Language Outreach Programmes French Courses

Speaking: I can…

1. introduce myself and use basic greeting and leave-taking expressions.

2. ask people for things and give people things.

3. use simple phrases and sentences to describe where I live.

4. ask and answer simple questions on familiar topics (e.g. nationality, job…).

5. interact in a simple way provided the other person is prepared to repeat, rephrase, or speak slowly.

Listening: I can…

1. recognize and understand familiar words and basic phrases concerning myself, people I know and things around me when people speak slowly and clearly.

2. understand everyday questions and instructions.

3. follow easy directions.

4. understand numbers, prices, dates and times.

5. follow speech which is very slow and simple with long pauses for me to get the meaning.

Reading: I can…

1. understand the general idea of simple information documents especially if they contain pictures which help the understanding of the text.

2. understand very short texts which include familiar names, words and basic phrases.

3. follow short, simple written instructions especially if they contain pictures.

4. recognise familiar names, words and very simple phrases on notices in the most common everyday situations.

5. understand short, simple messages such as postcards, invitations…

Writing: I can…

1. fill in forms with personal details (e.g. name, date of birth, nationality...).

2. describe where I live (town, house, location).

3. write a short simple postcard to friends (where I am, what I am doing…).

4. write short letters and messages with the help of a dictionary.

5. write simple isolated phrases and sentences on everyday topics.

Pronunciation/Fluency: I can…

1. manage to pronounce very short, isolated mainly pre-packaged utterances.

2. articulate less familiar words with much pausing and false starts.

3. repeat the correct pronunciation of less familiar words if need be.

4. repair communication by reformulated misunderstood utterances.

5. spell a word if its mispronunciation prevents communication.

Vocabulary: I can…

1. use a very basic repertoire of words related to personal details.

2. use a limited range of vocabulary to talk about particular concrete situations.

3. use a small range of ready-made expressions and phrases related to everyday topics (introductions, leave-taking, apologies…).

4. imitate formulas and phrases encountered and explained in class.

5. use the vocabulary I know and some shared international words to understand the general idea of simple statements about everyday situations.

Grammar: I can…

1. show a limited control of a few simple grammatical structures (present tense, articles...).

2. reproduce simple sentence patterns that I have memorised.

3. link words or groups of words with very basic connectors such as ‘and’.

4. recognise various tenses in a text.

5. recognise marks of gender, cases or plural forms as appropriate.

Speaking: I can…

1. manage simple, routine exchanges on familiar topics in everyday situations.

2. describe everyday aspects of my environment e.g. people, places, job…

3. make plans and arrangements and deal with common aspects of everyday living such as travel, lodgings, eating and shopping.

4. talk about my daily routine, pastimes and past activities.

5. exchange ideas, opinion and information on familiar topics.

Listening: I can…

1. understand enough to manage simple, routine exchanges without too much effort.

2. catch the main points in short, clear, simple messages, announcements or news items.

3. understand simple directions: e.g. how to get from A to B (by foot, by car or public transport).

4. handle simple business in shops, post offices or banks.

5. understand the essential information from clear, slow standard speech on familiar matters (personal, family, etc) if I can ask for repetition or reformulation.

Reading: I can…

1. find specific, predictable information in simple everyday material such as ads, leaflets, menus and timetables.

2. understand everyday signs and notices in public places, such as streets, restaurants, railway stations, etc.

3. understand simple instructions on equipment encountered in everyday life.

4. read short, simple personal letters and understand most of the information.

5. understand short, simple texts written in common everyday language.

Writing: I can…

1. briefly describe my family, living conditions, job, likes and dislikes, hobbies…

2. write very simple personal letters for e.g. expressing thanks and apologies.

3. give short, basic descriptions of events and activities (past, present, future)

4. describe plans and arrangements.

5. can write short, simple notes and messages relating to matters of everyday life.

Pronunciation/Fluency: I can…

1.  be understood in short utterances despite a noticeable foreign accent.                                            

2. articulate most words but pauses and false starts are still common and my conversational partners will need to ask for repetition or reformulation at times.

3. hear the correct pronunciation of less familiar words and correct myself.

4. rehearse utterances on my own to improve my pronunciation.

5. spell a word if its mispronunciation prevents communication.

