listening-&-responding

							MFL NC Level Descriptions: 2000 and 2008 versions
listening & responding
Show that they understand simple classroom commands, short statements and questions. Understand speech spoken clearly, face to face or from a good quality recording, with no background noise or interference. May need a lot of help, such as repetition and gesture. Show that they understand a range of familiar statements and questions [for example, everyday classroom language and instructions for setting tasks]. Respond to a clear model of standard language, but may need items to be repeated. Show that they understand short passages made up of familiar language that is spoken at near normal speed without interference. These passages include instructions, messages and dialogues. Identify and note main points and personal responses [for example, likes, dislikes and feelings], but may need short sections to be repeated. Show that they understand longer passages, made up of familiar language in simple sentences that are spoken at near normal speed with little interference. Identify and note main points and some details, but may need some items to be repeated. Show that they understand extracts of spoken language made up of familiar material from several topics, including present and past or future events. Cope with language spoken at near normal speed in everyday circumstances with little or no interference or hesitancy. Identify and note main points and specific details, including opinions, and may need some repetition. Show that they understand short narratives and extracts of spoken language, which cover various past, present and future events and include familiar language in unfamiliar contexts. Cope with language spoken at normal speed and with some interference and hesitancy. Identify and note main points and specific details, including points of view, and need little repetition. Show that they understand a range of material that contains some complex sentences and unfamiliar language. Understand language spoken at normal speed, including brief news items and non-factual material taken from radio or television, and need little repetition. Show that they understand different types of spoken material from a range of sources [for example, news items, interviews, documentaries, films and plays]. When listening to familiar and less familiar material, they draw inferences, recognise attitudes and emotions, and need little repetition. Show that they understand a wide range of factual and imaginative speech, some of which expresses different points of view, issues and concerns. Summarise in detail, report, and explain extracts, orally and in writing. Develop their independent listening by selecting from and responding to recorded sources according to their interests. Show that they understand a few familiar spoken words and phrases. Understand speech spoken clearly, face to face or from a good-quality recording. May need a lot of help, such as repetition or gesture. "simple classroom commands, statements, questions" becomes "familiar spoken words and phrases" new: "words" otherwise much the same "Statements, questions" becomes "spoken phrases" "words" which appears at level 1 now doesn't appear at level 2 otherwise much the same "instructions, messages, dialogues" becomes "short spoken passages" otherwise much the same

Show that they understand a range of familiar spoken phrases. Respond to a clear model of standard language, but may need items to be repeated.

Show that they understand the main points from short spoken passages made up of familiar language. Identify and note personal responses. May need short sections to be repeated. Show that they understand the main points and some of the detail from spoken passages made up of familiar language in simple sentences. May need some items to be repeated.

much the same

much the same Show that they understand the main points and opinions in spoken passages made up of familiar material from various contexts, including present and past or future events. May need some repetition. new: "understand the difference between" 3 timeframes gone: specific reference to "points of view" otherwise much the same

Show that they understand the difference between present, past and future events in a range of spoken material that includes familiar language in less familiar contexts. Identify and note the main points and specific details. Need little repetition. Show that they understand longer passages and recognise people’s points of view. The passages cover a range of material that contains some complex sentences and unfamiliar language. Understand language spoken at near normal speed, and need little repetition. Show that they understand passages including some unfamiliar material and recognise attitudes and emotions. These passages include different types of spoken material from a range of sources. When listening to familiar and less familiar material, they draw inferences, and need little repetition. Show that they understand the gist of a range of authentic passages in familiar contexts. These passages cover a range of factual and imaginative speech, some of which expresses different points of view, issues and concerns. Summarise, report, and explain extracts, orally or in writing.

"normal speed" becomes "near normal speed" gone: specific reference to "news items, nonfactual, etc" otherwise much the same much the same

gone: reference to "independent listening" ne:w specific reference to "authentic" otherwise much the same

