of a book or film
and describe my reactions.
I can present clear, detailed
descriptions on a wide range of
subjects related to my field of
interest. I can explain a
viewpoint on a topical issue
giving the advantages and
disadvantages of various
options.
I can present clear, detailed
descriptions of complex
subjects integrating subthemes, developing
particular points and
rounding off with an
appropriate conclusion.
I can present a clear, smoothlyflowing description or argument
in a style appropriate to the
context and with an effective
logical structure which helps the
recipient to notice and
remember significant points.
I can write a short, simple
postcard, for example sending
holiday greetings. I can fill in
forms with personal details, for
example entering my name,
nationality and address on a
hotel registration form.
I can write short, simple notes and
messages relating to matters in
areas of immediate needs. I can
write a very simple personal letter,
for example thanking someone for
something.
I can write simple connected text
on topics which are familiar or of
personal interest. I can write
personal letters describing
experiences and impressions.
I can write clear, detailed text
on a wide range of subjects
related to my interests. I can
write an essay or report,
passing on information or giving
reasons in support of or against
a particular point of view. I can
write letters highlighting the
personal significance of events
and experiences.
I can express myself in clear,
well-structured text,
expressing points of view at
some length. I can write
about complex subjects in a
letter, an essay or a report,
underlining what I consider
to be the salient issues. I can
select style appropriate to
the reader in mind.
I can write clear, smoothlyflowing text in an appropriate
style. I can write complex letters,
reports or articles which present
a case with an effective logical
structure which helps the
recipient to notice and
remember significant points. I
can write summaries and reviews
of professional or literary works.
PARLATO
COMPRENSIONE
ORIENTATION GRID - ITALIAN
72
Basic 1
Basic 2
Indep 1
Indep 2
Profi 1
Profi 2
Riesco a riconoscere parole
che mi sono familiari ed
espressioni molto semplici
riferite a me stesso, alla mia
famiglia e al mio ambiente,
purché le persone parlino
lentamente e chiaramente.
Riesco a capire espressioni e
parole di uso molto frequente
relative a ciò che mi riguarda
direttamente (per esempio
informazioni di base sulla mia
persona e sulla mia famiglia, gli
acquisti, l’ambiente circostante
e il lavoro). Riesco ad afferrare
l’essenziale di messaggi e
annunci brevi, semplici e chiari.
Riesco a capire gli elementi principali in
un discorso chiaro in lingua standard su
argomenti familiari, che affronto
frequentemente al lavoro, a scuola, nel
tempo libero ecc. Riesco a capire
l’essenziale di molte trasmissioni
radiofoniche e televisive su argomenti di
attualità o temi di mio interesse
personale o professionale, purché il
discorso sia relativamente lento e
chiaro.
Riesco a capire discorsi di una
certa lunghezza e conferenze e
a seguire argomentazioni
anche complesse purché il
tema mi sia relativamente
familiare. Riesco a capire la
maggior parte dei notiziari e
delle trasmissioni TV che
riguardano fatti d’attualità e la
maggior parte dei film in lingua
standard.
Riesco a capire un discorso
lungo anche se non é
chiaramente strutturato e le
relazioni non vengono
segnalate, ma rimangono
implicite. Riesco a capire
senza troppo sforzo le
trasmissioni televisive e i
film.
Non ho nessuna difficoltà a
capire qualsiasi lingua parlata,
sia essa dal vivo sia trasmessa,
anche se il discorso é tenuto in
modo veloce da un madrelingua,
purché abbia il tempo di
abituarmi all’ accento.
Riesco a capire i nomi e le
persone che mi sono
familiari e frasi molto
semplici, per esempio
quelle di annunci,
cartelloni, cataloghi.
Riesco a leggere testi molto
brevi e semplici e a trovare
informazioni specifiche e
prevedibili in materiale di uso
quotidiano, quali pubblicità,
programmi, menù e orari.
Riesco a capire lettere personali
semplici e brevi.
Riesco a capire testi scritti di uso
corrente legati alla sfera quotidiana o al
lavoro. Riesco a capire la descrizione di
avvenimenti, di sentimenti e di desideri
contenuta in lettere personali.
Riesco a leggere articoli e
relazioni su questioni
d’attualità in cui l’autore
prende posizione ed esprime
un punto di vista determinato.
Riesco a comprendere un testo
narrativo contemporaneo.
Riesco a capire testi letterari
e informativi lunghi e
complessi e so apprezzare le
differenze di stile. Riesco a
capire articoli specialistici e
istruzioni tecniche piuttosto
lunghe, anche quando non
appartengono al mio
settore.
Riesco a capire con facilità
praticamente tutte le forme di
lingua scritta inclusi i testi
teorici, strutturalmente o
linguisticamante complessi, quali
manuali, articoli specialistici e
opere letterarie.
Riesco a interagire in modo
semplice se l’interlocutore
é disposto a ripetere o a
riformulare più lentamente
certe cose e mi aiuta a
formulare ciò che cerco di
dire. Riesco a porre e a
rispondere a domande
semplici su argomenti
molto familiari o che
riguardano bisogni
immediati.
