The Algerian English Framework MS1
MS2
Oral Can interact orally to ask Can interact orally to ask Interaction and answer a question and answer questions in • on topics and very short exchanges situations related to • on concrete topics of describing family and people, themselves and places and living others, home and conditions, possessions, time likes and dislikes, • using memorized school and leisure phrases and basic activities, and routines sentences. • using formulaic phrases Can plan for, use and and simple sentences. evaluate the Can plan for, use and effectiveness of Spoken evaluate the effectiveness Interaction Strategies of Spoken Interaction used to Strategies used to to get help from others; to facilitate pair work in facilitate pair work in class class; to convey the meaning of to maintain unknown words, conversations. phrases and structures to evaluate one's learning.
MS3
MS4
SE1
SE2
SE3
Can interact orally to ask Can interact orally to start Can interact orally to start Can interact orally to start Can interact orally to start and answer questions in and maintain short and maintain a and maintain a conversation and maintain a conversation short exchanges and to conversations (i.e. asking/ conversation (e.g. (e.g. greetings, asking (e.g. greetings, asking respond briefly to the answering questions and greetings, asking and questions and follow-up questions and follow-up news of others responding to information answering questions, questions, giving and questions, answering in • on familiar, personal and news of others) giving opinions and seeking facts and opinions) detail, giving and seeking topics about self, • on a range of familiar advice, responding to ideas • on topics of interest and facts, reasons, advice and community, personal topics related to self and and news of others) familiar matters events opinions and agreeing and experiences and plans, community • on topics of interest and and issues (e.g. current disagreeing) leisure activities, • using both routine familiar matters outside events or concrete issues • on topics of interest and • using simple sentences and simple, of self and community related to personal life and familiar matters, events and frequently used spontaneous • of a primarily concrete found in media, such as and issues (e.g. current expressions sentences nature (e.g. everyday film, books and music) events and contemporary Can deal with simple, Can carry out a range of life, travel, current • using spontaneous and issues, and concrete predictable travel common functions in events.) somewhat simple language issues related to personal situations order to • using simple, but • with some variety of life and found in media • related to restaurants • make plans, give primarily spontaneous expression such as film, books and (e.g. ordering), opinions and advice, language Can carry out common music) shopping (e.g. asking give and follow Can carry out common functions involving two • using a wide range of for an item), and directions and functions involving two people (e.g. apologizing, appropriate expressions transportation (asking instructions, and ask people (e.g. apologizing, asking for and offering help, and spontaneous where something is and for and offer things asking for and offering making plans, giving language how to get there, and assistance help, making plans, giving opinions and advice) Can carry out common asking and telling Can plan for, use and opinions and advice) • with some variety in functions involving two or times/schedules). evaluate the effectiveness • in a small range of contexts and situations more people (e.g. making Can plan for, use and of Spoken Interaction contexts and situations Can participate in a basic plans, giving opinions and evaluate the effectiveness Strategies used • at a basic level, discussion and group advice, apologizing, asking of Spoken Interaction • to facilitate pair work Can plan for, use and decision making for and offering help,) Strategies used in class evaluate the effectiveness • on familiar matters • in a variety of contexts • to facilitate pair work • to convey the of Spoken Interaction • that includes the exchange and situations in class meaning of unknown Strategies used of ideas and opinions • making use of a range of • to convey the meaning words, phrases and • to maintain Can plan for, use and language of unknown words, structures conversations evaluate the effectiveness of Can help sustain a basic phrases and structures • to gain time to plan • get and give turns Spoken Interaction discussion and group • to learn common and recall language • convey the meaning of Strategies decision making
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“chunks” of language