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speaking
Respond briefly, with single words or short phrases, to what they see and hear. Pronunciation may be approximate, and they may need considerable support from a spoken model and from visual cues. Give short, simple responses to what they see and hear. Name and describe people, places and objects. Use set phrases [for example, to ask for help and permission]. Pronunciation may still be approximate and the delivery hesitant, but their meaning is clear. Take part in brief prepared tasks of at least two or three exchanges, using visual or other cues to help them initiate and respond. Use short phrases to express personal responses [for example, likes, dislikes and feelings]. Although they use mainly memorised language, they occasionally substitute items of vocabulary to vary questions or statements. Take part in simple structured conversations of at least three or four exchanges, supported by visual or other cues. Are beginning to use their knowledge of grammar to adapt and substitute single words and phrases. Pronunciation is generally accurate and they show some consistency in their intonation. Take part in short conversations, seeking and conveying information and opinions in simple terms. Refer to recent experience or future plans, as well as everyday activities and interests. Although there may be some mistakes, pupils make themselves understood with little or no difficulty. Take part in conversations that include past, present and future actions and events. Apply their knowledge of grammar in new contexts. Use the target language to meet most of their routine needs for information and explanations. Although they may be hesitant at times, pupils make themselves understood with little or no difficulty. Initiate and develop conversations and discuss matters of personal or topical interest. Improvise and paraphrase. Their pronunciation and intonation are good, and their language is usually accurate. Give and justify opinions and discuss facts, ideas and experiences. Use a range of vocabulary, structures and time references. Adapt language to deal with unprepared situations. Speak confidently with good pronunciation and intonation, and their language is largely accurate with few mistakes of any significance. Discuss a wide range of factual and imaginative topics, giving and seeking personal views and opinions in informal and formal situations. Deal confidently with unpredictable elements in conversations, or with people who are unfamiliar. Speak fluently, with consistently accurate pronunciation, and can vary intonation. Give clear messages and make few errors. Say single words and short, simple phrases in response to what they see and hear. May need considerable support from a spoken model and from visual clues. Imitate correct pronunciation with some success. gon:e " briefly" "phrases" becomes "simple phrases" new: reference to "correct pronunciation" otherwise much the same "Name and describe people, places and objects" becomes " answer simple questions and give basic information" new: "show awareness of sound patterns" "approximate pronunciation" gone: "hesitant delivery" "at least 2 or 3 exchanges" becomes "ask and answer simple questions" new: specifically "talk about their interests"

Answer simple questions and give basic information. Give short, simple responses to what they see and hear, and use set phrases. Pronunciation shows an awareness of sound patterns and their meaning is clear. Ask and answer simple questions and talk about their interests. Take part in brief prepared tasks, using visual or other clues to help them initiate and respond. Use short phrases to express personal responses. Although they use mainly memorised language, they occasionally substitute items of vocabulary to vary questions or statements. Take part in simple conversations, supported by visual or other cues, and express their opinions. Begin to use their knowledge of grammar to adapt and substitute single words and phrases. Pronunciation is generally accurate and they show some consistency in their intonation. Give a short prepared talk that includes expressing their opinions. Take part in short conversations, seeking and conveying information, opinions and reasons in simple terms. Refer to recent experiences or future plans, as well as everyday activities and interests. Vary their language and sometimes produce more extended responses. Although there may be some mistakes, pupils make themselves understood with little or no difficulty. Give a short prepared talk, expressing opinions and answering simple questions about it. Take part in conversations, using a variety of structures and producing more detailed or extended responses. Apply their knowledge of grammar in new contexts. Although they may be hesitant at times, pupils make themselves understood with little or no difficulty and with increasing confidence. Answer unprepared questions. Initiate and develop conversations and discuss matters of personal or topical interest. Improvise and paraphrase. Pronunciation and intonation are good, and their language is usually accurate. Narrate events, tell a story or relate the plot of a book or film and give their opinions. Justify their opinions and discuss facts, ideas and experiences. Use a range of vocabulary, structures and time references. Adapt language to deal with unprepared situations. Speak confidently, with good pronunciation and intonation. Language is largely accurate, with few mistakes of any significance. Take part in discussions covering a range of factual and imaginative topics. Give, justify and seek personal opinions and ideas in informal and formal situations. Deal confidently with unpredictable elements in conversations, or with people who are unfamiliar. Speak fluently, with consistently accurate pronunciation, and can vary intonation. Give clear messages and make few errors.

gone: "structured" and "at least 3 or 4 exchanges" new: "express their opinions" (previously level 5) new: specific addition "give short prepared talk" "info and opinions" becomes "info, opinions and reasons" new: "vary their language" new: "more extended responses" new: specific addition "short prepared talk" and "answer simple questions about it" new: "variety of structures" and "more detailed or extended responses" gone: "use TL for routine needs" new; "with increasing confidence" new: specific addition " answer unprepared questions" new: specific addition " narrate events, tell a story or relate the plot of a book or film and give their opinions"

new: specific reference to "factual and imaginative topics" "give and seek" becomes "give, justify and seek"

