ELP Language Biography Generic Checklists En

8/9/2019 ELP Language Biography Generic Checklists En

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GENERIC CHECKLISTS FOR USE IN ELPs DESIGNED FOR LANGUAGE LEARNERS

AGED 15+

European Language Portfolio Templates and ResourcesLanguage Biography


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Generic checklists

for use in ELPs designed for language learners aged 15+

Checklists of “I can” descriptors are an obligatory requirement in all ELPs. They epand the general

descriptors of the self!assessment grid into a detailed in"entory of communicati"e acti"ity that can be

used for regular goal!setting and self!assessment. They also mediate to learners the CE#$%s action!

oriented approach& 'hich describes language learning as a "ariety of language use.

This 'ebsite supports the de"elopment of checklists by making a"ailable(

• a bank of descriptors for le"els )*& )+& ,*& ,+& C* and C+ deri"ed from "alidated ELPs

• descriptors for le"els )*.*& )*.+& )+.*& )+.+& ,*.*& ,*.+& ,+.* and ,+.+ de"eloped for

learners in lo'er secondary education in -'iterland

• descriptors compiled by E)/0)L- for le"els )*& )*1& )+& )+1& ,*& ,*1& ,+& ,+1& C*& C*1

and C+

2e"elopers of ELPs for younger learners may also 'ish to consult the 'ork of the ,ergen “Can 2o”

Pro3ect of the EC4L& a"ailable at http(55'''.ecml.at5documents5pub++*E+66789asselgreen.pdf.

The checklists that follo' are intended for use in ELPs designed for learners aged *:1. They are

based on the checklists de"eloped for the Cercle- ELP ;+n the basis of this comparison

some Cercle- descriptors 'ere replaced and others 'ere rephrased.

These checklists may be used in their original English5#rench "ersions and5or translated into other languages. )lternati"ely& they may ser"e as a point of departure for the de"elopment of checklists for

a particular target group. In order to ensure that descriptors correspond to the CE#$ le"el to 'hich

they are attached& it is strongly recommended that any adaptation of these checklists should be

undertaken 'ith close reference to the resources listed abo"e.

?hen de"eloping “I can” checklists ELP de"elopers may find it useful to bear the follo'ing points in

mind(

• It is impossible to create a checklist that fully encompasses the range of communication

attached to any CE#$ le"el5acti"ity. #or this reason it is necessary to lea"e a fe' blank spaces

at the end of each checklist so that learners can add descriptors that their teachers suggest to

them or that they think of themsel"es.

• The ability to perform one checklist task5acti"ity does not necessarily imply that the learner

can perform other tasks5acti"ities at the same le"el. It has been suggested that 'hen learners

can perform at least @6A of the tasks5acti"ities specified for a particular le"el and acti"ity&

they can claim to ha"e achie"ed that le"el for that acti"ity.

• The more descriptors the checklists contain& the more effecti"ely they can be used to support

goal!setting and reflection on learning goals and content& 'hich are key pedagogical purposes

of the ELP.

• The relation of checklist descriptors to communicati"e tasks is not the same at all CE#$

le"els. )t le"el )* learners may need to acti"ate se"eral descriptors simultaneously in order to

participate in e"en "ery simple communicati"e interactions( I can exchange basic greetings

EUROPEAN LANGUAGE PORTFOLO ! PORTFOLO EUROP"EN #E$ LANGUE$%ouncil of Europe ! %onseil de l&Europe

'


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and leave-takingsB I can ask how someone is and say how I amB I can ask and answer simple

direct questions on very familiar topics. )+ descriptors tend specify straightfor'ard and

predictable e"eryday tasks( I can participate in short conversations in routine contexts on

topics of interest B I can handle simple telephone callsB I can make simple transactions (e.g. in

shops, post offices, railway stations=. #rom ,* up'ards descriptors refer to increasingly

comple communicati"e activity that embraces an e"er!epanding range of tasks 'hose

performance requires an increasingly sophisticated control of underlying linguistic

competence( I can participate effectively in extended discussions and debates on subjects of

personal, academic or professional interest ;,+=B I can give clear detailed summaries of

complex subjects in my field ;C*=B I can write detailed critical appraisals of cultural events or

literary works ;C+=. )ccordingly& the relation bet'een the checklists and goal!setting5self!

assessment gradually changes as learners mo"e up through the CE#$ le"els ;for a fuller

discussion of this point see 2a"id Little& “The European Language Portfolio( 'here pedagogy

and assessment meet”=.