Year MS1 MS2 MS3 Level Interpretive Can listen to and Can listen to understand Can listen to and Listening understand main points main points and important understand main points and some important details of and important details of details (e.g. who, when, • short monologs and • short monologs and where) of dialogs and dialogs very, short and simple understand • consisting of simple monologs and dialogs • consisting of simple sentences using related to familiar topics sentences using frequently used and concrete formulaic phrases and expressions situations (e.g. frequently used • related to familiar introductions, expressions topics or situations, descriptions of • related to concrete (e.g. personal location and physical familiar topics or information, leisure properties). situations (e.g. personal activities opinions Can listen to and information or interests, interests, restaurants, understand very short, shopping for items, shopping and simple classroom colors, sizes, prices), transportation, such as instructions and local places). where, how, times, explanations that are Can listen to and cost, route). • concrete understand short, simple Can listen to and • accompanied by classroom instructions and understand very short, visuals (e.g. gestures, explanations that are routine classroom writing or drawing, • accompanied by visuals instructions modeling, (e.g. gestures, writing or • without supporting
MS4
unknown language, and • to maintain conversations, • on familiar topics and explore alternative ways to get and give turns, matters of interest interact. • convey the meaning of • that includes the unknown language exchange of ideas and • communicate and check opinions understanding. Can plan for, use and evaluate the effectiveness of Spoken Interaction Strategies used to get and give turns in conversations and discussions • to communicate and check understanding. SE1 SE2 SE3
Can listen understand the gist and some important details of • Medium-length monologs and dialogs between 30-60 seconds • with key information presented in routine, but varied language • on regularly encountered matters (e.g. people, school, interests, places, health, personal experiences and stories.) Can listen to and understand routine classroom instructions • without supporting visuals; Can listen to and understand unfamiliar instructions and
Can listen and understand Can listen and understand Can listen and understand main points and some main points and the main points and the important details of important details of important details of • Medium-length • medium-length monologs • longer texts (monologs monologs and dialogs and conversations with two and discussions) of up to of roughly one minute or three people of one to two minutes • with key information one-and-a-half minutes. • on a range of topics found presented in relatively • on a range of topics of in media (e.g. radio and straightforward interest and well-known film) such as issues, language matters. issues and events themes, plot and • on a range of topics of • that may contain some less characters interest and regularly common or more complex • that contain some less encountered matters, language common or more events and issues found • and that are delivered complex language in media clearly. • and that are delivered • that are delivered Can listen and follow longer generally clearly, though clearly. (15 or more sentences) with some variety in the Can listen and follow directions or instructions nationalities of the directions and instructions • that may contain some speakers (e.g. users of • that are medium-length complex sentences and English from Algeria, (roughly 10-15 unknown words India, England, France, sentences) and the US or Germany). generally Can listen and follow straightforward detailed directions and
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demonstration) drawing, modeling, • broken down step-by- demonstration) step. • broken down step-byCan plan for, use and step. evaluate the Can plan for, use and effectiveness of a few evaluate the effectiveness basic listening strategies of a variety of listening to aid comprehension by strategies to aid • using key words comprehension by • using paralinguistic • using key words cues • using paralinguistic • maintaining a helpful cues state of mind • maintaining a helpful state of mind
visuals; Can listen to and understand unfamiliar instructions and explanations that are • very short and straightforward • accompanied by visuals (e.g. gestures, writing or drawings, modeling, demonstration) • broken down step-bystep. Can plan for, use and evaluate the effectiveness of a few listening strategies in order to • comprehend general ideas or gist • make reasonable guesses at meanings.
explanations that are • straightforward, • accompanied by visuals (e.g. gestures, writing or drawing, modeling, demonstration) • broken down step-bystep. Can plan for, use and evaluate the effectiveness of several listening strategies used to • make reasonable guesses at meanings • to maintain a helpful state of mind.
Can plan for, use, and evaluate the effectiveness of a listening strategy • to acquire new language from listening
instructions of 15 or more sentences • that contain complex sentences and unknown words.
