COLLATED REPRESENTATIVE

SAMPLES OF DESCRIPTORS OF
LANGUAGE COMPETENCES
DEVELOPED FOR YOUNG LEARNERS

RESOURCE FOR EDUCATORS

www.coe.int/lang-cefr Volume 1: Ages 7-10 Collated by: This document is developed

Tunde Szabo, Eurocentres through Eurocentres
2018 Edition Sounding board:
consultancy for the Council of
Europe.
Coreen Docherty
It is drawn from European
Brian North Language Portfolios and other
Tim Goodier sources and mapped to the
Consultants: extended set of illustrative
descriptors of the Common
Eli Moe European Framework of
Angela Hasselgreen Reference for Languages:
Supervised by: Learning, teaching,
Tim Goodier, Eurocentres assessment (CEFR),
organised by CEFR level.
Context of this document (shaded below)

CEFR Companion Volume with

New Descriptors (2018)

Collated Representative Samples

of Language Competences
Developed for Young Learners:
Archive Reference Document
Drawn from European Language
Portfolios and other sources and
mapped to the extended set of
illustrative descriptors of the
CEFR

Collated Representative Samples Collated Representative Samples

of Language Competences of Language Competences
Developed for Young Learners Developed for Young Learners
aged 7-10 years aged 11-15 years
Drawn from European Language Drawn from European Language
Portfolios and other sources and Portfolios and other sources and
mapped to the extended set of mapped to the extended set of
illustrative descriptors of the illustrative descriptors of the
CEFR, organised by CEFR level CEFR, organised by CEFR level
TABLE OF CONTENTS

INTRODUCTION ........................................................................................................................................... 9
1. Background ....................................................................................................................... 9
2. Rationale for the collation of descriptors taken from European Language
Portfolios for Young Learners ........................................................................................ 10
3. Scope and structure of the collated set of descriptors for young learners
taken from ELPs .............................................................................................................. 11
3.1. Objectives of the document ............................................................................................... 11
3.2. Selection of sources .......................................................................................................... 12
3.3. Organisation by age group ................................................................................................ 12
3.4. Issues and responses ....................................................................................................... 14
3.5. Organisation of the ‘archive’ table ..................................................................................... 17
3.6. Organisation of the tables of relevant descriptors for each age group .............................. 19
4. Key to sources ................................................................................................................. 20
5. References ....................................................................................................................... 22

TABLE OF A REPRESENTATIVE SAMPLE OF DESCRIPTORS OF LANGUAGE

COMPETENCES FOR YOUNG LEARNERS AGED 7-10 YEARS ................................................ 23
Levels Pre-A1 / A1 ........................................................................................................................ 24
Communicative Language Activities and Strategies................................................................. 24
Reception Activities ......................................................................................................................... 24
Spoken Reception ........................................................................................................................... 24
Audio-visual Reception .................................................................................................................... 27
Written Reception ............................................................................................................................ 27
Reception Strategies ....................................................................................................................... 31
Production Activities ........................................................................................................................ 31
Spoken Production .......................................................................................................................... 31
Written Production ........................................................................................................................... 34
Production Strategies ...................................................................................................................... 37
Interaction Activities......................................................................................................................... 37
Spoken Interaction ........................................................................................................................... 37
Written Interaction ........................................................................................................................... 45
Online Interaction ............................................................................................................................ 47
Interaction Strategies....................................................................................................................... 47
Mediation Activities .......................................................................................................................... 48
Mediating a text ............................................................................................................................... 48
Mediating Concepts ......................................................................................................................... 50
Mediating Communication ............................................................................................................... 50
Communicative Language Competences................................................................................... 51
Linguistic ......................................................................................................................................... 51

►Page 5
 Sociolinguistic .................................................................................................................................. 54
Pragmatic ........................................................................................................................................ 55
Plurilingual and Pluricultural Competences .............................................................................. 55
Levels A2 / A2+ ............................................................................................................................. 57
Communicative Language Activities and Strategies................................................................. 57
Reception Activities ......................................................................................................................... 57
Spoken Reception ........................................................................................................................... 57
Audio-visual Reception .................................................................................................................... 60
Written Reception ............................................................................................................................ 61
Reception Strategies ....................................................................................................................... 65
Production Activities ........................................................................................................................ 66
Spoken Production .......................................................................................................................... 66
Written Production ........................................................................................................................... 70
Production Strategies ...................................................................................................................... 73
Interaction Activities......................................................................................................................... 73
Spoken Interaction ........................................................................................................................... 73
Written Interaction ........................................................................................................................... 81
Online Interaction ............................................................................................................................ 82
Interaction Strategies....................................................................................................................... 83
Mediation Activities .......................................................................................................................... 84
Mediating a text ............................................................................................................................... 85
Mediating concepts .......................................................................................................................... 88
Mediating Communication ............................................................................................................... 89
Mediation Strategies ........................................................................................................................ 90
Strategies to explain a new concept ................................................................................................ 90
Communicative Language Competences................................................................................... 90
Linguistic ......................................................................................................................................... 90
Sociolinguistic .................................................................................................................................. 92
Pragmatic ........................................................................................................................................ 93
Plurilingual and Pluricultural Competences .............................................................................. 95
Levels B1 / B1+ ............................................................................................................................. 97
Communicative Language Activities and Strategies................................................................. 97
Reception Activities ......................................................................................................................... 97
Spoken Reception ........................................................................................................................... 97
Audio-visual Reception .................................................................................................................. 100
Written Reception .......................................................................................................................... 101
Reception Strategies ..................................................................................................................... 104
Production Activities ...................................................................................................................... 105
Spoken Production ........................................................................................................................ 105
Written Production ......................................................................................................................... 109
Production Strategies .................................................................................................................... 112
Interaction Activities....................................................................................................................... 112
Spoken Interaction ......................................................................................................................... 112
Written Interaction ......................................................................................................................... 119
Online Interaction .......................................................................................................................... 120

Page 6 ►
 Interaction Strategies..................................................................................................................... 121
Mediation Activities ........................................................................................................................ 122
Mediating a text ............................................................................................................................. 123
Mediating concepts ........................................................................................................................ 127
Mediation Strategies ...................................................................................................................... 130
Strategies to explain a new concept .............................................................................................. 130
Strategies to simplify a text ............................................................................................................ 131
Communicative Language Competences................................................................................. 131
Linguistic ....................................................................................................................................... 131
Sociolinguistic ................................................................................................................................ 133
Pragmatic ...................................................................................................................................... 133
Plurilingual and Pluricultural Competences ............................................................................ 135
Levels B2 / B2+ ........................................................................................................................... 138
Communicative Language Activities and Strategies............................................................... 138
Reception Activities ....................................................................................................................... 138
Spoken Reception ......................................................................................................................... 138
Audio-visual Reception .................................................................................................................. 139
Written Reception .......................................................................................................................... 139
Production Activities ...................................................................................................................... 140
Spoken Production ........................................................................................................................ 140
Written Production ......................................................................................................................... 141
Production Strategies .................................................................................................................... 142
Interaction Activities....................................................................................................................... 143
Spoken Interaction ......................................................................................................................... 143
Written Interaction ......................................................................................................................... 145
Online Interaction .......................................................................................................................... 145
Interaction Strategies..................................................................................................................... 146
Mediation Activities ........................................................................................................................ 147
Mediating a text ............................................................................................................................. 147
Mediating concepts ........................................................................................................................ 148
Mediating Communication ............................................................................................................. 149
Mediation Strategies ...................................................................................................................... 151
Strategies to explain a new concept .............................................................................................. 151
Communicative Language Competences................................................................................. 151
Linguistic ....................................................................................................................................... 151
Sociolinguistic ................................................................................................................................ 153
Pragmatic ...................................................................................................................................... 153
Plurilingual and Pluricultural Competences ............................................................................ 156
Level C1....................................................................................................................................... 157
Communicative Language Activities and Strategies............................................................... 157
Spoken Reception ......................................................................................................................... 157
Written Reception .......................................................................................................................... 157
Communicative Language Competences................................................................................. 157
Linguistic ....................................................................................................................................... 157
Sociolinguistic ................................................................................................................................ 158

