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Senior 3

The document provides an overview of the expected language abilities of students at the CEFR A2+ level, which is classified as basic to independent users. Students at this level can understand key points and some details in conversations, descriptions, instructions, and short news items. They can read short texts on everyday topics and find specific information. When speaking, students can discuss everyday topics, ask for and provide information, and describe their daily routines and past experiences. They are also able to write short texts in informal formats like emails, descriptions, articles, and narratives. The document outlines grammar structures, tenses, topics, and vocabulary areas students should be able to understand and produce at this level.

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olivia banegas
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65 views4 pages

Senior 3

The document provides an overview of the expected language abilities of students at the CEFR A2+ level, which is classified as basic to independent users. Students at this level can understand key points and some details in conversations, descriptions, instructions, and short news items. They can read short texts on everyday topics and find specific information. When speaking, students can discuss everyday topics, ask for and provide information, and describe their daily routines and past experiences. They are also able to write short texts in informal formats like emails, descriptions, articles, and narratives. The document outlines grammar structures, tenses, topics, and vocabulary areas students should be able to understand and produce at this level.

Uploaded by

olivia banegas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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SENIOR 3

CEFR A2+ – Basic User to Independent User


The students...
CAN understand detail in conversations about personal information and everyday life.
CAN understand key words and phrases and follow the main points in descriptions,
LISTENING

messages, instructions, discussions and short radio news items, phone conversations and
interviews.
CAN guess and predict content in a conversation, a radio interview.

CAN understand detail in short texts about everyday and job-related topics.
CAN find specific information in job advertisements, TV guides and emails.
CAN follow the main points in tourist guides, brochures and instructions.
READING

CAN understand some new words in authentic texts such as magazine articles.
CAN identify text type and understand detail
CAN use background knowledge to predict content or to sequence instructions and use
heading sand visuals to understand text and to predict content.
CAN interpret writer´s intentions.

CAN identify topics and have conversations on everyday topics


CAN ask for and give information, and discuss what to do in their free time, for example
in the evening and at weekends
CAN respond to suggestions and ask for and give directions.
CAN use some sentences to talk about people and jobs and tell a story.
CAN describe their own environment and make comparisons.
SPEAKING

CAN give their opinion, reasons and explanations.


CAN talk on the phone.
CAN tell a story and explain what was happening in the past.
CAN have a conversation about work.
CAN use interaction strategies such as:
 Clarifying and correcting conversations
 Managing turn taking and holding the floor
 Using description for unknown words
 Asking for the meaning of unknown language

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CAN write short notes, messages and emails about everyday topics
CAN write letters describing events, past activities and personal experiences.
CAN combine ideas using connectors for sequence and reason.
WRITING

CAN write simple texts using the following genres:


 an informal letter or email
 a description
 a short article
 a narrative

GRAMMATICAL CONTENT
By the end of the course the students should be able to understand and
produce the following in addition to the contents listed in the previous
Senior syllabi.

Functions Grammar
Expressing past habit Used to

Talking about the past Past continuous vs. past simple


Could

Using perfect tenses Present perfect simple


(ever/never/just/already/yet/since/and
for)

Contrasting tenses Past simple vs. present perfect simple

Expressing conditions Second conditional

Reporting Reported speech (said and told)

Using verb patterns Verb + gerund or infinitive (without


difference in meaning)
Adjective + preposition + gerund
(interested in, good at, keen on, etc)

Confirming information Question tags

Changing focus Passive voice: present and past

Using cohesive devices although, in addition, however, next,


after that

2
Comparing Comparative and superlative adjectives
and adverbs
(not) as …as
Too and enough
Too much /many

Expressing quantity Quantifiers: some, a few, few, a little,


not many, not much, not any, etc.

Expressing past within the past Past perfect

TOPICS AND VOCABULARY AREAS

The list below does not provide an exhaustive register of all the areas which can be taught
at the level and it is simply meant as a guide of the most likely semantic fields the students
may encounter. It is strongly recommendable that all the listed Topics and Vocabulary
Areas should be addressed.

Clothes

Daily life, free time and hobbies

People

Personal feelings, opinions and experiences

Entertainment and the media

Food and drink

Health

House and home

Places and buildings

School and study

Shopping

Social interaction

Sport

The natural world

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Transport, travelling and holidays

Work and jobs

Verb followed by gerunds or infinitives (love, enjoy, hate, like, can’t stand, don’t mind,
prefer, refuse, offer, want, promise, learn, decide, etc)

Adjectives followed by prepositions (interested in, good at, keen on)

Phrasal verbs

WRITING
The candidates will be asked to produce a text of about 70 words using any of the following
formats:

 email or letter
 a description
 a short article
 narrative

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