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reading & responding
Show that they understand single words presented in clear script in a familiar context. May need visual cues. Show that they understand short phrases presented in a familiar context. Match sound to print by reading aloud single familiar words and phrases. Use books or glossaries to find out the meanings of new words. Show that they understand short texts and dialogues, made up of familiar language, printed in books or word-processed. Identify and note main points and personal responses [for example, likes, dislikes and feelings]. Are beginning to read independently, selecting simple texts and using a bilingual dictionary or glossary to look up new words. Show that they understand short stories and factual texts, printed or clearly handwritten. Identify and note main points and some details. When reading on their own, as well as using a bilingual dictionary or glossary, they are beginning to use context to work out what unfamiliar words mean. Show that they understand a range of written material, including texts covering present and past or future events. Identify and note main points and specific details, including opinions. Independent reading includes authentic materials [for example, information leaflets, newspaper extracts, letters, databases]. Generally confident in reading aloud, and in using reference materials. Show that they understand a variety of texts that cover past, present and future events and include familiar language in unfamiliar contexts. Identify and note main points and specific details, including points of view. Scan written material, for stories or articles of interest, and choose books or texts to read on their own, at their own level. More confident in using context and their knowledge of grammar to work out the meaning of language they do not know. Show that they understand a range of material, imaginative and factual, that includes some complex sentences and unfamiliar language. Use new vocabulary and structures found in their reading to respond in speech or writing. Use reference materials when these are helpful. Show that they understand a wide variety of types of written material. When reading for personal interest and for information, they consult a range of reference sources where appropriate. Cope readily with unfamiliar topics involving more complex language, and recognise attitudes and emotions. Show that they understand a wide range of factual and imaginative texts, some of which express different points of view, issues and concerns, and which include official and formal material. Summarise in detail, report, and explain extracts, orally and in writing. Develop independent reading by choosing stories, articles, books and plays according to their interests, and responding to them. Recognise and read out a few familiar words and phrases presented in clear script in a familiar context. may need visual clues. Show that they understand familiar written phrases. Match sound to print by reading aloud familiar words and phrases. Use books or glossaries to find out the meanings of new words. Show that they understand the main points and personal responses in short written texts in clear printed script made up of familiar language in simple sentences. Beginning to read independently, selecting simple texts and using a bilingual dictionary or glossary to look up new words. Show that they understand the main points and some of the detail in short written texts from familiar contexts. When reading on their own, as well as using a bilingual dictionary or glossary, they begin to use context to work out the meaning of unfamiliar words. Show that they understand the main points and opinions in written texts from various contexts, including present, past or future events. Independent reading includes authentic materials. Generally confident in reading aloud, and in using reference materials. Show that they understand the difference between present, past and future events in a range of texts that include familiar language in less familiar contexts. Identify and note the main points and specific details. Scan written material for stories or articles of interest and choose books or texts to read independently, at their own level. More confident in using context and their knowledge of grammar to work out the meaning of unfamiliar language. Show that they understand longer texts and recognise people’s points of view. These texts cover a range of imaginative and factual material that contains some complex sentences and unfamiliar language. Use new vocabulary and structures found in their reading to respond in speech or writing. Use reference materials when these are helpful. Show that they understand texts including some unfamiliar material and recognise attitudes and emotions. These texts cover a wide variety of types of written material, including unfamiliar topics and more complex language. When reading for personal interest and for information, they consult a range of reference sources where appropriate. Show that they understand a wide range of authentic texts in familiar contexts. These texts include factual and imaginative material, some of which express different points of view, issues and concerns, and which include official and formal texts. Summarise, report, and explain extracts, orally or in writing. Develop independent reading by choosing and responding to stories, articles, books and plays, according to their interests. new: "specific details" (previously Level 5) new: specifically "understand the difference between" 3 time-frames "variety" becomes "range" gone: "points of view" (now at Level 7) new: "recognise and read out" "single words" becomes "familiar words and phrases" gone: "short" gone: "single (words)" "texts and dialogues" becomes "written texts" "books and word-processed" becomes "in clear printed script" new: "simple sentences"

"short stories and factual texts" becomes "written texts from familiar contexts "

gone: "specific details" (now in level 6)

new: reference to "longer" texts new: "recognise points of view" (previously Level 6)

"cope readily" becomes "understand"

new: reference to "authentic .. in familiar contexts" "summarise in detail" becomes "summarise"