►Page 7
Page 8 ►
Introduction
1. Background
The European Language Portfolio (ELP) and the Common European Framework of Reference for
Languages (CEFR) have been closely related in both development and implementation since their
inception as parallel proposals at the Rüschlikon Symposium in 1991. One key feature of this
relationship has been the inclusion of self-assessment checklists of action-oriented ‘Can Do’
statements in the language biography section of the ELP, according to the ELP Principles and
Guidelines set out in 2000 by the Education Committee of the Council of Europe. These checklists
describe contextually relevant competences benchmarked to the CEFR Common Scale, drawing on
the same core principles of positive formulation and stand-alone integrity demonstrated by the CEFR
bank of illustrative descriptors.
The pilot ELP projects conducted in 15 Council of Europe member states between 1998 and 2000 pre-
dated the publication of the CEFR in 2001, and from 2000 the ELP Validation Committee was set up to
establish conformity of draft ELPs to the ELP Principles and Guidelines. This process facilitated the
accreditation of ELPs across numerous member states and educational contexts, including ELPs
containing descriptor checklists aimed at specific young learner age groups not explicitly represented
by the CEFR bank of illustrative descriptors. Following the replacement of the validation process with
online registration in 2011, detailed instructions are provided on the ELP website, offering (among
other resources) generic self-assessment checklists as a template for learners aged 15+. A paper is
also available considering the issues involved in producing self-assessment descriptors suitable for use
by young learners, entitled ‘ELP Checklists for Young Learners’.
Thus educators developing new young learner-oriented descriptors for ELPs self-assessment
checklists and for definition of language syllabus objectives may consult these resources along with a
range of sample accredited ELPs made available for download from the website. However, there is not
yet in existence a set of CEFR illustrative descriptors for young learners that has been developed with
the same methodology of empirical calibration applied to the CEFR adult illustrative descriptors, a
process which is described in Appendix B of the CEFR.
During 2014-2017 work was undertaken to extend the existing 2001 set of illustrative descriptors
contained in the CEFR. This extension incorporated relevant descriptors from an existing pool of
further calibrated material provided by a variety of sources, to better address the illustration of A1, of
the C-levels and of reception at all levels. In parallel, three further projects concentrated on areas
under-represented in the original set of CEFR illustrative descriptors:
i. (2014) Collation of descriptors for young learners from existing validated sources, in relation
to CEFR illustrative descriptors.
ii. (2014-15) Development of descriptors in line with an expanded concept of Mediation. These
descriptors are grouped under the headings: Mediating a text, Mediating Concepts, Mediating
Communication and Mediation strategies.
iii. (2015-16) Development of new scales in the areas of online interaction, response to text,
plurilingual competence, pluricultural competence, reception strategies and phonological
competence, for inclusion with the new mediation descriptors in the validation process for the
CEFR Companion Volume with New Descriptors.
Significantly the project did not undertake the development of a new set of calibrated descriptors of
language competences for young learners to add to the extended set of CEFR illustrative descriptors.
This was for the following reasons:
i. The CEFR illustrative descriptors have been developed, validated and calibrated irrespective
of specified age groups, whereas descriptors of language competence for young learners
represent selective adaptations of the existing CEFR illustrative descriptors and scales, and
only where relevant to a given age group and context.

►Page 9
 ii. A first step in addressing this area should therefore be to identify to what extent the available
set of calibrated CEFR illustrative descriptors are relevant for young learner age groups,
either in their original form or by reasonable adaptation for context.
iii. This should be based on real contextual practice with young learners, hence the decision to
gather a representative sample from existing validated ELPs and assessment descriptors
developed by language professionals across member states.
iv. As this work was scheduled prior to / parallel to the development and validation of the
extended set of CEFR illustrative descriptors, it would not have been logical to attempt a large
scale project to adapt all of the relevant CEFR illustrative descriptors multiple times for
different age groups of young learners, before the main ‘extended set’ was even completed
and published.
v. The age groups indicated by this collation should be considered a road map for reflection
rather than a comprehensive definitive scheme. For example, descriptors for pre-primary ages
up to 6 years were not included due to scarcity of useable validated sources, but such work
could be undertaken in the future.
Therefore in summary the objective of this document is to provide an overview of how existing
validated descriptors of language competence for young learners relate in content and focus to the
calibrated CEFR illustrative descriptors, as a first step towards the possible future development and/or
calibration of young learner illustrative descriptors.

2. Rationale for the collation of descriptors taken from European Language

Portfolios for Young Learners
The rationale for this collation acknowledges the following key considerations:
i. The need for sharing of experience and transfer of knowhow between Council of
Europe member states, regarding numerous parallel implementations of the European
Language Portfolio for young learners since 2001.
It is important to acknowledge that such exchange of knowhow exists already across many
contexts and domains, and the pool of written information in this area extends well beyond
ELPs themselves to include user manuals, training programmes, learning and testing
materials, questionnaires, reports and studies, dissertations and press releases (Schärer,
2012). A very wide range of ELPs have been developed since the validation of ELPs ended in
2010, and the collection of publicly available samples is so broad now that registration of new
ELPs on the Council of Europe website also stopped in 2014 (for more information see
www.coe.int/portfolio). This project has not set out to be a comprehensive compilation, but
rather a selective and illustrative collation.
ii. An acknowledgement of the basis of ELP ‘Can Do’ statements in the CEFR illustrative
scales, which should therefore be used as the organising principle for the collation and
sharing of descriptors of language competences specific for young learners taken from
ELP models.
Given the challenge felt by many educators in relating ELP ‘Can Do’ descriptors for self-
assessment to the outcomes of official examinations (Little, 2012), this collation can serve as
a review of the possible links between typical ELP checklists for young learners and the
calibrated illustrative scales, which form the basis of language examination benchmarking to
the CEFR.
iii. The consideration of how descriptors in ELPs for young learners may (or may not) be
relevant to the development of competences described in the extended set of CEFR
illustrative scales, as a feature of life-long learning pathways.
Two main solutions have traditionally been applied to address the length of time it can often
take for language learners in schools to progress from one CEFR level to the next:
subdividing CEFR levels and/or developing part of a curriculum within one level (see
http://www.coe.int/en/web/portfolio/the-language-biography, ‘ELP checklists for Young
Learners’). An important consideration for either solution is to what extent young learner ELP
descriptors for different age groups clearly address the same area of competence in an age-

Page 10 ►
 appropriate way, or conversely the extent to which the level of cognitive challenge implied by
a calibrated illustrative descriptor is appropriate or not for a given age group.
The illustrative collation provided here aims to better inform evaluation of these issues by
allowing direct comparison of young learner ELP descriptor samples for primary and post-
primary age groups, placed in parallel with the extended set of CEFR illustrative descriptors.
In addition, (non-prescriptive) recommendations are given regarding the likely relevance of
each CEFR descriptor to these age groups.
ELP descriptors have not been mapped to the new scales added to the extended set of CEFR
illustrative descriptors, as this should be regarded as a possible future phase conducted in
collaboration with practitioners with access to the new scales. Therefore these scales only
have recommendations as to relevance for age groups.
iv. In the absence of a calibrated bank of CEFR illustrative descriptors for young learners,
such a collation can provide a useful reference document for educators developing
objectives for language learning curricula for young learners in the age groups
described.
Though it can never be fully comprehensive, the project brings together a representative
selection of young learner ELP samples from a range of Council of Europe member states,
using in particular materials drawn from accredited models in the Council of Europe ELP bank
and/or samples registered on the Council of Europe website, along with young learner
assessment descriptors supplied by Cambridge English Language Assessment and
LinguaLevel (see a complete list of sources in section 4). The organisation of mapped
descriptors into two broad age groups reflects the general age emphasis of the ELPs
themselves (see section 3 of this introduction for an explanation of this), and also permits the
user to identify areas of competence in the extended set of CEFR illustrative descriptors that
have not yet been elaborated into young learner ELP descriptors, but feasibly could be.