• -ome ELP de"elopers arrange their checklists first by le"el and then by acti"ity& 'hile others

arrange them first by acti"ity and then by le"el. The latter arrangement has been adopted in

these generic checklists.

• -ome ELP de"elopers ha"e found it helpful to present checklists in the language;s= that are being learnt( in this 'ay the descriptors become a resource for supporting reflecti"e talk in the

target language.

• Checklists need to be presented to ELP o'ners in such a 'ay that they can be used

recursi"ely to support the planning& monitoring and e"aluation of learning. -ome de"elopers

pro"ide space beside each descriptor that allo's the ELP o'ner to identify a learning target&

record 'hen that the target has been achie"ed& and record also 'hen another person confirms

that the target has been achie"ed& like this(

A1 SPOKEN INTEA!TION 4y learningtarget

I can do this -omeone elseconfirms that I

can do this

I can echange basic greetings and lea"e!takings 6*.6


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A1 LISTENING

I can understand basic 'ords and phrases about myself and my family 'hen people speak slo'ly and clearly

I can understand "ery short dialogues 'hen people speak slo'ly and clearly

I can understand simple instructions& directions and comments

I can understand the names of e"eryday ob3ects in my immediate en"ironment

I can understand basic greetings and routine phrases ;e.g.& please& thank you=

I can understand simple questions about myself 'hen people speak slo'ly and clearly

I can understand numbers& quantities ;basic 'eights and measures=& and prices

I can understand days of the 'eek and months of the year

I can understand clock time and dates

I can understand familiar 'ords and phrases in films& ad"ertisements& cartoons& etc.

I can understand familiar 'ords and phrases in songs that I hear on the radio or T

A" LISTENING

I can understand 'hat people say to me in simple e"eryday con"ersation 'hen they speak slo'ly and clearly

I can understand e"eryday 'ords and phrases relating to areas of immediate personal rele"ance ;e.g.& family& student life&

local en"ironment& employment=

I can understand e"eryday 'ords and phrases relating to areas of personal interest ;e.g.& hobbies& social life& holidays& music&

T& films& tra"el=

I can grasp the essential elements of clear simple messages and recorded announcements ;e.g.& on the telephone& at therail'ay station=

I can understand simple phrases& questions and information relating to basic personal needs ;e.g.& shopping& eating out& going

to the doctor=

I can follo' simple directions ;e.g.& ho' to get from F to G= by foot or public transport

I can usually identify the topic of con"ersation around me 'hen people speak slo'ly and clearly

I can follo' changes of topic in factual T ne's items and form an idea of the main content

I can identify the main point of T ne's items reporting e"ents& accidents& etc.& if there is "isual support

I can understand short& simple stories 'hen they are told or read clearly and slo'ly

I can understand simple& concrete instructions about ho' to use materials and equipment

I can understand simple descriptions of operations related to my 'ork if they are supported by practical demonstrations


)


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#1 LISTENING

I can follo' the gist of e"eryday con"ersation 'hen people speak clearly to me in standard dialect

I can understand straightfor'ard factual information about e"eryday& study! or 'ork!related topics& identifying both general

messages and specific details& pro"ided speech is clearly articulated in a generally familiar accent.