Vocabulary: I can…

1. use a basic repertoire of words to deal with everyday transactions.

2. use a range of vocabulary sufficient to cope with simple daily needs.

3. use everyday polite forms of greetings and address to respond to invitations, suggestions and apologies.

4. imitate and adapt formulae and phrases encountered and explained in class.

5. guess the meaning of some unknown words from a familiar context.

Grammar: I can…

1. use a few grammatical structures correctly to deal with everyday situations.

2. expand learned phrases through simple re-combinations of elements.

3. link groups of words with basic connectors such as ‘and’, ‘but’, ‘because’ in order to build a text (e.g. a story or a description…).

4. use a few tenses and agreements even though I still make basic mistakes.

5. start to identify my own basic mistakes in written texts if the errors are pointed out to me.

Speaking: I can…

1. start, maintain and close simple face to face conversation on familiar topics.

2. seek and give personal views or opinions.

3. deal with most situations that arise when making travel arrangements or when travelling.

4. agree or disagree politely and justify my opinion.

5. express and respond to feelings such as surprise, happiness, sadness, interest, etc.

Listening: I can…

1. generally follow discussion if the speech is quite slow and clear.

2. take part in an everyday conversation but sometimes need words/phrases to be repeated.

3. understand the main points of a radio or TV programme and simple recorded materials on topics of personal interest if the speech is relatively slow and clear.

4. understand simple technical information and follow simple directions.

5. start to make the difference between standard, formal and colloquial language.

Reading: I can…

1. understand the main points in short newspaper articles about topics that are familiar to me.

2. read short texts or interviews where an opinion is given on a topic and understand the overall meaning.

3. quickly read short texts and find relevant facts and information, e.g. who, when,...

4. read personal letters and understand most of the information including descriptions of events or feelings.

5. understand clearly written, straightforward instructions for a piece of equipment.

Writing: I can…

1. fill in a form with personal details.

2. write short and simple texts on a range of topics that I am interested in and include my personal views and opinions.

3. produce descriptions of events and activities (past, present, future).

4. write an informal letter to a friend giving news (past events, meeting arrangements…).

5. take short messages for other people.

Pronunciation/Fluency: I can…

1. produce comprehensible stretches of speech.                                           

2. speak using hesitations but fewer long pauses to plan or repair communication.

3. hear the correct pronunciation of less familiar words and correct myself.

4. plan what I want to say to improve fluency and pronunciation.

5. spell a word if its mispronunciation prevents communication.

Vocabulary: I can…

1. use a repertoire of words which allows me to get by in everyday situations.

2. use a range of vocabulary sufficient to express my opinions on a variety of topics.

3. draw on words I know to express myself on less familiar topics.

4. start making the difference between colloquial, standard and formal speech.

5. guess the meaning of some unknown words from their context.

Grammar: I can…

1. use frequently-used grammatical structures correctly.

2. adapt learned phrases to various situations.

3. link groups of words with connectors expressing time, cause, consequence (etc) in order to build a short text (e.g. a story or a description…).

4. use a few tenses and agreements even though I still make mistakes at times.

5. start to identify my own basic mistakes in written texts and in oral speech if the errors are pointed out to me.

Speaking: I can…

1. enter unprepared into conversation on topics that are familiar (personal interest, everyday life, etc.)

2. briefly give reasons and explanations for opinions and plans.

3. initiate, maintain and close simple face-to-face conversa­tion on topics that are familiar or of personal interest.

4. start again using a different tactic when communication breaks down.

5. express thoughts on more abstract, cultural topics such as films, books, music etc.

Listening: I can…

1.  demonstrate an understanding of the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc., including short narratives.

2. demonstrate an understanding of the information content of the majority of recorded or broadcast audio material (radio, TV) on current affairs and on topics of personal interest when the delivery is relatively slow and clear.

3. generally follow the main points of extended discussion around me, provided speech is clearly articulated in standard dialect.

4. demonstrate an understanding of simple technical information, such as operating instructions for everyday equipment.

5. follow detailed directions.

Reading: I can…

1. find and understand relevant information in everyday material, such as letters, brochures and short official documents.

2. identify the main conclusions in clearly signalled argumentative texts.

3. demonstrate an understanding of clearly written, straightforward instructions.