3. Scope and structure of the collated set of descriptors for young learners taken
from ELPs
3.1. Objectives of the document
With reference to the rationale given above, this collation serves the following functions:
i. Provision of a representative range of sample descriptors that may be drawn upon and
adapted to context, with clear benchmarking to the CEFR reference levels by means of
qualitative correspondence to the calibrated adult illustrative descriptors.
ii. A ‘heat map’ of existing young learner portfolio descriptors that have such correspondence to
the CEFR illustrative descriptors.
iii. A qualitative evaluation of the relevance of each of the descriptors of the extended set to the
broad age groups represented by the collated ELPs.
iv. Through this evaluation, indication of the extent to which the extended CEFR illustrative
descriptors are relevant to young learners, many of which may be under-represented in
existing portfolio examples and could be newly adapted.
v. A road map for educators to identify competences in the CEFR illustrative descriptors that
may inform young learner syllabus learning objectives, as a consideration for life-long learning
pathways.
This collation is documented in 3 ways:
i. Archive reference table (the main working document, not reproduced in this document),
organised into columns for:
► the extended set of CEFR descriptors organised by scale
► their suggested relevance (or not) to primary and post-primary young learner age groups
► examples of young learner ELP descriptors for both age groups showing a clear
correspondence to a given CEFR descriptor.

►Page 11
 ii. Relevant descriptors for the ‘primary’ age group (ages 7-10): a table organised into
columns for:
► the extended set of CEFR descriptors organised by level
► their suggested relevance to the 7-10 age group (non-relevant descriptors omitted)
► examples of young learner ELP descriptors for the 7-10 age group showing a clear
correspondence to relevant CEFR descriptors.
iii. Relevant descriptors for the ‘post-primary’ age group (ages 11-15): a table organised into
columns for:
► the extended set of CEFR descriptors organised by level
► their suggested relevance to the 11-15 age group (non-relevant descriptors omitted)
► examples of young learner ELP descriptors for the 11-15 age group showing a clear
correspondence to relevant CEFR descriptors.

3.2. Selection of sources

The selection of ELP samples and other sources can be viewed in full in section 4, providing an
abbreviated code used to identify the source against each descriptor in the document. The process of
selection balanced the following objectives:
i. An emphasis on accredited and validated models: several of the sources were therefore
taken from ‘A bank of descriptors for self-assessment in European Language Portfolios’
(2004), and supplemented with a range accredited models spanning the period of Council of
Europe validation from 2001 to 2010.
ii. A healthy sample size: it became clear during the collation process that the majority of
accredited young learner portfolio samples covered age ranges between 6 and 15 years old.
Therefore, although Cambridge English Language Assessment descriptors and some ELP
descriptors were available targeting age ranges below 6 years old, it was not practical for this
collation to include them, as there would have been too many gaps in the mapping to CEFR
descriptors.
iii. A healthy geographic mix: A conscious effort was made to include ELP samples from a
range of geographic contexts, and to avoid a possible dominance of ELPs written in English.
However, it was not feasible to include ELP descriptors written in the languages of all Council
of Europe member states.

3.3. Organisation by age group

The descriptors are organised into two broad age groups: 7-10 and 11-15. This was based on the
following conclusions:
i. The majority of samples followed the age grouping pattern of ‘primary’ and ‘post-primary’
education. Although the age thresholds for primary and secondary school ELPs differed
across samples, there were insufficient samples specifically spanning the age range between
9 and 12 to create a ‘middle’ category. The table below illustrates the age coverage of the
majority of ELPs samples collected:

Page 12 ►
 Ages

Source 3 4 5 6 7 8 9 10 11 12 13 14 15 16

ELP 87.2007 – Poland

ELP 50.2003 – Spain
ELP 70.2006 – UK
ELP 22.2001 – Czech Rep.
ELP 11.2001 – Ireland
ELP 104.2010 – France
ELP 116.2010 – Portugal
ELP 118.2010 – Slovenia
ELP 86.2007 – Armenia
ELP 94.2008 – Austria
ELP 2012.R007 – Turkey
Cam Eng: Movers
ELP 95.2008 – Switzerland
ELP 92.2007 – Latvia
ELP 51.2203 – Spain
Cam Eng: Flyers
ELP 65.2004 – Italy
Cam Eng: KfS
ELP 102.2009 – Belgium
ELP 79.2006 – Turkey
ELP 80.2006 – Turkey
ELP 20.2001 – Portugal
ELP 4.2000 – Germany
ELP 62.2004 – Poland
ELP 63.2004 – Austria
ELP 90.2007 – Germany
ELP 106.2010 – Albania
ELP 44.2003 – France
ELP 69.2005 – Italy
ELP 67.2005 – Switzerland
ELP 7.2001 – Czech Rep.
Cam Eng: PfS
ELP 10.2001– Ireland
ELP 12.2001 – Ireland
Lingualevel - Switzerland

ii. Given the key consideration of ‘level of cognitive challenge’ in evaluating relevance of CEFR
illustrative descriptors to age groups, it was important to acknowledge, even if only in a broad
sense, established insights from the field of cognitive developmental psychology. The age
categories suggested by the collation were seen to roughly correspond with the age
thresholds of around 7 and 11 years indicated by Jean Piaget’s theory of cognitive
development for the ‘concrete operational’ and ‘formal operational’ stages respectively
(Schaffer & Kipp, 2013).

►Page 13
 iii. 7 years was chosen as the lower threshold of the ‘primary’ group, not to exclude 6 year old
learners from this group, but to acknowledge a threshold in the judgements of relevance that
can apply to the majority of primary education systems.
iv. 15 years was chosen as the cut-off for the older age group, given that a high proportion of
sampled ELPs for secondary were used for ages up to 15, and also given that ELPs intended
for ages above 15 tended to be indistinguishable in content from ELPs for adults.

3.4. Issues and responses

This collation makes reference to the extended set of CEFR descriptors developed and validated
between 2014 and 2016, including completely new sections such as that for mediation competences
and strategies. During the course of this related project, a great amount of feedback was given by
participants in the validation activities and during the wider consultation meetings. The mapping of
portfolio and assessment descriptors for young learners happened prior to this work, and was therefore
revisited in 2016 with updates and further evaluations of relevance of newly validated descriptors to the
specified age groups, in order to reflect all of the updates to the CEFR illustrative scales. This section
focuses on the following points in parallel:
(i) the most relevant issues which were raised over the duration of the project extending the
CEFR illustrative descriptors, and how each issue was addressed in that project.
(ii) key issues related to (i) that are specific to the young learner descriptor mapping process,
over and above the points already dealt with in the rationale.
Relationship of mediation scales to existing CEFR scales: Some aspects of mediation, in the broader
interpretation now being adopted, are already present in the original illustrative descriptor scales. This
is discussed in the introduction to the CEFR extended set of illustrative descriptors with examples
provided, acknowledging the inevitability of fuzzy boundaries in any such scheme of categorisation.
Cross-linguistic mediation: The introduction to the CEFR extended set of illustrative descriptors
explains in some detail the complex problem of developing workable descriptors that explicitly define
the roles of more than one language in cross-linguistic mediation. The project group decided to take
the line that, as with the original illustrative descriptors, what is calibrated is the perceived difficulty of
the functional language ability – irrespective of whatever languages are involved. It is recommended
that those languages should be specified by the user as part of the adaptation for practical use.
Given that this area is a new addition to the CEFR illustrative scales, there are no existing young
learner portfolio descriptors exemplifying such adaptation to context. However, as with all the
illustrative scales, comments are included as to the perceived relevance of these new descriptors to
the stated age ranges for developing new portfolio descriptors.
Individual differences: In any CEFR descriptor scale, the descriptors at a particular level define what
can reasonably be achieved when the user/learner has a communicative language competence (CEFR
Section 5.2) in the language(s) concerned corresponding to the CEFR level given, provided that the
person concerned also has the personal characteristics, knowledge, cognitive maturity and experience
– that is to say the general competences (CEFR Section 5.1) – necessary to do so successfully. The
CEFR scales are intended to be used to profile ability. It is unlikely that all users who are globally ‘B1’
are capable of doing exactly what is defined at B1 on all CEFR descriptor scales, no more and no less.
It is far more likely that people whose overall level is at B1 will in fact be A2 or A2+ in relation to some
activities and B1+ or even B2 in relation to others, depending upon their personal profile of general
competences, in turn dependent on age, experience etc. Further discussion of this point can be found
in the introduction to the CEFR extended set of illustrative descriptors with respect to plurilingual and
pluricultural competences.
The consideration of personal characteristics is particularly important for young learners, where
judgements of the relevance of CEFR illustrative descriptors for adaptation to the age ranges 7-10 and
11-15 should acknowledge the extent of potential individual differences in cognitive and social
development within each group. Therefore where comments are entered about the positive relevance
or partial relevance of a descriptor to a given age range, this is based on the perception of what is
reasonable / possible rather than ‘expected’ or ‘necessary’ in terms of cognitive and/or social
development. In this way the documentation provides a roadmap of options for educators, with
exemplars mapped from a selection of existing portfolio and assessment sources. While the relevant