Riesco a comunicare
affrontando compiti semplici e
di routine che richiedano solo
uno scambio semplice e diretto
di informazioni su argomenti e
attività consuete. Riesco a
partecipare a brevi
conversazioni, anche se di solito
non capisco abbastanza per
riuscire a sostenere la
conversazione.
Riesco ad affrontare molte delle
situazioni che si possono presentare
viaggiando in una zona dove si parla la
lingua. Riesco a partecipare, senza
essermi preparato, a conversazioni su
argomenti familiari, di interesse
personale o riguardanti la vita
quotidiana ( per esempio la famiglia, gli
hobby, il lavoro, i viaggi e i fatti di
attualità).
Riesco a comunicare con un
grado di spontaneità e
scioltezza sufficiente per
interagire in modo normale con
parlanti nativi. Riesco a
partecipare attivamente a una
discussione in contesti
familiari, esponendo e
sostenendo le mie opinioni.
Riesco ad esprimermi in
modo sciolto e spontaneo
senza dover cercare troppo
le parole. Riesco ad usare la
lingua in modo flessibile ed
efficace nelle relazioni
sociali e professionali. Riesco
a formulare idee e opinioni
in modo preciso e a
collegare abilmente i miei
interventi con quelli di altri
interlocutori.
Riesco a partecipare senza sforzi
a qualsiasi conversazione e
discussione ed ho familiarità con
le espressioni idiomatiche e
colloquiali. Riesco ad esprimermi
con scioltezza e a rendere con
precisione sottili sfumature di
significato. In caso di difficoltà,
riesco a ritornare sul discorso e a
riformularlo in modo cosí
scorrevole che difficilmente
qualcuno se ne accorge. .
SCRITTO
73
Basic 1
Basic 2
Indep 1
Indep 2
Profi 1
Profi 2
Riesco a usare espressioni e
frasi semplici per descrivere
il luogo dove abito e la
gente che conosco.
Riesco ad usare una serie di
espressioni e frasi per descrivere
con parole semplici la mia
famiglia ed altre persone, le mie
condizioni di vita, la carriera
scolastica e il mio lavoro attuale
o il più recente.
Riesco a descrivere, collegando semplici
espressioni, esperienze ed avvenimenti,
i miei sogni, le mie speranze e le mie
ambizioni. Riesco a motivare e spiegare
brevemente opinioni e progetti. Riesco a
narrare una storia e la trama di un libro
o di un film e a descrivere le mie
impressioni. .
Riesco a esprimermi in modo
chiaro e articolato su una vasta
gamma di argomenti che mi
interessano. Riesco a esprimere
un’ opinione su un argomento
d’attualità, indicando vantaggi
e svantaggi delle diverse
opzioni.
Riesco a presentare
descrizioni chiare e
articolate su argomenti
complessi, integrandovi temi
secondari, sviluppando punti
specifici e concludendo il
tutto in modo appropriato.
Riesco a presentare descrizioni o
argomentazioni chiare e
scorrevoli, in uno stile adeguato
al contesto e con una struttura
logica efficace, che possa aiutare
il destinatario a identificare i
punti salienti da rammentare. di
chi ascolta sui punti più
importanti e adattare il mio
linguaggio allo stile del momento
e a quello di chi ascolta.
Riesco a scrivere una breve
e semplice cartolina , ad
esempio per mandare i
saluti delle vacanze. Riesco
a compilare moduli con dati
personali scrivendo per
esempio il mio nome, la
nazionalità e l’indirizzo sulla
scheda di registrazione di
un albergo.
Riesco a prendere semplici
appunti e a scrivere brevi
messaggi su argomenti
riguardanti bisogni immediati.
Riesco a scrivere una lettera
personale molto semplice, per
esempio per ringraziare
qualcuno.
Riesco a scrivere testi semplici e coerenti
su argomenti a me noti o di mio
interesse. Riesco a scrivere lettere
personali esponendo esperienze e
impressioni.
Riesco a scrivere testi chiari e
articolati su un’ampia gamma di
argomenti che mi interessano.
Riesco a scrivere saggi e
relazioni, fornendo
informazioni e ragioni a favore
o contro una determinata
opinione. Riesco a scrivere
lettere mettendo in evidenza il
significato che attribuisco
personalmente agli
avvenimenti e alle esperienze.
mettendo in evidenza quello
che è importante.
Riesco a scrivere testi chiari
e ben strutturati
sviluppando analiticamente
il mio punto di vista. Riesco
a scrivere lettere, saggi e
relazioni esponendo
argomenti complessi,
evidenziando i punti che
ritengo salienti. Riesco a
scegliere lo stile adatto ai
lettori ai quali intendo
rivolgermi.
Riesco a scrivere testi chiari,
scorrevoli e stilisticamente
appropriati. Riesco a scrivere
lettere, relazioni e articoli
complessi, supportando il
contenuto con una struttura
logica efficace che aiuti il
destinatario a identificare i punti
salienti da rammentare. Riesco a
scrivere riassunti e recensioni di
opere letterarie e di testi
specialisti.