I can understand the main points of discussions on familiar topics in e"eryday situations 'hen people speak clearly in

standard dialect

I can follo' a lecture or talk 'ithin my o'n academic or professional field& pro"ided the sub3ect matter is familiar and the

presentation straightfor'ard and clearly structured

I can catch the main elements of radio ne's bulletins and recorded audio material on familiar topics deli"ered in clear

standard speech

I can follo' many T programmes on topics of personal or cultural interest broadcast in standard dialect

I can follo' many films in 'hich "isuals and action carry much of the storyline& 'hen the language is clear and

straightfor'ard

I can follo' detailed directions& messages and information ;e.g.& tra"el arrangements& recorded 'eather forecasts& ans'ering!

machines=

I can understand simple technical information& such as operating instructions for e"eryday equipment.

I can understand a short narrati"e 'ell enough to be able to guess 'hat may happen net

#" LISTENING

I can understand standard spoken language on both familiar and unfamiliar topics in e"eryday situations e"en in a noisyen"ironment

I can 'ith some effort catch much of 'hat is said around me& but may find it difficult to understand a discussion bet'een

se"eral nati"e speakers 'ho do not modify their language in any 'ay

I can understand announcements and messages on concrete and abstract topics spoken in standard dialect at normal speed

I can follo' etended talks deli"ered in standard dialect on cultural& intercultural and social issues ;e.g.& customs& media&

lifestyle& E0=

I can follo' comple lines of argument& pro"ided these are clearly signposted and the topic is reasonably familiar

I can follo' the essentials of lectures& talks and reports and other forms of academic or professional presentation in my field

I can follo' most T ne's programmes& documentaries& inter"ie's& talk sho's and the ma3ority of films in standard dialect

I can follo' most radio programmes and audio material deli"ered in standard dialect and identify the speaker%s mood& tone&etc.

I am sensiti"e to epressions of feeling and attitudes ;e.g.& critical& ironic& supporti"e& flippant& disappro"ing=


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!1 LISTENING

I can follo' etended speech e"en 'hen it is not clearly structured and 'hen relationships are only implied and not signalled

eplicitly

I can recognise a 'ide range of idiomatic epressions and colloquialisms& appreciating register shifts

I can understand enough to follo' etended speech on abstract and comple topics of academic or "ocational rele"ance&

though I may need to confirm occasional details& especially if the accent is unfamiliar

I can easily follo' comple interactions bet'een third parties in group discussion and debate& e"en on abstract and

unfamiliar topics

I can follo' most lectures& discussions and debates in my academic or professional field 'ith relati"e ease

I can understand comple technical information& such as operating instructions and specifications for familiar products and

ser"ices

I can etract specific information from poor quality& audibly distorted public announcements ;e.g.& in a station& sports

stadium& etc.=

I can understand a 'ide range of recorded and broadcast audio material& including some non!standard usage& and identify

finer points of detail including implicit attitudes and relationships bet'een speakers

I can follo' films employing a considerable degree of slang and idiomatic usage

!" LISTENING

I can understand any kind of spoken language& 'hether li"e or broadcast& e"en 'hen deli"ered at fast nati"e speed& pro"ided

I ha"e some time to get familiar 'ith the accent

I can follo' specialised lectures and presentations employing a high degree of colloquialism& regional usage or unfamiliar

terminology

I can appreciate irony and sarcasm and dra' appropriate conclusions about their use

I can appreciate the sociocultural implications of language used by other speakers and can react accordingly

I can fully appreciate films& plays& T and the radio& including humour& nuance& and implied meaning


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EA$ING

A1 EA$ING

I can pick out familiar names& 'ords and phrases in "ery short simple tets

I can understand 'ords and "ery short phrases frequently encountered in public places ;e.g.& “EFIT”& “H> -4>IHJ”&“2)HJE$”& “CL>-E2”=

I can understand simple forms 'ell enough to gi"e basic personal details ;e.g.& name& address& date of birth=

I can understand simple 'ritten messages and comments relating to my studies ;e.g.& “'ell done”& “re"ise”=

I can understand short simple messages on greeting cards and postcards ;e.g.& holiday greetings& birthday greetings= and in

tet messages and e!mails

I can get an idea of the content of simple informational material if there is pictorial support ;e.g.& posters& catalogues&

ad"ertisements=

I can follo' short simple 'ritten directions ;e.g.& to go from F to G=

I can follo' instructions that ha"e clear pictures and fe' 'ords

I can find 'hat I%m looking for in catalogues and lists such as football league tables and “top ten” lists