Page 14 ►
contents of the CEFR illustrative scales are thus narrowed down for the consideration of each age
group, the result is not intended as a ready-made curriculum.
Literacy: Related to the point above, it should be acknowledged that levels of development of literacy
can vary considerably for the age ranges given, not only due to individual differences, but according to
national, social and educational context. The treatment of descriptors relating to written reception,
production and integrated skills therefore takes a ’bias for best’ approach, assuming what is reasonable
/ possible for the age range given optimum literacy support.
Level in relation to integrated skills: All of the descriptors in the categories under conveying received
information involve integrated skills, a mixture of reception, production and in some cases interaction.
The focus is not on reception, for which CEFR scales already exist. The level at which descriptors are
calibrated reflects the expert judgment of the working groups and the hundreds of informants as to the
level of the processing and the production required.
Level in relation to integrated languages: As stated above users are advised to specify the precise
languages involved in cross-linguistic mediation, as part of the adaptation of the descriptor for practical
use. When the reception and the production or interaction are in different languages, then, as stated in
the previous point, the level is that of the processing and the production required. One needs to be
able to process and articulate the source message in the target language(s).
Languages and level in the two scales on plurilingualism: Ability in plurilingual comprehension usually
involves activities like exploiting one’s receptive ability in one language (however partial) to deduce the
meaning of texts in another language. Again it is the minimum functional level needed in each of the
languages concerned to perform these activities that the descriptor scaling refers to. Proximity of
languages naturally helps. Therefore, again, in any specific context, users are advised to specify the
languages concerned as part of the adaptation of the descriptor for practical use.
In BUILDING ON PLURILINGUAL REPERTOIRE, the level given is that of the weaker language in the
combination, and users are advised to specify the languages concerned as part of the adaptation of
the descriptor for practical use.
Languages used in sample young learner portfolio descriptors: As this project is a collation of the
contributions of language professionals working directly with young learners, no attempt has been
made in the documentation to translate portfolio descriptors written in languages other than English,
despite the CEFR illustrative descriptors being presented in English and French. This is because the
aim of the project is to present a representative selection of available evidence, rather than adapt it,
and there is no bias intended towards English or French as target languages for young learner
language teaching and learning.
Organisation of the cross-referenced tables: The original mapping of sample young learner portfolio
and assessment descriptors was completed in a table showing each CEFR illustrative scale in full, and
both age groups side by side, becoming an ‘archive’ reference document (see section 3.5 for a
visualisation). It was found however that this would be very cumbersome for educators to work with,
who are usually concerned with developing syllabi and/or portfolios at a given CEFR band for a given
age range. Therefore two further documents were produced for each age range separately, grouping
the information mapped to CEFR illustrative descriptors by each broad CEFR band (e.g. Pre-A1 to A1,
A2 to A2+ etc.). Given that this effectively broke up the scales, there was no real reason to
comparatively display non-relevant descriptors or indicate levels for which there is no CEFR illustrative
descriptor available, as this would have created excessive redundancy in documents that were
intended to be streamlined for practical use. Therefore all such entries were removed, leaving only
those with positive or partial relevance at each level. This does mean that for several sections at the ‘B’
and ‘C’ levels the ‘overall’ descriptors are not displayed, as they encompass a degree of cognitive and
social maturity that was not judged relevant to the age group. These descriptors can nevertheless be
viewed in the ‘archive’ document.
Very limited relevance of the ‘C’ levels to the 7-10 age group: It is not assumed that there is a ‘glass
ceiling’ for learners aged 7-10 in terms of language acquisition, but the majority of descriptors for the
C1 and C2 levels were found to imply a degree of cognitive and social maturity that has little or no
relevance to the communicative needs of this age range. For this reason the C2 level is not addressed
at all in the streamlined document for ages 7-10 organised by level. In addition, only a very limited
number of C1 descriptors are referenced for this age range, which relate to receptive communicative
language activities and linguistic / sociolinguistic communicative language competences only.

►Page 15
Statements of partial relevance to an age range: In many cases CEFR illustrative descriptors are
evaluated as partially relevant for adaptation to the stated age range, given age appropriate tasks. This
does not guarantee that user adaptations of these descriptors for young learners will represent the
same level of challenge, or indeed retain level calibration, but rather indicates the feasibility of working
towards the descriptor calibrated at that CEFR level, as a feature of lifelong learning.

Page 16 ►
 3.5. Organisation of the ‘archive’ table
Overview: The collated table of descriptors for both age groups serves as an archive reference document SEPARATE TO THIS DOCUMENT, and contains the following
components:
Columns containing the collated ELP / validated descriptors that correspond to the CEFR extended set
Columns indicating perceived relevance of the CEFR of illustrative descriptors, with cells left blank where there is no evident correspondence. Each ELP
descriptors to adaptation for the two broad age groups. descriptor mapped is referenced to the original ELP source and original stated level, though the level
allocated by row may have been re-interpreted in the mapping process.

Left hand column

containing the CEFR
extended set of
illustrative descriptors,
with rows for each
CEFR level, including
‘plus levels’, pre-A1,
and new scales as
features of the
extended set.

►Page 17
The following headings are used in the archive reference table:
Relevance for Relevance for
CEFR Descriptor Accredited / registered ELP Accredited / registered ELP
adaptation to adaptation to
(2017 Extended Set) can-do statements 7-10 can-do statements 11-15
ages 7-10 ages 11-15
These are explained below with the relevant headings highlighted in each case.
Relevance for Relevance for
CEFR Descriptor Accredited / registered ELP Accredited / registered ELP
adaptation to adaptation to
(2017 Extended Set) can-do statements 7-10 can-do statements 11-15
ages 7-10 ages 11-15

The left hand column is organised according the scales included in the 2016 CEFR extended set of
illustrative descriptors
Relevance for Relevance for
CEFR Descriptor Accredited / registered ELP Accredited / registered ELP
adaptation to adaptation to
(2017 Extended Set) can-do statements 7-10 can-do statements 11-15
ages 7-10 ages 11-15

Columns 2 and 3 contain subjective inferences validated through consultation of a small group of
language education experts. Therefore it can only be interpreted as a general guide that is open to
interpretation / re-interpretation according to specific contexts.
The following statements were used, with further comments where necessary:
Relevant
A CEFR descriptor is evaluated as ‘relevant’ where it can be feasibly elaborated as a learning outcome
for the age group indicated. Examples may be given to illustrate how the scope of corresponding tasks
may be adjusted for the context without significantly affecting the language difficulty level of the
descriptor.
Partially relevant
A CEFR descriptor is evaluated as ‘partially relevant’ where the elaboration into an age-appropriate
context is possible, but it either limits the nature of tasks indicated by the descriptor, or can only
feasibly apply to an upper range of the age group indicated. In each case a comment is added to
provide examples and/or make this clear.
Not relevant - too challenging (either cognitively or socially)
A CEFR descriptor is evaluated as ‘not relevant - too challenging (either cognitively or socially)’ where
it was not considered feasible as a learning outcome for young learners in the age range indicated,
even with age-appropriate tasks.
Relevance for Relevance for
CEFR Descriptor Accredited / registered ELP Accredited / registered ELP
adaptation to adaptation to
(2017 Extended Set) can-do statements 7-10 can-do statements 11-15
ages 7-10 ages 11-15

These columns list the sample descriptors for young learners themselves. No limit was placed on the
number of ELP descriptors that could be mapped to a single CEFR illustrative descriptor. Consequently
some cells have several descriptors entered, some have none. Each ELP descriptor includes the code
for its source in brackets.

Page 18 ►
 3.6. Organisation of the tables of relevant descriptors for each age group
The same data contained in the archive reference table is presented in separate documents for each of the age groups 7-10 and 11-15, organised for easier reference
with educators in mind. For this reason all rows have been removed where there is either no CEFR illustrative descriptor available, or the descriptor has been evaluated
as having no relevance to the age range. This is to avoid excessive redundancy in the tables for each age range, given that they do not present complete scales.
However, the main ‘archive’ document organised by scale can always be referenced to view judgements of non-relevance.