74
Basic 2
Je peux comprendre des
expressions et un vocabulaire
très fréquent relatifs à ce qui
me concerne de très près (par
ex. moi-même, ma famille, les
achats, l’environnement
proche, le travail). Je peux saisir
l'essentiel d'annonces et de
messages simples et clairs.
Indep 1
Je peux comprendre les points essentiels quand un langage clair et
standard est utilisé et s’il s’agit de sujets
familiers concernant le travail, l’école,
les loisirs, etc. Je peux comprendre
l'essentiel de nombreuses émissions de
radio ou de télévision sur l'actualité ou
sur des sujets qui m’intéressent à titre
personnel ou professionnel si l’on parle
d'une façon relativement lente et
distincte.
Indep 2
Je peux comprendre des
conférences et des discours
assez longs et même suivre une
argumentation complexe si le
sujet m'en est relativement
familier. Je peux comprendre la
plupart des émissions de
télévision sur l'actualité et les
informations. Je peux
comprendre la plupart des
films en langue standard.
Profi 1
Je peux comprendre un long
discours même s'il n'est pas
clairement structuré et que
les articulations sont
seulement implicites. Je
peux comprendre les
émissions de télévision et les
films sans trop d'effort.
Profi 2
Je n'ai aucune difficulté à
comprendre le langage oral, que
ce soit dans les conditions du
direct ou dans les médias et
quand on parle vite, à condition
d'avoir du temps pour me
familiariser avec un accent
particulier.
Je peux comprendre des
noms familiers, des mots
ainsi que des phrases très
simples, par exemple dans
des annonces, des affiches
ou des catalogues.
Je peux lire des textes courts
très simples. Je peux trouver
une information particulière
prévisible dans des documents
courants comme les publicités,
les prospectus, les menus et les
horaires et je peux comprendre
des lettres personnelles courtes
et simples.
Je peux comprendre des textes rédigés
essentiellement dans une langue
courante ou relative à mon travail. Je
peux comprendre la description
d'événements, l'expression de
sentiments et de souhaits dans des
lettres personnelles.
Je peux lire des articles et des
rapports sur des questions
contemporaines dans lesquels
les auteurs adoptent une
attitude particulière ou un
certain point de vue. Je peux
comprendre un texte littéraire
contemporain en prose.
Je peux comprendre des
textes factuels ou littéraires
longs et complexes et en
apprécier les différences de
style. Je peux comprendre
des articles spécialisés et de
longues instructions
techniques même lorsqu'ils
ne sont pas en relation avec
mon domaine.
Je peux lire sans effort tout type
de texte, même abstrait ou
complexe quant au fond ou à la
forme, par exemple un manuel,
un article spécialisé ou une
oeuvre littéraire.
Je peux faire face à la majorité des
situations que l'on peut rencontrer au
cours d'un voyage dans une région où la
langue est parlée. Je peux prendre part
sans préparation à une conversation sur
des sujets familiers ou d'intérêt
personnel ou qui concernent la vie
quotidienne (par exemple famille,
loisirs, travail, voyage et actualité).
Je peux communiquer avec un
degré de spontanéité et
d'aisance qui rende possible
une interaction normale avec
un locuteur natif. Je peux
participer activement à une
conversation dans des
situations familières, présenter
et défendre mes opinions.
Je peux m'exprimer
spontanément et
couramment sans trop
apparemment devoir
chercher mes mots. Je peux
utiliser la langue de manière
souple et efficace pour des
relations sociales ou
professionnelles. Je peux
exprimer mes idées et
opinions avec précision et
lier mes interventions à
celles de mes interlocuteurs.
Je peux participer sans effort à
toute conversation ou discussion
et je suis aussi très à l’aise avec
les expressions idiomatiques et
les tournures courantes. Je peux
m’exprimer couramment et
exprimer avec précision de fines
nuances de sens. En cas de
difficulté, je peux faire marche
arrière pour y remédier avec
assez d'habileté et pour qu'elle
passe presque inaperçue.
C
O
M
P
R
E
N
D
R
E
Basic 1
Je peux comprendre des
mots familiers et des
expressions très courantes
au sujet de moi-même, de
ma famille et de
l'environnement concret
et immédiat, si les gens
parlent lentement et
distinctement.
Je peux communiquer, de
façon simple, à condition
que l'interlocuteur soit
disposé à répéter ou à
reformuler ses phrases
plus lentement et à
m'aider à formuler ce que
j'essaie de dire. Je peux
poser des questions
simples sur des sujets
familiers ou sur ce dont j’ai
immédiatement besoin,
ainsi que répondre à de
telles questions.
Je peux communiquer lors de
tâches simples et habituelles ne
demandant qu'un échange
d'informations simple et direct
sur des sujets et des activités
familiers. Je peux avoir des
échanges très brefs même si,
en règle générale, je ne
comprends pas assez pour
poursuivre une conversation.