I can locate a concert or a film on calendars of public e"ents or posters and identify 'here it takes place and at 'hat time it

starts

I can understand the most important orders in a computer program& such as “P$IHT”& “-)E”& “C>PG”

I can understand basic information about people ;age& place of residence= in ne'spaper articles

A" EA$INGI can understand short simple messages and tets containing basic e"eryday "ocabulary relating to areas of personal

rele"ance or interest

I can understand e"eryday signs and public notices ;e.g.& on the street& in shops& hotels& rail'ay stations=

I can find specific predictable information in simple e"eryday material such as ad"ertisements& timetables& menus&

directories& brochures

I can understand instructions 'hen epressed in simple language ;e.g.& ho' to use a public telephone=

I can understand regulations 'hen they are epressed in simple language ;e.g.& safety notices& regulations go"erning

attendance at lectures=

I can understand short simple personal letters gi"ing or requesting information about e"eryday life or offering an in"itation

I can identify key information in short ne'spaper5magaine reports

I can understand basic information in routine letters and messages ;e.g.& hotel reser"ations& personal telephone messages=

I can understand short narrati"es about familiar e"eryday things pro"ided the tet is 'ritten in simple language


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#1 EA$ING

I can read straightfor'ard factual tets on sub3ects related to my field of interest 'ith a reasonable le"el of understanding

I can recognise significant points in straightfor'ard ne'spaper articles on familiar sub3ects

I can identify the main conclusions in clearly signalled argumentati"e tets related to my academic or professional field

I can understand the description of e"ents& feelings and 'ishes in personal letters and e!mails 'ell enough to correspond 'itha pen friend

I can find and understand rele"ant information in e"eryday material& such as standard letters& brochures and short official

documents

I can understand clearly 'ritten straightfor'ard instructions ;e.g.& for using a piece of equipment& ans'ering questions in an

eam& installing computer soft'are& preparing food=

I can scan longer tets in my field in order to locate desired information& and gather information from different parts of a

tet& or from different tets in order to fulfil a specific task

I can follo' the plot of clearly structured narrati"es and modern literary tets

I can skim short tets ;e.g. ne's summaries= and find rele"ant facts and information ;e.g. 'ho has done 'hat and 'here=

#" EA$ING

I can quickly scan through long and comple tets on a "ariety of topics in my field to locate rele"ant details

I can read correspondence relating to my field of interest and readily grasp the essential meaning

I can obtain information& ideas and opinions from highly specialised sources 'ithin my academic or professional field

I can understand articles on specialised topics using a dictionary and other appropriate reference resources

I can quickly identify the content and rele"ance of ne's items& articles and reports on a 'ide range of professional topics&

deciding 'hether closer study is 'orth'hile

I can understand articles and reports concerned 'ith contemporary problems in 'hich the 'riters adopt particular stances or

"ie'points

I can understand lengthy comple instructions in my field& including details on conditions or 'arnings& pro"ided I can reread

difficult sections

I can read most modern literary tets ;e.g. no"els& short stories& poems& plays= 'ith little difficulty 'hen I ha"e got used to

the author%s style


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!1 EA$ING

I can scan relati"ely quickly through books and articles 'ithin my field of interest and assess their rele"ant to my needs

I can understand in detail highly specialised tets in my o'n academic or professional field& such as research reports and

abstracts& though I may 'ant time to reread them

I can understand a 'ide range of long and comple tets in 'hich stated opinions and implied points of "ie' are discussed

I can understand formal letters connected or unconnected 'ith my field if I can occasionally check 'ith a dictionary

I can read contemporary literary tets 'ith no difficulty and 'ith appreciation of implicit meanings and ideas

I can read etensi"ely for pleasure 'ithout using a dictionary unless I 'ant to check precise meaning& usage or pronunciation