4. demonstrate an understanding of the description of events, feelings and wishes in personal letters.

5. gather information from different parts of a text, or from different texts in order to fulfil a specific task.

Writing: I can…

1. convey information and ideas on abstract as well as concrete topics.

2. write personal letters giving news and expressing thoughts about abstract or cultural topics such as music, films.

3. write personal letters describing experiences, feelings and events in some detail.

4. write simple connected text on topics which are familiar or of personal interest.

5. write a description of an event or a recent trip.

Pronunciation/Fluency: I can…

1. speak clearly even if a foreign accent is sometimes evident and occasional mispronunciations occur.

2. maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what I would like to.

3. keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is still very evident, especially in longer stretches of free production.

4. repeat back part of what someone has said to confirm mutual understanding.

5. reasonably fluently relate a straightforward narrative or description.

Vocabulary: I can…

1. use a repertoire of words which allows me to get by in everyday situations.

2. use a range of vocabulary sufficient to express my opinions on a variety of topics.

3. draw on words I know to express myself on less familiar topics.

4. manage to differentiate colloquial, standard and formal speech.

5. guess the meaning of some unknown words from their context.

Grammar: I can…

1. use frequently-used grammatical structures correctly.

2. adapt learned phrases to various situations.

3. link groups of words with connectors expressing time, cause, consequence (etc) in order to build a text (e.g. a story or a description…).

4. use a few tenses and agreements even though I still make mistakes at times.

5. start to identify my own mistakes in written texts and in oral speech if the errors are pointed out to me.

Speaking: I can…

1. express myself fluently and spontaneously without much obvious searching for expressions. 

2. use language flexibly and effectively for social and professional purposes.

3. formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers.

4. present and respond to complex lines of argument convincingly.

5.  take an active part in informal discussion in familiar contexts, commenting, putting point of view clearly.

Listening: I can…

1. demonstrate enough understanding to follow extended speech on abstract and complex topics.

2. easily follow interactions between third parties in group discussions and debates, even on abstract, unfamiliar topics.

3. demonstrate an understanding of a wide range of recorded and broadcast audio material.

4. identify finer points of detail including implicit attitudes and relationships between speakers.

5. understand and exchange complex information and advice on a full range of matters.

Reading: I can…

1. demonstrate an understanding of long and complex factual and literary texts, appreciating distinctions of style.

2.  quickly identify the content and relevance of news items, articles and reports on a wide range of professional topics.

3. demonstrate an  understanding of a wide range of lengthy, complex texts likely to be encountered in social, professional or academic life.

4. identify finer points of detail including attitudes and implied as well as stated opinions.

5. recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts.

Writing: I can…

1. take detailed notes during a lecture / while listening to recorded and broadcast audio material on topics in my field of interest.

2. summarise a wide range of factual and imaginative texts, commenting on and discussing contrasting points of view and the main themes.

3. take messages communicating enquiries, explaining problems.

4. write clear, well-structured texts of complex subjects, underlining the relevant issues and rounding off with an appropriate conclusion.

5. write letters highlighting the personal significance of events and experiences.

Pronunciation/Fluency: I can…

1. express myself fluently and spontaneously without much obvious searching for expressions. 

2. use language flexibly and effectively for social and professional purposes.

3. can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers.

4. express ideas and opinions with precision, present and respond to complex lines of argument convincingly.

5. vary intonation and place sentence stress correctly in order to express finer shades of meaning.

Vocabulary: I can…

1. express myself with little obvious searching for expressions or avoidance strategies.

2. use a broad range of idiomatic expressions and colloquialisms.

3. keep up with an animated discussion between native speakers.

4. demonstrate a generally high lexical accuracy though some confusion and incorrect word choice does occur without hindering communication.

5. backtrack when I encounter a difficulty and reformulate what I  want to say without fully interrupting the flow of speech.

Grammar: I can…

1. consistently maintain a high degree of grammatical accuracy.

2. generally correct errors when they occur.

3. produce clear, smoothly flowing, well-structured speech, showing controlled use of connectors and cohesive devices

4. select a formulation to express myself clearly in an appropriate style on a wide range of topics.

5. demonstrate language flexibility using complex sentence structures to do so.