P
A
R
L
E
R
PARLER
COMPRENDRE
ORIENTATION GRID - FRENCH
ECRIRE
75
Basic 1
Basic 2
Indep 1
Indep 2
Profi 1
Profi 2
Je peux utiliser des
expressions et des phrases
simples pour décrire mon
lieu d'habitation et les
gens que je connais.
Je peux utiliser une série de
phrases ou d'expressions pour
décrire en termes simples ma
famille et d'autres gens, mes
conditions de vie, ma formation
et mon activité professionnelle
actuelle ou récente.
Je peux m'exprimer de manière simple
afin de raconter des expériences et des
événements, mes rêves, mes espoirs ou
mes buts. Je peux brièvement donner
les raisons et explications de mes
opinions ou projets. Je peux raconter
une histoire ou l'intrigue d'un livre ou
d'un film et exprimer mes réactions.
Je peux m'exprimer de façon
claire et détaillée sur une
grande gamme de sujets
relatifs à mes centres d'intérêt.
Je peux développer un point de
vue sur un sujet d’actualité et
expliquer les avantages et les
inconvénients de différentes
possibilités.
Je peux présenter des
descriptions claires et
détaillées de sujets
complexes, en intégrant des
thèmes qui leur sont liés, en
développant certains points
et en terminant mon
intervention de façon
appropriée.
Je peux présenter une
description ou une
argumentation claire et fluide
dans un style adapté au
contexte, construire une
présentation de façon logique et
aider mon auditeur à remarquer
et à se rappeler les points
importants.
Je peux écrire une courte
carte postale simple, par
exemple de vacances. Je
peux porter des détails
personnels dans un
questionnaire, inscrire par
exemple mon nom, ma
nationalité et mon adresse
sur une fiche d'hôtel.
Je peux écrire des notes et
messages simples et courts. Je
peux écrire une lettre
personnelle très simple, par
exemple de remerciements.
Je peux écrire un texte simple et
cohérent sur des sujets familiers ou qui
m’intéressent personnellement. Je peux
écrire des lettres personnelles pour
décrire expériences et impressions.
Je peux écrire des textes clairs
et détaillés sur une grande
gamme de sujets relatifs à mes
intérêts. Je peux écrire un essai
ou un rapport en transmettant
une information ou en
exposant des raisons pour ou
contre une opinion donnée. Je
peux écrire des lettres qui
mettent en valeur le sens que
j’attribue personnellement aux
événements et aux
expériences.
Je peux m'exprimer dans un
texte clair et bien structuré
et développer mon point de
vue. Je peux écrire sur des
sujets complexes dans une
lettre, un essai ou un
rapport, en soulignant les
points que je juge
importants. Je peux adopter
un style adapté au
destinataire.
Je peux écrire un texte clair,
fluide et stylistiquement adapté
aux circonstances. Je peux
rédiger des lettres, rapports ou
articles complexes, avec une
construction claire permettant
au lecteur d’en saisir et de
mémoriser les points
importants. Je peux résumer et
critiquer par écrit un ouvrage
professionnel ou une oeuvre
littéraire.
HABLAR
COMPRENDER
ORIENTATION GRID – SPANISH
76
Basic 1
Reconozco palabras y
expresiones muy básicas
que se usan
habitualmente, relativas a
mí mismo, a mi familia y a
mi entorno inmediato
cuando se habla despacio y
con claridad.
Basic 2
Comprendo frases y el
vocabulario más habitual sobre
temas de interés personal
(información personal y familiar
muy básica, compras, lugar de
residencia, empleo).
Soy capaz de captar la idea
principal de avisos y mensajes
breves, claros y sencillos.
Indep 1
Comprendo las ideas principales cuando
el discurso es claro y normal y se tratan
asuntos cotidianos que tienen lugar en
el trabajo, en la escuela, durante el
tiempo de ocio, etc. Comprendo la idea
principal de muchos programas de radio
o televisión que tratan temas actuales o
asuntos de interés personal o
profesional, cuando la articulación es
relativamente lenta y clara.
Indep 2
Comprendo discursos y
conferencias extensos e incluso
sigo líneas argumentales
complejas siempre que el tema
sea relativamente conocido.
Comprendo casi todas las
noticias de la televisión y los
programas sobre temas
actuales.
Comprendo la mayoría de las
películas en las que se habla en
un nivel de lengua estándar.
Soy capaz de leer artículos e
informes relativos a problemas
contemporáneos en los que los
autores adoptan posturas o
puntos de vista concretos.
Comprendo la prosa literaria
contemporánea.
Comprendo palabras y
nombres conocidos y
frases muy sencillas, por
ejemplo las que hay en
letreros, carteles y
catálogos.
Soy capaz de leer textos muy
breves y sencillos. Sé encontrar
información específica y
predecible en escritos sencillos
y cotidianos como anuncios
publicitarios, prospectos,
menús y horarios y comprendo
cartas personales breves y
sencillas.