I can understand detailed and comple instructions for a ne' machine or procedure& 'hether or not the instructions relate tomy o'n area of speciality& pro"ided I can reread difficult sections

!" EA$ING

I can scan quickly through comple tets from a "ariety of genres& including unfamiliar onesB I can read se"eral in parallel to

integrate information from them

I can understand a 'ide range of long and comple tets& appreciating subtle distinctions of style and implicit as 'ell as

eplicit meaning

I can make effecti"e use of comple& technical or highly specialised tets to meet my academic or professional purposes

I can understand and interpret critically classical as 'ell as contemporary literary tets in different genres

I can understand comple factual documents such as technical manuals and legal contracts

I can understand tets ;e.g. ne'spaper columns and satirical glosses= in 'hich much is said in an indirect and ambiguous

'ay and 'hich contain hidden "alue 3udgements

I can easily understand any formal correspondence& including letters dealing 'ith specialised or legal matters


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SPOKEN INTEA!TION

A1 SPOKEN INTEA!TION

I can echange basic greetings and lea"e!takings

I can ask ho' someone is and say ho' I am

I can say 'ho I am& ask someone%s name and introduce someone

I can say I don%t understand& ask people to repeat 'hat they say or speak more slo'ly& attract attention and ask for help

I can ask ho' to say something in the language or 'hat a 'ord means

I can ask and ans'er simple direct questions on "ery familiar topics ;e.g.& family& student life& 'ork= 'ith help from the

person I am talking to

I can ask people for things and gi"e people things& saying “please” and “thank you” as appropriate

I can handle numbers& quantities& cost and time

I can make simple purchases& using pointing and gestures to support 'hat I say

I can reply in an inter"ie' to simple direct questions about personal details if these are spoken "ery slo'ly and clearly in

standard dialect

A" SPOKEN INTEA!TION

I can handle short social echanges and make myself understood if people help me

I can participate in short con"ersations in routine contets on topics of interest

I can make and respond to in"itations& suggestions& apologies and requests for permission

I can say 'hat I like or dislike& and agree or disagree

I can epress 'hat I feel in simple terms& and epress thanks appropriately

I can discuss 'hat to do& 'here to go& make arrangements to meet ;e.g.& in the e"ening& at the 'eekend=

I can ask and ans'er simple questions about familiar topics ;e.g.& 'eather& hobbies& social life& music& sport=

I can ask and ans'er simple questions about things that ha"e happened ;e.g.& yesterday& last 'eek& last year=

I can handle simple telephone calls ;e.g.& say 'ho is calling& ask to speak to someone& gi"e my number& gi"e or take take a

simple message=

I can make simple transactions ;e.g.& in shops& post offices& rail'ay stations= and order something to eat or drink

I can get simple practical information ;e.g.& asking for directions& booking accommodation& going to the doctor=


/0


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#1 SPOKEN INTEA!TION

I can sustain an etended con"ersation or discussion on most topics that are familiar or of personal interest but may

sometimes need help in communicating my thoughts

I can take part in routine formal discussion on familiar sub3ects in my academic or professional field if it is conducted inclearly articulated speech in standard dialect

I can echange& check and confirm factual information on familiar routine and non!routine matters 'ithin my field 'ithsome confidence

I can epress and respond to feelings and attitudes ;e.g.& surprise& happiness& sadness& interest& uncertainty& indifference=

I can epress my thoughts about abstract or cultural topics such as music or films& and gi"e brief comments on the "ie's ofothers

I can eplain 'hy something is a problem& discuss 'hat to do net& compare and contrast alternati"es

I can obtain detailed information and can ask for and follo' detailed directions

I can handle most practical tasks in e"eryday situations ;e.g.& making telephone enquiries& asking for a refund& negotiating

purchase=

I can pro"ide concrete information required in an inter"ie'5consultation ;e.g.& describe symptoms to a doctor=& but 'ith

limited precision

I can take some initiati"es in an inter"ie'5consultation ;e.g.& bring up a ne' sub3ect= but am "ery dependent on theinter"ie'er to pro"ide support