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Year MS1 Level Interpretive Can read and understand Reading the main ideas of • very short, formulaic information and descriptive texts • comprised of learned, words, basic phrases and very simple sentences • on familiar topics related to self (e.g. family, home, school, food, leisure activities, clothes). Can read and understand very short, simple, routine instructions and explanations that • are concrete • are found in language learning materials • provide visual support (e.g. pictures and graphs) Can plan for, use and evaluate the effectiveness of a few basic reading strategies • aid comprehension by identifying the purpose and using orthographic cue.
MS2
MS3
Can read and understand Can read and understand the general ideas and some the main points and important details of important details of • very short, simple • short, simple texts informational and • on familiar personal descriptive texts (e.g. topics related primarily formulaic personal to self email) • that are of a concrete • on familiar, concrete type and topics related to self (e.g. • consist of common, family, home, school, everyday language interests, leisure Can understand everyday activities and routines). signs. Can find specific, routine Can find specific, information in short texts predictable information in of • a range of simple • simple everyday material everyday material • that follow a predictable • that is straightforward format (e.g. (e.g. some websites, advertisements, menus, travel brochures, itineraries). catalogs). Can follow short, simple Can read and understand directions. simple instructions and Can read and understand explanations that are short, simple, routine • concrete nature instructions and • found in language explanations that are learning materials. concrete Can plan for, use and found in language learning evaluate the effectiveness materials. of a few basic reading Can plan for, use and strategies to develop evaluate the effectiveness • reading efficiency and of reading strategies used speed to • guessing skills. • grasp general ideas quickly
MS4
SE1
SE2
SE3
Can read and understand Can read and understand Can read and understand Can read and understand the main points and some the main points and some the main points and the gist and significant important details of important details of significant details of details • medium-length texts • longer texts (three • texts of three or more • in a wide range of texts (e.g. two - three detailed paragraphs) paragraphs of three or more paragraphs) • on familiar topics (e.g. • on familiar matters, paragraphs • on familiar topics school, interests, health, including some more • on familiar and related to self and personal experiences, abstract cultural and unfamiliar matters that community (e.g. school, stories and contemporary issues are concrete and of a interests, health, straightforward events or • that may contain some more abstract nature experiences and wellissues) complex language, but such as cultural and known events or issues) • that contain a few are generally contemporary issues • that are straightforward complex sentences and straightforward: e.g. • that contain unexpected and less frequent encyclopedia entries, or complex language • clearly written. expressions: e.g. advice award nominations, eye and ideas: political Can read and understand columns, book jackets, witness accounts. speeches, social the gist of autobiographies, diary Can identify the line of commentaries, book or • simple arguments or entries. argument in movie reviews. opinions that are Can read and identify the • clearly signaled and Can read and understand • clearly written conclusion, main points organized arguments. lines of argument in Can read and understand and a few, but not all, • dealing with familiar persuasive texts concerned the main points of details in matters with contemporary • simple personal letters • clearly signaled, • that contain some problems or issues • describing personal generally unexpected or complex • that contain unexpected events, straightforward language and ideas. or complex language feelings/opinions and arguments Can read and understand and ideas. wishes • on familiar topics: e.g. details sufficiently enough Can read letters or email Can plan for, use and letters to the editor. to make specific, short from friends and evaluate the effectiveness Can read sufficiently responses understand descriptions of of several reading enough to make a general • generally events, feelings and wishes strategies to develop response straightforward sufficiently to comment or • reading efficiency and • simple personal letters personal letters respond appropriately and speed • describing events, • describing events, specifically. • guessing skills. feelings/opinions and feelings/opinions and Can plan for, use, and wishes Can plan for, wishes evaluate the effectiveness use, and evaluate the Can plan for, use, and of reading strategies
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find specific information