Comprendo textos redactados en una
lengua de uso habitual y cotidiano o
relacionada con el trabajo. Comprendo
la descripción de acontecimientos,
sentimientos y deseos en cartas
personales.
Puedo participar en una
conversación de forma
sencilla siempre que la
otra persona esté
dispuesta a repetir lo que
ha dicho o a decirlo con
otras palabras y a una
velocidad más lenta y me
ayude a formular lo que
intento decir. Planteo y
contesto preguntas
sencillas sobre temas de
necesidad inmediata o
asuntos muy habituales.
Utilizo expresiones y frases
sencillas para describir el
lugar donde vivo y las
personas que conozco.
Puedo comunicarme en tareas
sencillas y habituales que
requieren un intercambio
simple y directo de información
sobre actividades y asuntos
cotidianos. Soy capaz de
realizar intercambios sociales
muy breves, aunque, por lo
general, no puedo comprender
lo suficiente como para
mantener la conversación por
mí mismo.
Sé desenvolverme en casi todas las
situaciones que se me presentan cuando
viajo donde se habla esa lengua. Puedo
participar espontáneamente en una
conversación que trate temas cotidianos
de interés personal o que sean
pertinentes para la vida diaria (por
ejemplo, familia, aficiones, trabajo,
viajes y acontecimientos actuales).
Puedo participar en una
conversación con cierta fluidez
y espontaneidad, lo que
posibilita la comunicación
normal con hablantes nativos.
Puedo tomar parte activa en
debates desarrollados en
situaciones cotidianas
explicando y defendiendo mis
puntos de vista.
Utilizo una serie de expresiones
y frases para describir con
términos sencillos a mi familia y
otras personas, mis condiciones
de vida, mi origen educativo y
mi trabajo actual o el último
que tuve.
Sé enlazar frases de forma sencilla con
el fin de describir experiencias y hechos,
mis sueños, esperanzas y ambiciones.
Puedo explicar y justificar brevemente
mis opiniones y proyectos. Sé narrar una
historia o relato, la trama de un libro o
película y puedo describir mis
reacciones.
Presento descripciones claras y
detalladas de una amplia serie
de temas relacionados con mi
especialidad.
Sé explicar un punto de vista
sobre un tema exponiendo las
ventajas y los inconvenientes
de varias opciones.
Profi 1
Comprendo discursos
extensos incluso cuando no
están estructurados con
claridad y cuando las
relaciones están sólo
implícitas y no se señalan
explícitamente. Comprendo
sin mucho esfuerzo los
programas de televisión y las
películas.
Profi 2
No tengo ninguna dificultad
para comprender cualquier tipo
de lengua hablada, tanto en
conversaciones en vivo como en
discursos retransmitidos,
aunque se produzcan a una
velocidad de hablante nativo,
siempre que tenga tiempo para
familiarizarme con el acento.
Comprendo textos largos y
complejos de carácter
literario o basados en
hechos, apreciando
distinciones de estilo.
Comprendo artículos
especializados e
instrucciones técnicas largas,
aunque no se relacionen con
mi especialidad.
Me expreso con fluidez y
espontaneidad sin tener que
buscar de forma muy
evidente las expresiones
adecuadas. Utilizo el
lenguaje con flexibilidad y
eficacia para fines sociales y
profesionales.
Formulo ideas y opiniones
con precisión y relaciono mis
intervenciones hábilmente
con las de otros hablantes.
Soy capaz de leer con facilidad
prácticamente todas las formas
de lengua escrita, incluyendo
textos abstractos estructural o
lingüísticamente complejos
como, por ejemplo, manuales,
artículos especializados y obras
literarias.
Presento descripciones
claras y detalladas sobre
temas complejos que
incluyen otros temas,
desarrollando ideas
concretas y terminando con
una conclusión apropiada.
Presento descripciones o
argumentos de forma clara y
fluida y con un estilo que es
adecuado al contexto y con una
estructura lógica y eficaz que
ayuda al oyente a fijarse en las
ideas importantes y a
recordarlas.
Tomo parte sin esfuerzo en
cualquier conversación o
debate y conozco bien
modismos, frases hechas y
expresiones coloquiales. Me
expreso con fluidez y transmito
matices sutiles de sentido con
precisión. Si tengo un problema,
sorteo la dificultad con tanta
discreción que los demás
apenas se dan cuenta.
Basic 1
ESCRIBIR
Soy capaz de escribir
postales cortas y sencillas,
por ejemplo para enviar
felicitaciones.
Sé rellenar formularios con
datos personales, por
ejemplo mi nombre, mi
nacionalidad y mi dirección
en el formulario del
registro de un hotel.
77
Basic 2
Soy capaz de escribir notas y
mensajes breves y sencillos
relativos a mis necesidades
inmediatas.
Puedo escribir cartas
personales muy sencillas, por
ejemplo agradeciendo algo a
alguien.
Indep 1
Indep 2
Profi 1
Soy capaz de escribir textos sencillos y
bien enlazados sobre temas que me son
conocidos o de interés personal.