I can use a prepared questionnaire to carry out a structured inter"ie'& 'ith some spontaneous follo'!up questions

#" SPOKEN INTEA!TION

I can participate fully in con"ersations on general topics 'ith a degree of fluency and naturalness& and appropriate use of

register

I can participate effecti"ely in etended discussions and debates on sub3ects of personal& academic or professional interest&

marking clearly the relationship bet'een ideas

I can account for and sustain my opinion in discussion by pro"iding rele"ant eplanations& arguments and comments

I can epress& negotiate and respond sensiti"ely to feelings& attitudes& opinions& tone& "ie'points

I can echange detailed factual information on matters 'ithin my academic or professional field

I can help along the progress of a pro3ect by in"iting others to 3oin in& epress their opinions& etc.

I can cope linguistically 'ith potentially comple problems in routine situations ;e.g.& complaining about goods and ser"ices=

I can cope adequately 'ith emergencies ;e.g.& summon medical assistance& telephone the police or breakdo'n ser"ice=

I can handle personal inter"ie's 'ith ease& taking initiati"es and epanding ideas 'ith little help or prodding from an

inter"ie'er

I can carry out an effecti"e& fluent inter"ie'& departing spontaneously from prepared questions& follo'ing up and probing

interesting replies


//


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!1 SPOKEN INTEA!TION

I can use language fleibly and effecti"ely for social purposes& including emotional& allusi"e and 3oking usage

I can participate effecti"ely in etended debates on abstract and comple topics of a specialist nature in my academic or

professional field

I can easily follo' and contribute to comple interactions bet'een third parties in group discussion e"en on abstract or less

familiar topics

I can argue a formal position con"incingly& responding to questions and comments and ans'ering comple lines of counter

argument fluently& spontaneously and appropriately

I can participate fully in an inter"ie'& either as inter"ie'er or as inter"ie'ee& fluently epanding and de"eloping the pointunder discussion& and handling inter3ections 'ith confidence

I can use the telephone for a "ariety of purposes& including sol"ing problems and misunderstanding& though I may need toask for clarification if the accent is unfamiliar

!" SPOKEN INTEA!TION

I can con"erse comfortably& appropriately and 'ithout limitations in casual con"ersation& at social e"ents and in more formal

discussions and debates

I can hold my o'n in formal discussion of comple and specialist issues in my field& putting for'ard and sustaining an

articulate and persuasi"e argument& at no disad"antage to nati"e speakers

I can keep up my side of the dialogue as inter"ie'er or inter"ie'ee 'ith complete confidence and fluency& structuring the

talk and interacting authoritati"ely at no disad"antage to a nati"e speaker

I can employ irony and understatement in an appropriate manner

?hen arguing for or against a case& I can con"ey finer shades of meaning precisely in order to gi"e emphasis& differentiate

and eliminate ambiguity


/'


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SPOKEN PO$%!TION

A1 SPOKEN PO$%!TION

I can gi"e basic personal information about myself ;e.g.& age& address& family& sub3ects of study& 3ob= using set phrases

I can use simple 'ords and phrases to describe 'here I li"e

I can use simple 'ords and phrases to describe people I kno'

I can read a "ery short rehearsed statement ;e.g.& to introduce a speaker& propose a toast=

A" SPOKEN PO$%!TION

I can describe myself& my family and other people I kno'

I can describe my home and 'here I li"e

I can say 'hat I usually do at home& at school5college& at 'ork& in my free time

I can describe my educational background and sub3ects of study

I can gi"e short simple descriptions of e"ents or tell a simple story

I can describe past acti"ities and personal eperiences ;e.g.& 'hat I did at the 'eekend=

I can eplain 'hat I like and don%t like about something

I can gi"e simple descriptions of things and make straightfor'ard comparisons

I can deli"er "ery short rehearsed announcements of predictable learnt content

I can gi"e a short rehearsed presentation on a familiar sub3ect in my academic or professional field