Column containing the collated ELP / validated descriptors for the given age group that correspond to
Column indicating perceived relevance of the CEFR
the CEFR extended set of illustrative descriptors, with cells left blank where there is no evident
descriptors to adaptation for the age group indicated
correspondence. Each young learner descriptor mapped is referenced to the original source and
original stated level, though the level allocated by row may have been re-interpreted in the mapping
process.

Left hand column containing

the CEFR extended set of
illustrative descriptors, with
sections collating descriptors
for each CEFR level and
rows for each CEFR scale,
including ‘plus levels’, pre-
A1, and new scales as
features of the extended set.

►Page 19
4. Key to sources

Language of document
Code Source Age Group
used
From A bank of descriptors for self-assessment in European Language Portfolios (2004):
4.2000-GER/NRW ELP 4.2000 – Germany – North Rhine–Westphalia: Model for learners in lower secondary education (accredited) 10-15 Ger
7.2001-CZ/11-15 ELP 7.2001 – Czech Republic: Model for learners in lower secondary education (11–15 years) (accredited) 11-15 Eng
10.2001-IE/Auth ELP 10.2001– Ireland: Model for learners in post-primary education (accredited) 12-15 Eng
20.2001-POR ELP 20.2001 – Portugal: Model for learners aged 10–15 years old (accredited) 10-15 Port
22.2001-CZ-11 ELP 22.2001 – Czech Republic: Czech Republic – Model for learners up to 11 years old (accredited) Up to 11 Fre
44.2003-FR/Coll ELP 44.2003 – France: Model for learners in lower secondary education (accredited) 11-14 Fre
From other sources:
Self-assessment descriptors for learners in lower secondary education (2009): developed in Switzerland for the Lingualevel project
LINGUAL-CH/13-15 13-15 Eng
(validated)
YL-M CanDo Cambridge English: Young Learners Can Do Statements – Movers 7-9 Eng
YL-F CanDo Cambridge English: Young Learners Can Do Statements – Flyers 9-11 Eng
KfS CanDo Cambridge English: Key (KET) for Schools – Can Do Statements 10-12 Eng
PfS CanDo Cambridge English: Preliminary (PET) for Schools – Can Do Statements 12-14 Eng
ELP 11.2001 – Ireland: Model for use in primary education with a specific target group: immigrants learning the language of the host country
11.2001-IE/PRI 5-12 Eng
(rev. 2004) (accredited)
ELP 12.2001 – Ireland: Model for use in post-primary education with a specific target group: immigrants learning the language of the host
12.2001-IE/PP 12-16 Eng
country (rev. 2004) (accredited)
70.2006-UK/PRI ELP 70.2006 – UK: CILT, National Centre for Languages - Model for junior learners (accredited) 5-11 Eng
86.2007-ARM/6-10 ELP 86.2007 – Armenia: Yerevan State Linguistic University – Model for learners aged 6–10 (accredited) 6-10 Eng
ELP 94.2008 – Austria: Vienna Board of Education – European Language Portfolio for the Central Euro-pean Region - Model for primary
94.2008-AUS/6-10 6-10 Eng
school learners aged 6–10 (accredited)
116.2010-POR/6-10 ELP 116.2010 – Portugal: Direcção Geral de Inovação e de Desenvolvimento Curricular - Model for learners aged 6–10 (accredited) 6-10 Eng
118.2010-SLO/6-10 ELP 118.2010 – Slovenia: Ministry of Education and Sport - Model for learners aged 6–10 (accredited) 6-10 Eng/Slo
2012.R007-TUR/6-12 ELP 2012.R007 – Turkey: British Educational Affairs - European Language Portfolio – Young Learners (Age 6-12) (registered) 6-12 Eng
Notes:
 The bank incorporates 10 sources for the younger age group (guideline: age 7-10) and 9 for the older one (guideline: age 11-15) and sources developed in several different contexts in altogether 13 countries (NB: the ELP that appears
under ‘Austria’ was actually developed for the Central European Region, together with organisations from three neighbouring countries: Slovakia, the Czech Republic and Hungary).
 All descriptors have been used at the same level as in the original source, unless otherwise stated (with levels A2.2/B1.2/B2.2 – where used in the original source – added as A2+/B1+/B2+).
 Although the ‘Young Learners’ and ‘for Schools’ Cambridge English examinations are specifically designed for school-aged learners, the age groups given in the list above are offered by Cambridge English Language Assessment more
as guidelines, as there is no actual age limit on the exams.
 “ND” (for descriptors from the CoE bank): shows that the descriptor in the bank was not linked to a specific CEFR descriptor (but was used at the given level, unless otherwise stated).
 “NL”: no level given in the original source.

Page 20 ►
 Other sources collected but not used:
Language of document
Source Age Group
used
ELP 51.2203 – Spain: Model for learners aged 8-12 8-12 Spa
ELP 62.2004 – Poland: European Language Portfolio for learners aged 10-15 (Osrodek Rozwoju Edukacji) 10-15 Pol/Eng//Fre/Ger/Rus
ELP 63.2004 – Austria: Cernet Model for learners aged 10-15 10-15 Ger
ELP 65.2004 – Italy (Bolzano): Model for learners in primary education 9-11 Ita/Ger/Eng
ELP 67.2005 – Switzerland: CDIP - Model for learners in lower secondary education 11-15 Ger
ELP 69.2005 – Italy (Bolzano) – Model for learners in lower secondary education 11-14 Ita/Ger/Eng
ELP 79.2006 – Turkey: Bilfen Schools - Model for learners aged from 10 to 14 10-14 Tur/Eng/Ger
ELP 80.2006 – Turkey: Ministry of National Education - Model for learners aged from 10 to 14 10-14 Tur/Eng
ELP 87.2007 – Poland: National In-service Teacher Training Centre – Model for learners aged 3–6 3-6 Pol
ELP 90.2007 – Germany (Hessen): Verbundprojekt ‘Sprachen lehren und lernen als Kontinuum’ Koordinierungsstelle - Model for lower-secondary learners (grades 3–10) 10-15 Ger
ELP 92.2007 – Latvia: State Language Agency - Model for young learners aged 7–12 7-12 Lat
ELP 95.2008 – Switzerland: CDIP - Model for learners aged 7–11 (also includes Portfolino for learners aged 4–7 – not collated) 7-11 Ger/Fre/Ita/Spa
ELP 102.2009 – Belgium: Secrétariat flamand de l’enseignement catholique (VSKO) asbl Formation dans l’enseignement catholique – Model for young learners aged 10-14 10-14 Dut
ans
ELP 104.2010 – France: Editions Didier - Model for learners aged 6–10 6-10 Fre
ELP 106.2010 – Albania: Ministry of Education and Science - Model for learners aged 11–14 11-14 Alb/Eng
Note:
 The above sources have not been added to the bank due to prioritisation of both relevance and diversity of a representative selection of sources (see note above)

04.07.2014 Collated by: Tunde Szabo (Eurocentres), project supervised by Tim Goodier (Eurocentres)

►Page 21
5. References
COUNCIL OF EUROPE, 2001. The Common European Framework of Reference for Languages:
Learning, teaching, assessment. Cambridge: Cambridge University Press
LITTLE, D., 2012. The European Language Portfolio: history, key concerns, future prospects. In: B.
KUHN and M. CAVANA, eds, Perspectives from the European Language Portfolio: Learner
autonomy and self-assessment . London: Routledge, pp. 7-21.
SCHAFFER, D. R. & KIPP, K., 2013. Developmental Psychology: Childhood and Adolescence.
Belmont: Wadsworth Cengage Learning.
SCHÄRER, R., 2012. Between vision and reality: reflection on twenty years of a common European
project. In: B. KUHN and M. CAVANA, eds, Perspectives from the European Language Portfolio:
Learner autonomy and self-assessment . London: Routledge, pp. 45-58.

Page 22 ►
Table of a Representative Sample of Descriptors of
Language Competences for Young Learners aged
7-10 Years
The descriptors were mapped to the CEFR Extended Set of Illustrative Descriptors, organised by
CEFR Level.