Puedo escribir cartas personales que
describen experiencias e impresiones.
Soy capaz de escribir textos
claros y detallados sobre una
amplia serie de temas
relacionados con mis intereses.
Puedo escribir redacciones o
informes transmitiendo
información o proponiendo
motivos que apoyen o refuten
un punto de vista concreto. Sé
escribir cartas que destacan la
importancia que le doy a
determinados hechos y
experiencias.
Soy capaz de expresarme en
textos claros y bien
estructurados exponiendo
puntos de vista con cierta
extensión.
Puedo escribir sobre temas
complejos en cartas,
redacciones o informes
resaltando lo que considero
que son aspectos
importantes. Selecciono el
estilo apropiado para los
lectores a los que van
dirigidos mis escritos.
Profi 2
Soy capaz de escribir textos
claros y fluidos en un estilo
apropiado. Puedo escribir
cartas, informes o artículos
complejos que presentan
argumentos con una estructura
lógica y eficaz que ayuda al
oyente a fijarse en las ideas
importantes y a recordarlas.
Escribo resúmenes y reseñas de
obras profesionales o literarias.
GLOBAL LEVEL DESCRIPTORS
Basic
1
Basic
2
Indep
1
78
ENGLISH
ITALIAN
FRENCH
SPANISH
Can understand and use familiar everyday
expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type. Can
introduce him/herself and others and can ask
and answer questions about personal details
such as where he/she lives, people he/she knows
and things he/she has. Can interact in a simple
way provided the other person talks slowly and
clearly and is prepared to help.
Riesce a comprendere e utilizzare espressioni
familiari di uso quotidiano e formule molto
comuni per soddisfare bisogni di tipo concreto.
Sa presentare se stesso/a e altri ed è in grado di
porre domande su dati personali e rispondere a
domande analoghe (il luogo dove abita, le
persone che conosce, le cose che possiede). È in
grado di interagire in modo semplice purché
l’interlocutore parli lentamente e chiaramente e
sia disposto a collaborare.
Can understand sentences and frequently used
expressions related to areas of most immediate
relevance (e.g. very basic personal and family
information, shopping, local geography,
employment). Can communicate in simple and
routine tasks requiring a simple and direct
exchange of information on familiar and routine
matters. Can describe in simple terms aspects of
his/her background, immediate environment and
matters in areas of immediate need.
Riesce a comprendere frasi isolate ed espressioni
di uso frequente relative ad ambiti di immediata
rilevanza (ad es. informazioni di base sulla
persona e sulla famiglia, acquisti, geografia
locale, lavoro). Riesce a comunicare in attività
semplici e di routine che richiedono solo uno
scambio di informazioni semplice e diretto su
argomenti familiari e abituali. Riesce a descrivere
in termini semplici aspetti del proprio vissuto e
del proprio ambiente ed elementi che si
riferiscono a bisogni immediati.
Peut comprendre et utiliser des expressions
familières et quotidiennes ainsi que des énoncés
très simples qui visent à satisfaire des besoins
concrets. Peut se présenter ou présenter
quelqu'un et poser à une personne des questions
la concernant - par exemple, sur son lieu
d'habitation, ses relations, ce qui lui appartient,
etc. - et peut répondre au même type de
questions. Peut communiquer de façon simple si
l'interlocuteur parle lentement et distinctement
et se montre coopératif.
Peut comprendre des phrases isolées et des
expressions fréquemment utilisées en relation
avec des domaines immédiats de priorité (par
exemple, informations personnelles et familiales
simples, achats, environnement proche, travail).
Peut communiquer lors de tâches simples et
habituelles ne demandant qu'un échange
d'informations simple et direct sur des sujets
familiers et habituels. Peut décrire avec des
moyens simples sa formation, son
environnement immédiat et évoquer des sujets
qui correspondent à des besoins immédiats.
Can understand the main points of clear standard
input on familiar matters regularly encountered
in work, school, leisure, etc. Can deal with most
situations likely to arise whilst travelling in an
area where the language is spoken. Can produce
simple connected text on topics which are
familiar or of personal interest. Can describe
experiences and events, dreams, hopes &
ambitions and briefly give reasons and
explanations for opinions and plans.
È in grado di comprendere i punti essenziali di
messaggi chiari in lingua standard su argomenti
familiari che affronta normalmente al lavoro, a
scuola, nel tempo libero, ecc. Se la cava in molte
situazioni che si possono presentare viaggiando
in una regione dove si parla la lingua in
questione. Sa produrre testi semplici e coerenti
su argomenti che gli siano familiari o siano di suo
interesse. È in grado di descrivere esperienze e
avvenimenti, sogni, speranze, ambizioni, di
esporre brevemente ragioni e dare spiegazioni su
opinioni e progetti.
Es capaz de comprender y utilizar expresiones
cotidianas de uso muy frecuente así como frases
sencillas destinadas a satisfacer necesidades de
tipo inmediato.
Puede presentarse a sí mismo y a otros, pedir y
dar información personal básica sobre su
domicilio, sus pertenencias y las personas que
conoce.