/(


14/18

#1 SPOKEN PO$%!TION

I can gi"e a straightfor'ard description of a sub3ect 'ithin my academic or professional field& presenting it as a linear

sequence of points

I can narrate a story or relate the plot of a film or book

I can describe personal eperiences& reactions& dreams& hopes& ambitions& real& imagined or unepected e"ents

I can briefly gi"e reasons and eplanations for opinions& plans and actions

I can de"elop an argument 'ell enough to be follo'ed 'ithout difficulty most of the time

I can gi"e a simple summary of short 'ritten tets

I can gi"e detailed accounts of problems and incidents ;e.g.& reporting a theft& traffic accident=

I can deli"er short rehearsed announcements and statements on e"eryday matters 'ithin my field

I can gi"e a short and straightfor'ard prepared presentation on a chosen topic in my academic or professional field in a

reasonably clear and precise manner

I can eplain simply ho' to use a piece of equipment

#" SPOKEN PO$%!TION

I can gi"e clear detailed descriptions on a 'ide range of sub3ects relating to my field& epanding and supporting ideas 'ith

subsidiary points and rele"ant eamples

I can eplain a "ie'point on a topical issue& gi"ing the ad"antages and disad"antages of "arious options

I can de"elop a clear coherent argument& linking ideas logically and epanding and supporting my points 'ith appropriate

eamples

I can outline an issue or a problem clearly& speculating about causes& consequences and hypothetical situations

I can summarise short discursi"e or narrati"e material ;e.g.& 'ritten tet& radio& tele"ision=

I can deli"er announcements on most general topics 'ith a degree of clarity& fluency and spontaneity 'hich causes no strain

or incon"enience to the listener

I can gi"e a clear& systematically de"eloped presentation on a topic in my field& 'ith highlighting of significant points and

rele"ant supporting detail

I can depart spontaneously from a prepared tet and follo' up points raised by an audience


/)


15/18

!1 SPOKEN PO$%!TION

I can gi"e clear detailed summaries of comple sub3ects in my field

I can de"elop a detailed argument or narrati"e& integrating sub!themes& de"eloping particular points and rounding off 'ith an

appropriate conclusion

I can gi"e a clear& 'ell!structured presentation on a comple sub3ect in my field& epanding and supporting points of "ie'

'ith appropriate reasons and eamples

I can put together information from different sources and relate it in a coherent summary

I can present oral summaries of long& demanding tets

I can deli"er announcements fluently& almost effortlessly& using stress and intonation to con"ey finer shades of meaning

precisely

!" SPOKEN PO$%!TION

I can produce clear& smoothly!flo'ing 'ell!structured speech 'ith an effecti"e logical structure 'hich helps the recipient to

notice and remember significant points

I can gi"e clear& fluent& elaborate and often memorable descriptions

I can summarise and synthesise information and ideas from a "ariety of specialised sources in my field in a clear and fleible

manner

I can present a comple topic in my field confidently and articulately& and can handle difficult and e"en hostile questioning

I can argue a case on a comple issue& adapting the structure& content and emphasis in order to con"ince particular listeners

of the "alidity of my argument


/*


16/18

&ITING

A1 &ITING

I can fill in a simple form or questionnaire 'ith my personal details ;e.g.& date of birth& address& nationality=

I can order things by filling in a pre!printed order form

I can 'rite a greetings card or simple e!mail5tet message using set phrases

I can 'rite simple phrases and sentences about myself ;e.g.& 'here I li"e& ho' many brothers and sisters I ha"e=

I can 'rite simple phrases and sentences about my immediate en"ironment

I can copy 'ords and phrases& e.g. from a diagram or set of instructions

A" &ITING

I can 'rite short simple notes and messages ;e.g.& saying that someone telephoned& arranging to meet someone& eplaining

absence=

I can 'rite a simple curriculum "itae gi"ing essential personal information

I can 'rite about aspects of my e"eryday life in simple linked sentences ;e.g.& family& school5college& 'ork& holidays=

I can 'rite short simple imaginary biographies and stories about people

I can 'rite short simple descriptions of e"ents& past acti"ities and personal eperiences