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writing
Copy single familiar words correctly. Label items and select appropriate words to complete short phrases or sentences. Copy familiar short phrases correctly. Write or word-process items [for example, simple signs and instructions] and set phrases used regularly in class. When they write familiar words from memory their spelling may be approximate. Write two or three short sentences on familiar topics, using aids [for example, textbooks, wallcharts and their own written work]. Express personal responses [for example, likes, dislikes and feelings]. Write short phrases from memory and their spelling is readily understandable. Write individual paragraphs of about three or four simple sentences, drawing largely on memorised language. Are beginning to use their knowledge of grammar to adapt and substitute individual words and set phrases. Are beginning to use dictionaries or glossaries to check words they have learnt. Produce short pieces of writing, in simple sentences, that seek and convey information and opinions. Refer to recent experience or future plans, as well as to everyday activities. Although there may be some mistakes, the meaning can be understood with little or no difficulty. Use dictionaries or glossaries to check words they have learnt and to look up unknown words. Write in paragraphs, using simple descriptive language, and refer to past, present and future actions and events. Apply knowledge of grammar in new contexts. Although there may be a few mistakes, the meaning is usually clear. Produce pieces of writing of varying lengths on real and imaginary subjects, using an appropriate register. Link sentences and paragraphs, structure ideas and adapt previously learnt language for their own purposes. Edit and redraft their work, using reference sources to improve their accuracy, precision and variety of expression. Although there may be occasional mistakes, the meaning is clear. Express and justify ideas, opinions or personal points of view, and seek the views of others. Develop the content of what they have read, seen or heard. Spelling and grammar are generally accurate, and the style is appropriate to the content. Use reference materials to extend their range of language and improve their accuracy. Write coherently and accurately about a wide range of factual and imaginative topics. Choose the appropriate form of writing for a particular task, and use resources to help them vary the style and scope of their writing. Write or copy simple words or symbols correctly. Label items and select appropriate words to complete short phrases or sentences. Write one or two short sentences, following a model, and fill in the words on a simple form. Label items and write familiar short phrases correctly. When they write familiar words from memory, their spelling may be approximate. Write a few short sentences, with support, using expressions that they have already learnt. Express personal responses. Write short phrases from memory and their spelling is readily understandable. Write short texts on familiar topics, adapting language that they have already learnt. Draw largely on memorised language. Begin to use their knowledge of grammar to adapt and substitute individual words and set phrases. Begin to use dictionaries or glossaries to check words they have learnt. Write short texts on a range of familiar topics, using simple sentences. Refer to recent experiences or future plans, as well as to everyday activities. Although there may be some mistakes, the meaning can be understood with little or no difficulty. Use dictionaries or glossaries to check words they have learnt and to look up unknown words. Write texts giving and seeking information and opinions. Use descriptive language and a variety of structures. Apply grammar in new contexts. Although there may be a few mistakes, the meaning is usually clear. Write articles or stories of varying lengths, conveying opinions and points of view. Write about real and imaginary subjects and use an appropriate register. Link sentences and paragraphs, structure ideas and adapt previously learnt language for their own purposes. Edit and redraft their work, using reference sources to improve their accuracy, precision and variety of expression. Although there may be occasional mistakes, the meaning is clear. Produce formal and informal texts in an appropriate style on familiar topics. Express and justify ideas, opinions or personal points of view and seek the views of others. Develop the content of what they have read, seen or heard. Spelling and grammar are generally accurate. Use reference materials to extend their range of language and improve their accuracy. Communicate ideas accurately and in an appropriate style over a range of familiar topics, both factual and imaginative. Write coherently and accurately. Use resources to help them vary the style and scope of their writing. "single" becomes "simple" new: "or symbols" "copy" becomes "write or copy" gone: "copy" (now just "write") new: "one or two short sentences, following a model" gone: "or word-process" new: "fill in the words on a simple form" "2 or 3" becomes "a few" new: " using expressions that they have already learnt" "individual paragraphs" becomes "short texts" new: " adapting language that they have already learnt"

gone: "info and opinions" (to level 6)

new: "info and opinions" (previously Level 5) "past, present and future" becomes "variety of structures" gone: reference to "paragraphs" "pieces of writing" becomes "articles or stories" new: "opinions and points of view"

new: "formal and informal texts" new: "familiar topics"

"write" becomes "communicate ideas" "wide range" becomes "range" "familiar" appears again (as in level 8)

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