Puede relacionarse de forma elemental siempre
que su interlocutor hable despacio y con claridad
y esté dispuesto a cooperar.
Es capaz de comprender frases y expresiones de
uso frecuente relacionadas con áreas de
experiencia que le son especialmente relevantes
(información básica sobre sí mismo y su familia,
compras, lugares de interés, ocupaciones, etc.)
Sabe comunicarse a la hora de llevar a cabo
tareas simples y cotidianas que no requieran más
que intercambios sencillos y directos de
información sobre cuestiones que le son
conocidas o habituales.
Sabe describir en términos sencillos aspectos de
su pasado y su entorno así como cuestiones
relacionadas con sus necesidades inmediatas.
Es capaz de comprender los puntos principales
de textos claros y en lengua estándar si tratan
sobre cuestiones que le son conocidas, ya sea en
situaciones de trabajo, de estudio o de ocio.
Sabe desenvolverse en la mayor parte de las
situaciones que pueden surgir durante un viaje
por zonas donde se utiliza la lengua.
Es capaz de producir textos sencillos y
coherentes sobre temas que le son familiares o
en los que tiene un interés personal.
Puede describir experiencias, acontecimientos,
deseos y aspiraciones, así como justificar
brevemente sus opiniones o explicar sus planes.
Peut comprendre les points essentiels quand un
langage clair et standard est utilisé et s'il s'agit de
choses familières dans le travail, à l'école, dans
les loisirs, etc. Peut se débrouiller dans la plupart
des situations rencontrées en voyage dans une
région où la langue cible est parlée. Peut
produire un discours simple et cohérent sur des
sujets familiers et dans ses domaines d'intérêt.
Peut raconter un événement, une expérience ou
un rêve, décrire un espoir ou un but et exposer
brièvement des raisons ou explications pour un
projet ou une idée.
ENGLISH
Indep
2
Profi
1
Profi
2
79
ITALIAN
FRENCH
SPANISH
Can understand the main ideas of complex text
on both concrete and abstract topics, including
technical discussions in his/her field of
specialisation. Can interact with a degree of
fluency and spontaneity that makes regular
interaction with native speakers quite possible
without strain for either party. Can produce
clear, detailed text on a wide range of subjects
and explain a viewpoint on a topical issue giving
the advantages and disadvantages of various
options.
È in grado di comprendere le idee fondamentali
di testi complessi su argomenti sia concreti sia
astratti, comprese le discussioni tecniche nel
proprio settore di specializzazione. È in grado di
interagire con relativa scioltezza e spontaneità,
tanto che l’interazione con un parlante nativo si
sviluppa senza eccessiva fatica e tensione. Sa
produrre testi chiari e articolati su un’ampia
gamma di argomenti e esprimere un’opinione su
un argomento d’attualità, esponendo i pro e i
contro delle diverse opzioni.
Peut comprendre le contenu essentiel de sujets
concrets ou abstraits dans un texte complexe, y
compris une discussion technique dans sa
spécialité. Peut communiquer avec un degré de
spontanéité et d'aisance tel qu'une conversation
avec un locuteur natif ne comportant de tension
ni pour l'un ni pour l'autre. Peut s'exprimer de
façon claire et détaillée sur une grande gamme
de sujets, émettre un avis sur un sujet d’actualité
et exposer les avantages et les inconvénients de
différentes possibilités.
Can understand a wide range of demanding,
longer texts, and recognise implicit meaning. Can
express him/herself fluently and spontaneously
without much obvious searching for expressions.
Can use language flexibly and effectively for
social, academic and professional purposes. Can
produce clear, well-structured, detailed text on
complex subjects, showing controlled use of
organisational patterns, connectors and cohesive
devices.
È in grado di comprendere un’ampia gamma di
testi complessi e piuttosto lunghi e ne sa ricavare
anche il significato implicito. Si espri-me in modo
scorrevole e spontaneo, senza un eccessivo
sforzo per cercare le parole. Usa la lingua in
modo flessibile ed efficace per scopi sociali,
accademici e professionali. Sa produrre testi
chiari, ben strutturati e articolati su argomenti
complessi, mostrando di saper controllare le
strutture discorsive, i connettivi e i meccanismi di
coesione.
Peut comprendre une grande gamme de textes
longs et exigeants, ainsi que saisir des
significations implicites. Peut s'exprimer
spontanément et couramment sans trop
apparemment devoir chercher ses mots. Peut
utiliser la langue de façon efficace et souple dans
sa vie sociale, professionnelle ou académique.
Peut s'exprimer sur des sujets complexes de
façon claire et bien structurée et manifester son
contrôle des outils d'organisation, d'articulation
et de cohésion du discours.
Can understand with ease virtually everything
heard or read. Can summarise information from
different spoken and written sources,
reconstructing arguments and accounts in a
coherent presentation. Can express him/herself
spontaneously, very fluently and precisely,
differentiating finer shades of meaning even in
more complex situations.