effectiveness of several evaluate the effectiveness • to use paratextual clues reading strategies to of several reading to aid comprehension develop strategies and • guessing skills • to develop guessing • acquire new language • and the ability to skills from reading distinguish between • and to clarify or literal and implied summarize information meaning
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Year Level
MS1
MS2
Productive Can fill in forms or give Can write very short, Writing simple details in writing factual descriptions using • about personal • about personal information (e.g. information (e.g. family, family, home, school, address) school/work, friends) • very basic and • using a few formulaic unconnected sentences sentences. and phrases. Can write personal notes Can write a very short, and email that basic holiday greeting or • on routine topics (e.g. travel postcard/email travel, thanks and comprised of apology) • short and simple • following a standard sentences and phrases formula • using memorized Can plan for, use and language evaluate the effectiveness • following a prescribed of one or two very basic format writing strategies • to generate ideas and • create a draft of a text
MS3
MS4
Can write short, factual Can write short narratives descriptions and factual descriptions • about his/her basic • on familiar topics of environment (e.g. personal interest people, places, • as a loose paragraph of school/work, living related ideas conditions),a nd • using common • about uncomplicated connectors (e.g. and, past activities, personal but, because, so, then, experiences and events next, finally) • as a list of simple Can write short, personal sentences letters or email • linked with most • on familiar topics of common connectors personal interest, (e.g. and, but, because) • that follow a a conventional format Can write very short letters consisting of one main or email paragraph • containing simple • to provide description description of personal and ask questions life. Can write basic Can plan for, use and instructions and directions evaluate the effectiveness • about routine matters of a few basic writing (e.g. recipes, how to get strategies to to a site of interest, how • generate ideas and to do something), that • create a draft of a text are • generally coherent Can plan for, use and evaluate the effectiveness of several writing strategies to • generate ideas and • create a draft.
SE1
SE2
SE3
Can write short narratives, Can write narrative, Can write narratives, descriptions and factual descriptive and expository descriptions, expository reports texts texts or essays (e.g. articles • on personal and/or • on a range of familiar for media, reports, essays, concrete topics ( e.g. matters and topics of film reviews) diary entries, interest • on a variety of concrete imaginative stories, • that are straightforward and abstract subjects reports, advice letters). and related to his/her • getting across in • consist of relatively interests and studies writing points he/she cohesive two-three • that are detailed feels are important paragraph • consisting of three • organized into two Can write a short, generally clear and paragraphs that are persuasive letter to the cohesive paragraphs. unified by topic. editor on a familiar matter Can write a simple factual Can write a short personal • that exhibits simple argument letter characteristics of an • exhibiting a line of asking for, conveying argument development which and making brief Can write personal letters includes some general comments on • giving news and subsidiary points and a friend’s news expressing thoughts relevant examples, and a following a conventional and opinions conclusion. letter format • about topics of interest Can write personal letters consisting of one main of both concrete and • giving news and paragraph. more abstract nature expressing thoughts and • responding to the news opinions of his/her • about well-known correspondent abstract socio-cultural • following a topics (films, music, conventional format. well-known contemporary issues or news) and • commenting on the news and thoughts of his/her correspondent.
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Year Level Productive Speaking
MS1 Can orally produce a very short, simple selfintroduction that is • comprised of basic information such as name, age, school, address, interests. Can plan for, use and evaluate the effectiveness of one basic productive speaking strategy • for producing a clear message.
MS2
MS3
MS4
Can sustain a very short, Can orally tell a very short Can sustain a short oral simple oral description story or give a brief narrative (story, • of everyday life, description experience or event) or a interests and abilities • about personal things description in a list of points (e.g. plans, routines, • on topics of interest • using formulaic possessions, • as a series or sequence sentences and phrases. likes/dislikes) of connected points. Can plan for, use and • in a simple list of points Can plan for, use and evaluate the effectiveness Can plan for, use and evaluate the effectiveness of one or two basic evaluate the effectiveness of productive speaking productive speaking of productive speaking strategies used strategies to strategies used • to maintain interest. • produce a clearer • to gain time, and message and • to plan and retrieve • evaluate one's learning. language.