I can 'rite a "ery simple personal letter ;e.g.& accepting or offering an in"itation& thanking someone for something&

apologising=& 'ith appropriate opening and closing

I can 'rite "ery simple formal letter ;e.g. placing an order or requesting information about a summer 3obs or hotel

accommodation=& 'ith appropriate opening and closing

I can keep a "ery simple logbook or diary


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17/18

#1 &ITING

I can 'rite a description of an e"ent ;e.g.& a recent trip=& real or imagined

I can 'rite notes con"eying simple information of immediate rele"ance to people 'ho feature in my e"eryday life& getting

across comprehensibly the points I feel are important

I can 'rite personal letters gi"ing ne's& describing eperiences and impressions& and epressing feelings

I can take do'n messages communicating enquiries and factual information& eplaining problems

I can 'rite straightfor'ard connected tets and simple essays on familiar sub3ects 'ithin my field& by linking a series of

shorter discrete elements into a linear sequence& and using dictionaries and reference resources as necessary

I can summarise the plot of a film or book& or narrate a simple story

I can 'rite "ery brief reports to a standard con"entionalised format& 'hich pass on routine factual information on matters

relating to my field

I can 'rite formal letters gi"ing or requesting detailed information ;e.g.& replying to an ad"ertisement& applying for a 3ob=

I can 'rite simple& clear instructions about 'ork routines or ho' a machine 'orks

#" &ITING

I can 'rite clear detailed tet on a 'ide range of sub3ects relating to my personal& academic or professional interests

I can 'rite letters con"eying degrees of emotion and highlighting the personal significance of e"ents and eperiences& and

commenting on the correspondent%s ne's and "ie's

I can epress ne's& "ie's and feelings effecti"ely in 'riting& and relate to the "ie's and feelings of others

I can 'rite summaries of articles on topics of general& academic or professional interest& etracting information from

different sources and media

I can 'rite an essay or report 'hich de"elops an argument& gi"ing reasons to support or negate a point of "ie'& 'eighing pros and cons

I can 'rite clear detailed descriptions of real or imaginary e"ents and eperiences in a detailed and easily readable 'ay&marking the relationship bet'een ideas

I can 'rite a short re"ie' of a film or book

I can 'rite standard formal letters requesting or communicating rele"ant information& 'ith appropriate use of register and

con"entions

!1 &ITING


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18/18

I can epress myself fluently and accurately in 'riting on a 'ide range of personal& academic or professional topics& "arying

my "ocabulary and style according to the contet

I can 'rite clear& 'ell!structured tets on comple sub3ects in my field& underlining the rele"ant salient issues& epanding and

supporting points of "ie' at some length 'ith subsidiary points& reasons and rele"ant eamples& and rounding off 'ith an

appropriate conclusion

I can 'rite clear& detailed& 'ell!structured and de"eloped descriptions and imaginati"e tets in an assured& personal& naturalstyle appropriate to the reader in mind

I can epress myself 'ith clarity and precision in personal correspondence& using language fleibly and effecti"ely& includingemotional& allusi"e and 3oking usage

I can elaborate my case effecti"ely and accurately in comple formal letters ;e.g.& registering a complaint& taking a standagainst an issue=

!" &ITING

I can 'rite papers and reports that present the background and contet& describe procedures and5or proposals& e"aluate

outcomes and dra' conclusions& and follo' appropriate con"entions throughout

I can 'rite a 'ell!structured critical re"ie' of a paper& pro3ect or proposal relating to my academic or professional field&

gi"ing reasons for my opinion

I can 'rite clear& smoothly!flo'ing& and fully engrossing stories and descriptions of eperience in a style appropriate to the

genre adopted

I can 'rite detailed critical appraisals of cultural e"ents or literary 'orks

I can 'rite persuasi"e and 'ell!structured comple formal letters ;e.g. an application& a request& or an offer to authorities or

commercial clients= in a style appropriate to their purpose

In personal correspondence I can epress myself in a consciously ironical& ambiguous and humorous 'ay


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Documents

ELP Language Biography Generic Checklists En