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Excerpt from “Collated representative samples of descriptors of language competences developed for young learners: Resource for educators” A very brief summary of Pre-A1 and A1 CEFR descriptors for young learners (ages 7-11)SkillPre-A1A1Overall listening comprehension (p. 24)Can recognize everyday, familiar words, if they are spoken clearly and slowly in a clearly defined, familiar everyday contextCan recognize numbers, prices, days of the week, if they are spoken clearly and slowly in a clearly defined, familiar everyday contextCan understand short, very simple questions if they are spoken clearly and slowly and are accompanied by visuals or gestures to support meaning.Can follow slow and carefully articulated speech, with long pauses to assimilate meaning.Can recognize concrete information on familiar topics, if spoken slowly and clearly.Listening to announcements and instructions (p. 26)Can understand short, simple instructions for actions (stop, close the door), if they are delivered slowly, face-to-face, accompanied by visuals or gestures if needed.Can understand instructions spoken carefully, slowly, and directly.Can understand when someone tells him/her where something is, provided it is in the immediate environment.Can understand prices, times, and figures, spoken slowly and clearly in an announcement by loudspeaker.Listening to audio media(p. 26)Can recognize words, names and numbers that he/she already knows in simple, short recordings, provided that they are spoken very slowly and clearly.Can pick out concrete information from short audio recordings on familiar everyday topics, if they are spoken clearly and slowly.Overall reading comprehension(p. 27)Can recognize familiar words accompanied by pictures such as a picture book using familiar vocabulary.Can understand very short, simple text a single phrase at a time.Reading instructions(p. 30)Can understand very short, simple instructions, used in familiar, everyday contexts, especially if there are illustrations.Can follow short, simple written directions (ex: how to get from A to B).Reading as leisure(p. 31)No descriptorsCan understand short, illustrated narratives about everyday activities that are written in simple words.Overall spoken production(p. 31)Can produce short phrases about themselves, giving basic personal information.Can produce simple mainly isolated phrases about people and places.Sustained monologue(p. 32)Can describe him/herself using simple words and formulaic expressions, provided he/she can prepare in advance.Can say how he/she is feeling using simple words (happy, tired), accompanied by body language.Can describe him/herself, what he/she does and where he/she lives.Can describe simple aspects of his/her everyday life in a series of simple sentences, using simple words and basic phrases, provided he/she can prepare in advance.Overall spoken interaction(p. 37)Can ask and answer questions about him/herself and daily routines, using short, formulaic expressions and relying on gestures to reinforce the information.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.Conversation(p 39)Can understand and use some basic, formulaic expressions (yes, no, excuse me, please, thank you, sorry).Can greet people, say his/her name and take leave of them.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.Can take part in a simple conversation of a basic factual nature on a predictable topic (home country, family, school)Can ask how people are and react to news.Overall written production(p. 34)Can give basic personal information in writing (name, address), perhaps with the use of a dictionary.Can write simple isolated phrases and sentences.Can give information in writing about matters of personal relevance using simple words and basic expressions.Notes, messages and forms(p. 46)Can fill in very simple registration forms with basic personal details.Can write numbers and dates, own name, nationality, address, age, date of birth or arrival in the country.Can leave a simple message giving information (where he/she has gone, what time he/she will be back).This excerpt is based on the document “Collated representative samples of descriptors of language competences developed for young learners: Resource for educators”. (2018). Council of Europe (coe.inl/lang-cefr).It can be found at this address: ................
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