SE1
SE2
SE3
Can sustain an oral Can sustain an oral Can produce an oral narrative narrative (story, personal narrative or description or description experience or event) or a on familiar matters and • on a variety of topics (e.g. description topics of interest dreams, hopes, ambitions, on a variety of topics of consisting of more than plots of books, interest one, generally cohesive unpredictable occurrences consisting of one to two paragraph such as accidents) paragraph loosely that includes some basic • consisting of more than organized by topic and sensory details and one cohesive paragraph basic connectors. vivid description. • that includes a number of Can give a short oral examples of sensory detail report prepared from and vivid description researched facts Can give an oral report • on a familiar matter prepared from researched or topic of interest facts • of a more concrete • on a familiar matter or nature topic of interest • consisting of a • consisting of unified and generally unified and coherent two to three coherent two paragraphs. paragraphs.
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Year MS1 Level Linguistic Vocabulary: Can relate Competency personal details • in routine, concrete situations • using very basic, memorized words and phrases Grammar: Can use • a few very simple grammatical structures and • memorized sentence patterns • with limited control. Pronunciation: Can pronounce • a very limited repertoire of practiced words and phrases. • with varying intelligibility and • a strong foreign accent
MS2
MS3
MS4
SE1
SE2
SE3
Vocabulary: Can Vocabulary: Can use Vocabulary: Can Vocabulary: Can exploit a Vocabulary: Can Vocabulary: Can communicate a limited sufficient vocabulary to effectively comprehend wide range of common effectively use the effectively use the needed range of information carry out exchanges that and produce the words and language (words and vocabulary needed to vocabulary to express • in simple, everyday are phrases needed to express phrases) to express much of express his/her ideas his/her ideas situations • routine and his/her ideas what he/she wants to say • on most topics • on matters connected to • using memorized straightforward • within straightforward, • on a range of familiar pertinent to his/her life his/her interests and phrases and groups of a • by adapting memorized familiar topics and topics and community generally known topics few words simple phrases with situations • appropriately • appropriately and • appropriately • politely limited vocabulary • politely and • in order to be easily • with errors that only • with precision Grammar: Can use substitution appropriately comprehended much of occasionally affect Grammar: Can use • very simple sentence • communicating • comprehensibly the time when trying to comprehension • Grammar needed to patterns with appropriately • making use of say exactly what he/she Grammar: Can use express ideas memorized phrases • with vocabulary strategies to convey wants to • grammar needed to • on matters connected to • with some control, but mistakes common when concepts when exact • by making use of express ideas in a range his/her interests and still systematically venturing away from words are not known. language strategies. of familiar situations generally known topics makes basic mistakes. concrete topics Grammar: Can use with good accuracy, • with good accuracy and Pronunciation: Can Grammar: Can use Grammar: Can use • a range of routines and • with native language precision pronounce • simple structures • common routines and patterns in predictable and influence present and • though minor mistakes • practiced words, accurately patterns grammar with some less predictable mistakes that only may occur, they do not phrases and some • but still makes basic general control situations with general occasionally affect affect general routine sentences mistakes. • with mistakes common accurately, though comprehension. comprehension. • with varying Pronunciation: Can within unfamiliar mistakes can occur that Pronunciation: Can Pronunciation: Can intelligibly pronounce topics and situations, affect comprehension. pronounce pronounce • and a strong foreign • practiced words, phrases or when trying to Pronunciation Can • language used • language used accent and some simple express complex ideas. pronounce • intelligibly • clearly and intelligibly • with mispronunciations sentences Pronunciation Can • most language used • though a foreign accent • though a foreign accent common. • intelligibly pronounce • intelligibly is evident and is evident and • with a strong foreign • familiar and some • with a foreign accent • mispronunciation • occasional accent simple new words, often evident and occurs. mispronunciation • with basic phrases and routine • mispronunciation to be occurs. mispronunciations sentences expected. present. • intelligibly • with a strong foreign accent • and mispronunciations present.
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