►Page 23
 Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Communicative Language Activities and Strategies
Reception Activities
Spoken Reception
OVERALL LISTENING COMPREHENSION OVERALL LISTENING COMPREHENSION
A1 A1
Can follow speech that is very slow and carefully articulated, with long Relevant. I can understand a simple description of a room (e.g. my classroom, my bedroom). [118.2010-SLO/6-10]
pauses for him/her to assimilate meaning. I can understand a very simple description of an object (e.g. its size, colour and location). [118.2010-SLO/6-10]
I can follow a short story if I listen to it and look at it several times. [118.2010-SLO/6-10]
I can understand when people speak slowly, clearly, and with pauses, so I have time to figure out the meaning of
what is said. [86.2007-ARM/6-10]
I can understand simple and short songs and rhymes, e.g. songs and rhymes I got to know at school. [94.2008-
AUS/6-10]
I can understand when someone speaks about animals in simple, short sentences, e.g. A tiger lives in the jungle.
[94.2008-AUS/6-10]
I can understand when someone speaks about the weather in simple, short sentences, e.g. Today it is cold and
it`s snowing. [94.2008-AUS/6-10]
I can understand a simple, short role-play, e.g. a conversation between teacher and pupil. [94.2008-AUS/6-10]
I can understand a simple and short story with illustrations, e.g. an animal story. [94.2008-AUS/6-10]
Can recognise concrete information (e.g. places and times) on familiar Relevant. I can perform the actions to a song or story as I hear it. [118.2010-SLO/6-10]
topics encountered in everyday life, provided it is delivered in slow and I can draw characters, objects and events from a story as I hear it. [118.2010-SLO/6-10]
clear speech. I can understand some of the things that the teacher says in class and the names for things in the school.
[11.2001-IE/PRI]
I can understand when someone describes his/her home in simple, short sentences, e.g. The kitchen is next to
the dining room. [94.2008-AUS/6-10]
Pre-A1 Pre-A1
Can recognise everyday, familiar words, provided they are delivered Relevant. I can understand the important words in a song or rhyme. [118.2010-SLO/6-10] (A1)
clearly and slowly in a clearly defined, familiar, everyday context. I can identify names of shops or places (chemist’s, baker’s, school, post office, football field, …) [116.2010-
POR/6-10] (A1)
I can understand the names of clothes I wear to school and the food that I eat in school. [11.2001-IE/PRI] (A1)
I can understand the words for colours and shapes. [11.2001-IE/PRI] (A1)
I can understand the words for people who help us. [11.2001-IE/PRI] (A1)
I can understand the words for different types of weather. [11.2001-IE/PRI] (A1)
I can understand the main words about travelling. [11.2001-IE/PRI] (A1)
I can understand the words for the holidays and festivals during the school year. [11.2001-IE/PRI] (A1)

Page 24 ►
Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can understand the names for people who work and live in my town or area. [11.2001-IE/PRI] (A1)
I can recognise the names of other countries in the world. [11.2001-IE/PRI] (A1)
I can understand the names of some animals and plants. [11.2001-IE/PRI] (A1)
I can understand the words for the main places in the town or village where I live. [11.2001-IE/PRI] (A1)
I can understand a few familiar spoken words and phrases, e.g. the teacher’s instructions, a few words and
phrases in a song or a rhyme, days of the week, colours or numbers… [70.2006-UK/PRI] (A1)
I can understand some words and phrases in songs and simple children’s poems. [86.2007-ARM/6-10] (A1)
I can understand some geographical names. [86.2007-ARM/6-10] (A1)
I can recognise shapes and categories. [2012.R007-TUR/6-12] (A1)
I can understand some words in songs and rhymes. [2012.R007-TUR/6-12] (A1)
I can identify familiar words and phrases. [2012.R007-TUR/6-12] (A1)
Razumem posamezne besede in besedne zveze, ki jih pogosto slišim, na primer osnovna navodila pri pouku;
nekaj besed in povedi iz pesmice ali izštevanke, ki jo obravnavamo v šoli; dnevi v tednu; letni cas; barve in
številke; predmeti v ucilnici …; [118.2010-SLO/6-10] (A1)
Can recognise numbers, prices, dates and days of the week, provided Relevant. I can understand when I am told the time. [11.2001-IE/PRI] (A1)
they are delivered slowly and clearly in a defined, familiar, everyday I can understand the days of the week. [11.2001-IE/PRI] (A1)
context. I can understand numbers, prices and the time. [86.2007-ARM/6-10] (A1)
I can understand days of the week and months of the year. [86.2007-ARM/6-10] (A1)
I can understand when someone says what time it is, e.g. It is half past four. [94.2008-AUS/6-10] (A1)
I can understand the days of the week, months of the year and seasons in a spoken text, e.g. Monday, January,
Spring. [94.2008-AUS/6-10] (A1)
I can understand when someone says the price of an object, e.g. The book costs 10 €. [94.2008-AUS/6-10] (A1)
I can understand numbers and prices. [2012.R007-TUR/6-12] (A1)
I can understand clock times, days, months and dates. [2012.R007-TUR/6-12] (A1)
Can understand short, very simple questions and statements provided Relevant.
that they are delivered slowly and clearly and accompanied by visuals
or manual gestures to support understanding and repeated if
necessary.
UNDERSTANDING CONVERSATION BETWEEN OTHER UNDERSTANDING CONVERSATION BETWEEN OTHER SPEAKERS
SPEAKERS
A1 A1
Can understand some words and expressions when people are talking Relevant. Can understand when somebody talks about their family or friends in simple sentences. (YL-M Can-do)
about him/herself, family, school, hobbies or surroundings, provided I can understand a range of familiar spoken phrases, e.g. basic phrases concerning myself, my family and
they are talking slowly and clearly. school… [70.2006-UK/PRI]
When people speak, I can understand common phrases and often used words on the topics I know something
about. [86.2007-ARM/6-10]

►Page 25
 Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can understand words and short sentences when listening to a simple Relevant. I can understand very short conversations when people speak slowly and clearly. [86.2007-ARM/6-10]
conversation (e.g. between a customer and a salesperson in a shop),
provided that people talk very slowly and very clearly.
LISTENING AS A MEMBER OF A LIVE AUDIENCE LISTENING AS A MEMBER OF A LIVE AUDIENCE
A1 A1
Can understand in outline very simple information being explained in a Relevant.
predictable situation like a guided tour, provided that speech is very
slow and clear and that there are long pauses from time to time.
LISTENING TO ANNOUNCEMENTS AND INSTRUCTIONS LISTENING TO ANNOUNCEMENTS & INSTRUCTIONS
A1 A1
Can understand instructions addressed carefully and slowly to him/her Relevant. Can understand instructions given by the teacher in the classroom, such as ‘You must do this’, ‘Take off your
and follow short, simple directions. coats.’ (YL-M CanDo)
I can understand the teacher’s instructions. [118.2010-SLO/6-10]
I can understand when the teacher tells me to do something that I already know. [11.2001-IE/PRI]
I can understand when my friends tell me how to play a game. [11.2001-IE/PRI]
Can understand when someone tells him/her slowly and clearly where Relevant.
something is, provided the object is in the immediate environment.
Can understand figures, prices and times given slowly and clearly in Relevant.
an announcement by loudspeaker, e.g. at a railway station or in a
shop.
Pre-A1 Pre-A1
Can understand short, simple instructions for actions such as ‘Stop,’ Relevant. I can understand simple instructions (“Open your book!”, “Come to the board!”, “Stop!”, “Run!”, …) [116.2010-
‘Close the door,’ etc., provided they are delivered slowly face-to- face, POR/6-10] (A1)
accompanied by pictures or manual gestures and repeated if I can understand simple instructions given by the teacher during the class (“Stand up”, “Sit down”, “Come in”,
necessary. “Go out”, “Say”, “Listen”, “Give me the book”, “Take it”, etc.) [86.2007-ARM/6-10] (A1)
I can understand simple, short instructions given by my teacher, e.g. Stand up, please! [94.2008-AUS/6-10] (A1)
I can understand simple classroom instructions such as “Sit down”, “Wait”, “Listen” [2012.R007-TUR/6-12] (A1)
LISTENING TO AUDIO MEDIA AND RECORDINGS LISTENING TO AUDIO MEDIA AND RECORDINGS
A1 A1
Can pick out concrete information (e.g. places and times) from short Relevant. I can understand the main point(s) from a short spoken passage, e.g. a short rhyme or song, a telephone
audio recordings on familiar everyday topics, provided they are delivered message, announcement or weather forecast… [70.2006-UK/PRI]
very slowly and clearly.
Pre A1 Pre A1
Can recognise words, names and numbers that he/she already knows Relevant.
in simple, short recordings, provided that they are delivered very
slowly and clearly.