È in grado di comprendere senza sforzo
praticamente tutto ciò che ascolta o legge. Sa
riassumere informazioni tratte da diverse fonti,
orali e scritte, ristrutturando in un testo coerente
le argomentazioni e le parti informative. Si
esprime spontaneamente, in modo molto
scorrevole e preciso e rende distintamente sottili
sfumature di significato anche in situazioni
piuttosto complesse.
Peut comprendre sans effort pratiquement tout
ce qu'il/elle lit ou entend. Peut restituer faits et
arguments de diverses sources écrites et orales
en les résumant de façon cohérente. Peut
s'exprimer spontanément, très couramment et
de façon précise et peut rendre distinctes de
fines nuances de sens en rapport avec des sujets
complexes.
Es capaz de entender las ideas principales de
textos complejos que traten de temas tanto
concretos como abstractos, incluso si son de
carácter técnico siempre que estén dentro de su
campo de especialización.
Puede relacionarse con hablantes nativos con un
grado suficiente de fluidez y naturalidad de modo
que la comunicación se realice sin esfuerzo por
parte de ninguno de los interlocutores.
Puede producir textos claros y detallados sobre
temas diversos así como defender un punto de
vista sobre temas generales indicando los pros y
los contras de las distintas opciones.
Es capaz de comprender una amplia variedad de
textos extensos y con cierto nivel de exigencia,
así como reconocer en ellos sentidos implícitos.
Sabe expresarse de forma fluida y espontánea sin
muestras muy evidentes de esfuerzo para
encontrar la expresión adecuada.
Puede hacer un uso flexible y efectivo del idioma
para fines sociales, académicos y profesionales.
Puede producir textos claros, bien estructurados
y detallados sobre temas de cierta complejidad,
mostrando un uso correcto de los mecanismos
de organización, articulación y cohesión del
texto.
Es capaz de comprender con facilidad
prácticamente todo lo que oye o lee.
Sabe reconstruir la información y los argumentos
procedentes de diversas fuentes, ya sean en
lengua hablada o escrita, y presentarlos de
manera coherente y resumida.
Puede expresarse espontáneamente, con gran
fluidez y con un grado de precisión que le
permite diferenciar pequeños matices de
significado incluso en situaciones de mayor
complejidad.
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SOURCES
The present series of IMHS Curriculum Documents draws on a number of existing documents that we
acknowledge in the following list. All rights belong to the respective owners.
Documents published by the International Baccalaureate Organization are used under the following
conditions (Rules and policy for use of IB intellectual property, Copyright materials, IB World
Schools, Guidelines for permitted acts):
“b) IB teachers with authorized access to the online curriculum centre (OCC) may download to a
computer and save any IB files that are published there as programme documentation. They, or a
designated department of the school on their behalf, may then print a copy (or copies) in part or
whole. They may also extract sections from that file, for using independently or inserting into another
work for information or teaching purposes within the school community.”
Documents published by the NGA Center for Best Practices and the Council of Chief State Officers are
used under the following conditions (Public License, License grant):
“The NGA Center for Best Practices (NGA Center) and the Council of Chief State School Officers
(CCSSO) hereby grant a limited, non-exclusive, royalty-free license to copy, publish, distribute, and
display the Common Core State Standards for purposes that support the Common Core State
Standards Initiative. These uses may involve the Common Core State Standards as a whole or selected
excerpts or portions.”
Documents published by the Council of Europe are used under the following conditions (Copyright
Information):
“The Common European Framework of Reference for Languages is protected by copyright. Extracts
may be reproduced for non-commercial purposes provided that the source is fully acknowledged.”
LANGUAGE A:




MYP GUIDE Published January 2009
DP GUIDE Published February 2011
Common core standards “© Copyright 2010. National Governors Association Center for Best
Practices and Council of Chief State School Officers. All rights reserved.”
MIUR, Ministero dell’Istruzione, dell’Università e della Ricerca, “Piani Specifici di
Apprendimento – Scuola Secondaria di I grado”
LANGUAGE B :



81
MYP GUIDE Published March 2012
DP GUIDE Published March 2011
CEFR various documents © Council of Europe 2011
SOCIAL STUDIES :


MYP GUIDE Published August 2009, Published February 2012
DP GUIDE – HISTORY Published March 2008
SCIENCE:


MYP GUIDE Published February 2010
DP GUIDE – BIOLOGY, CHEMISTRY, PHYSICS Published March 2007
MATHEMATICS :


MYP GUIDE Published January 2011
DP GUIDE Published September 2006
ARTS
 MYP GUIDE Published August 2008
PE and IT
82


MYP GUIDE PE Published August 2009
MYP GUIDE TECHNOLOGY Published August 2008



https://sites.google.com/a/westlakeacademy.org/teachers/Home/MYPtechnologycourseinfo
http://www.wuxitaihuinternationalschool.org/technology.html#4
http://www.isparis.edu/page.cfm?p=406)
83
END OF DOCUMENT
Last revision: April 10, 2013