Page 26 ►
Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Audio-visual Reception
WATCHING TV AND FILM WATCHING TV AND FILM
A1 A1
Can recognise familiar words and phrases and identify the topics in Relevant. I can understand everyday words and sentences in children’s films, cartoons, tales, advertisements and
headline news summaries and many of the products in advertisements, announcements. [86.2007-ARM/6-10]
by exploiting visual information and general knowledge. I can understand some words and phrases I hear on TV programmes. [2012.R007-TUR/6-12]
Written Reception
OVERALL READING COMPREHENSION OVERALL READING COMPREHENSION
A1 A1
Can understand very short, simple texts a single phrase at a time, Relevant. Can understand simple sentences if they read them slowly and several times. (YL-M CanDo)
picking up familiar names, words and basic phrases and rereading as I can read short sentences. [116.2010-POR/6-10]
required. I can read and understand basic personal details (name, address, date, date of birth, etc.). [86.2007-ARM/6-10]
I can understand phrases and word combinations with the help of common words and names in very simple
short texts. [86.2007-ARM/6-10]
I can read and understand simple, short sentences about the holidays, e.g. In the summer holidays my friend
was in France. [94.2008-AUS/6-10]
I can read and understand simple, short texts about days of the week, months of the year and seasons, e.g.
Today is 5th January. It is winter. [94.2008-AUS/6-10]
I can read and understand a simple, short role-play, e.g. a shopping dialogue. [94.2008-AUS/6-10]
I can understand what personal information is demanded in a simple form. [2012.R007-TUR/6-12]

Preberem kratko besedno zvezo ali poved o znani temi, na primer preprosto opombo ob sliki; besedne zveze o
vremenu; preprost opis predmeta; preprost opis domace živali; zelo preprost strip …; [118.2010-SLO/6-10]
Pre A1 Pre A1
Can recognise familiar words accompanied by pictures, such as a fast- Relevant. With the help of pictures I can read the names of countries or different regions in the world, animals and plants,
food restaurant menu illustrated with photos or a picture book using holidays and festivities. [116.2010-POR/6-10] (A1)
familiar vocabulary. I can read the words on a poster or picture about weather. [11.2001-IE/PRI] (A1)
I can recognise words for different types of transport on a poster or in a book. [11.2001-IE/PRI] (A1)
I can use pictures in a reader or textbook to identify different peoples and parts of the world. [11.2001-IE/PRI]
(A1)
I can use pictures and posters to understand words about animals and plants. [11.2001-IE/PRI] (A1)
I can recognise and read out a few familiar words and phrases, e.g. from stories and rhymes, labels on familiar
objects, the date, the weather… [70.2006-UK/PRI] (A1)
I can read and understand the words in illustrated books and magazines, where the pictures help me understand
even unknown words. [86.2007-ARM/6-10] (A1)

►Page 27
 Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can read and understand names of food and drinks with the help of pictures, e.g. apple, milk. [94.2008-AUS/6-
10] (A1)
I can identify familiar words and phrases. [2012.R007-TUR/6-12] (A1)
I can read the date, e.g. Wednesday 14th May 2011. [94.2008-AUS/6-10] (A1)
I can recognize and read out familiar words from a story. [118.2010-SLO/6-10] (A1)
I can read and understand familiar words from a song we have sung together. [118.2010-SLO/6-10] (A1)
I can read the days of the week, the months of the year, the seasons of the year, the colours, the shapes, the
clothes, food, jobs, parts of the body, objects I see or wear every day. [116.2010-POR/6-10] (A1)
I can read the words for the clothes that I know and the food that I like and don’t like. [11.2001-IE/PRI] (A1)
I can read the words for different colours and shapes. [11.2001-IE/PRI] (A1)
I can read the words for people who help us. [11.2001-IE/PRI] (A1)
I can read the words for festivals and seasons. [11.2001-IE/PRI] (A1)
I can match words and sentences with pictures. [86.2007-ARM/6-10] (A1)
READING CORRESPONDENCE READING CORRESPONDENCE
A1 A1
Can understand short, simple messages on postcards. Relevant. I can read a simple message on a postcard or a greeting card. [118.2010-SLO/6-10]
I can read and understand the main point(s) of a simple e-mail. [118.2010-SLO/6-10]
I can understand the main point(s) from a short written passage in clear printed script, e.g. very simple messages
on a postcard or in an e-mail…[70.2006-UK/PRI]
I can understand short simple messages on postcards, and in short letters (such as: Happy New Year or Happy
Birthday). [86.2007-ARM/6-10]
I can read and understand a simple, short message on a postcard or invitation, e.g. birthday greetings. [94.2008-
AUS/6-10]
I can understand short notes, messages and simple notices. [2012.R007-TUR/6-12]
I can understand when somebody writes me about how s/he is and what s/he is doing. [2012.R007-TUR/6-12]
Je peux comprendre des messages simples sur les cartes postales. [22.2001-CZ-11]
Razumem bistvo zelo kratkega besedila o znani temi, na primer kratko sporocilo s pocitnic; zelo preprosto in
kratko e-sporocilo; kratko navodilo za igro … [118.2010-SLO/6-10]
Can understand short, simple messages sent via social media or Relevant.
email (e.g. proposing what to do, when and where to meet).
Pre A1 Pre A1
Can understand from a letter, card or email the event to which he/she Relevant.
is being invited and the information given about day, time and location.
Can recognise times and places in very simple notes and text Relevant. I can understand simple short messages written by the teacher or my friend (e.g. “I am in the library.”, “I’ll be
messages from friends or colleagues, for example ‘Back at 4 o’clock’ back in an hour.”, etc.). [86.2007-ARM/6-10] (A1)
or ‘In the meeting room,’ provided there are no abbreviations.

Page 28 ►
Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
READING FOR ORIENTATION READING FOR ORIENTATION
A1 A1
Can recognise familiar names, words and very basic phrases on simple Relevant. I can read and understand familiar words and phrases I see at school, in shops, in streets and elsewhere.
notices in the most common everyday situations. [118.2010-SLO/6-10]
I can read and understand simple and short sentences underneath pictures. [118.2010-SLO/6-10]
I can find my name on a list or on the classroom wall. [11.2001-IE/PRI]
I can read the names and notices on the doors in my school and on the board. [11.2001-IE/PRI]
I can read the names of buildings and places in my area. [11.2001-IE/PRI]
I can read the words for the main places in my area. [11.2001-IE/PRI]
I can find information in a list or table (e.g., the name of my favorite football team in a table). [86.2007-ARM/6-10]
I can understand short notes, messages and simple notices. [2012.R007-TUR/6-12]
I can use the alphabet to look up a name on a list (e.g. in a dictionary or telephone book). [116.2010-POR/6-10]
Dans des textes très simples, je peux trouver les mots et les phrases connus. [22.2001-CZ-11]
Je peux comprendre des inscriptions simples (p. ex. sur le clavier de l'ordinateur ou sur les affiches). [22.2001-
CZ-11]
Can understand store guides (information on which floors departments Relevant. Can understand signs and simple notices. (YL-M CanDo)
are on) and directions (e.g. to where to find lifts). I can read school and street signs (“Library”, “Canteen”, “Post Office”, “Chemist’s”). [116.2010-POR/6-10]
Can understand basic hotel information, e.g. times when meals are Relevant.
served.
Can find and understand simple, important information in Relevant. I can find the information I need from a sign, a poster, or a newspaper (e.g., where and when the concert, sports
advertisements, in programmes for special events, in leaflets and event, or a film will take place). [86.2007-ARM/6-10]
brochures (e.g. what is proposed, costs, the date and place of the I can locate a concert or a film on posters and identify where it takes place and what time it starts. [2012.R007-
event, departure times etc.). TUR/6-12]
Pre A1 Pre A1
Can understand simple everyday signs such as ‘Parking,’ ‘Station,’ Relevant. I can read and understand posters, advertisements, and short announcements I see on the street, in stores, at
‘Dining room,’ ‘No smoking,’ etc. the bus station, and other places (such as: train station, bus stop, Quiet, No Smoking, Supermarket, etc.).
[86.2007-ARM/6-10] (A1)
Can find information about places, times and prices on posters, flyers Relevant. I can read the time - the hours. [116.2010-POR/6-10] (A1)
and notices. I can read timetables. [116.2010-POR/6-10] (A1)
READING FOR INFORMATION AND ARGUMENT READING FOR INFORMATION AND ARGUMENT
A1 A1
Can get an idea of the content of simpler informational material and Relevant. I can read information about the weather (charts indicating rain, sun, clouds…). [116.2010-POR/6-10]
short simple descriptions, especially if there is visual support. I can read simple forms (enrolment in a club). [116.2010-POR/6-10]
I can understand familiar written phrases, e.g. simple phrases, weather phrases, simple description of objects,
someone writing about their pet… [70.2006-UK/PRI]

►Page 29
 Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can read and understand a simple, short description of a person, e.g. My name is Lisa. I am nine years old.
[94.2008-AUS/6-10]
I can read and understand simple, short sentences about illnesses when I see pictures, e.g. Peter has the
measles. [94.2008-AUS/6-10]
I can read and understand simple, short sentences about the weather when I see pictures with it, e.g. The sun is
shining today. [94.2008-AUS/6-10]
I can read and understand a simple description of a person with the help of pictures, e.g. a description of a child.
[94.2008-AUS/6-10]
I can find what I need in simple informative texts. [2012.R007-TUR/6-12]
I can understand information about school, age and the place of residence in short texts. [2012.R007-TUR/6-12]
Je peux saisir de quoi il s'agit dans un texte simple accompagné par des images. [22.2001-CZ-11]
Can understand short texts on subjects of personal interest (e.g. news Relevant. Can understand simple stories and shorter texts with the help of pictures and drawings. (YL-M CanDo)
flashes about sports, music, travel, or stories etc.) written with simple I can read the day and month and the timetable for school. [11.2001-IE/PRI]
words and supported by illustrations and pictures. I can read and understand simple, short sentences about animals when I see pictures with it, e.g. Monkeys eat
bananas. [94.2008-AUS/6-10]
I can read and understand a simple text about the holidays, with the help of pictures, e.g. holiday experiences.
[94.2008-AUS/6-10]
Pre A1 Pre A1
Can understand the simplest informational material that consists of Relevant. I can read and understand simple and short sentences underneath pictures. [118.2010-SLO/6-10] (A1)
familiar words and pictures, such as a fast-food restaurant menu I can read the words on a poster or picture about weather. [11.2001-IE/PRI] (A1)
illustrated with photos or an illustrated story formulated in very simple, I can recognise words for different types of transport on a poster or in a book. [11.2001-IE/PRI] (A1)
everyday words.
I can use pictures in a reader or textbook to identify different peoples and parts of the world. [11.2001-IE/PRI]
(A1)
I can use pictures and posters to understand words about animals and plants. [11.2001-IE/PRI] (A1)
I can recognise and read out a few familiar words and phrases, e.g. from stories and rhymes, labels on familiar
objects, the date, the weather… [70.2006-UK/PRI] (A1)
I can read and understand the words in illustrated books and magazines, where the pictures help me understand
even unknown words. [86.2007-ARM/6-10] (A1)
I can read and understand how much an item costs, e.g. 1 kg oranges costs 2 €. [94.2008-AUS/6-10] (A1)
READING INSTRUCTIONS READING INSTRUCTIONS
A1 A1
Can follow short, simple written directions (e.g., to go from X to Y). Relevant. I can follow short, simple written directions (e.g. how to get from one place to another). [86.2007-ARM/6-10]
I can read and understand directions when written in simple and short sentences with illustrations, e.g. First go
straight on to the church. Then turn left to the bus stop. [94.2008-AUS/6-10]
I can understand written directions on how to get from one place to another. [2012.R007-TUR/6-12]

Page 30 ►
Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Pre A1 Pre A1
Can understand very short, simple, instructions used in familiar, Relevant. I can read and understand simple instructions in a textbook. [118.2010-SLO/6-10] (A1)
everyday contexts such as ‘No parking,’ ‘No food or drink,’ etc., I can read and understand simple computer or video game instructions. [118.2010-SLO/6-10] (A1)
especially if there are illustrations. I can read simple instructions (“Close the door!”, “Switch off the light!”). [116.2010-POR/6-10] (A1)
I can understand the most important options in a computer programme, such as “PRINT”, “SAVE”, “COPY”,
“DELETE”, etc. [86.2007-ARM/6-10] (A1)
I can read and understand my teacher’s simple, short instructions, e.g. Bring your homework book tomorrow!
[94.2008-AUS/6-10] (A1)
I can understand simple written school instructions. [2012.R007-TUR/6-12] (A1)
I can understand the instructions in a computer program such as “copy”, “cut”, “paste”, "print" and "save."
[2012.R007-TUR/6-12] (A1)
Je peux comprendre des consignes simples dans mon manuel. [22.2001-CZ-11] – ND (A1)
READING AS A LEISURE ACTIVITY READING AS A LEISURE ACTIVITY
A1 A1
Can understand short, illustrated narratives about everyday activities Relevant. Can understand simple stories and shorter texts with the help of pictures and drawings. (YL-M CanDo)
that are written in simple words. I can read and understand a simple comic strip. [118.2010-SLO/6-10]
I can read rhymes. [116.2010-POR/6-10]
I can read short songs and rhymes when I see pictures along with it, e.g. songs and rhymes from a children‘s
book. [94.2008-AUS/6-10]
I can read and understand a simple and short story with illustrations, e.g. an adventure story. [94.2008-AUS/6-
10]
Can understand in outline short texts in illustrated stories, provided Relevant.
that the images help him/her to guess a lot of the content.
Reception Strategies
IDENTIFYING CUES AND INFERRING (Spoken & Written) IDENTIFYING CUES AND INFERRING (Spoken & Written)
Pre-A1 Pre-A1
Can deduce the meaning of a word from an accompanying picture or Relevant.
icon.
Production Activities
Spoken Production
OVERALL SPOKEN PRODUCTION OVERALL SPOKEN PRODUCTION
A1 A1
Can produce simple mainly isolated phrases about people and places. Relevant. I can say or sing a song. [118.2010-SLO/6-10]

►Page 31
 Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can recite some rhymes. [116.2010-POR/6-10]
I can retell a simple, short story, e.g. a holiday story. [94.2008-AUS/6-10]
I can repeat the words I am told or that I listen to on tape, such as: my name, my age, where I live, my
nationality, my phone number, the days of the week, the months of the year, the seasons of the year. [116.2010-
POR/6-10]
I can tell the names of the colours, some food, some animals, some of the objects in my house, some of the
objects in my classroom, some of my favourite places, shops and places I usually visit. [116.2010-POR/6-10]
I can give the names for colours and shapes that I know. [11.2001-IE/PRI]
I can say the words for the seasons and for the weather in different seasons. [11.2001-IE/PRI]
I can point out on a map where different people work. [11.2001-IE/PRI]
I can tell the names of all the animals I know. [11.2001-IE/PRI]
I can recite short poems and sing simple songs. [86.2007-ARM/6-10]
I can name common objects, animals, and food, as well as basic colours. [86.2007-ARM/6-10]
I can recite some songs, poems, and rhymes I like. [2012.R007-TUR/6-12]
Pre-A1 Pre-A1
Can produce short phrases about themselves, giving basic personal Relevant.
information (e.g. name, address, family, nationality).
SUSTAINED MONOLOGUE: Describing Experience SUSTAINED MONOLOGUE: Describing Experience
A1 A1
Can describe him/herself, what he/she does and where he/she lives. Relevant. I can say what my name is, how old I am, and where I live. [118.2010-SLO/6-10]
I can say what there is in the classroom or my bedroom. [118.2010-SLO/6-10]
I can say what I like or don’t like. [118.2010-SLO/6-10]
I can say what I do in my free time. [118.2010-SLO/6-10]
I can build short sentences (to describe where someone lives, …) [116.2010-POR/6-10]
I can use simple sentences to describe my house, and my city or village. [86.2007-ARM/6-10]
I can describe myself and others in simple, short sentences, e.g. My friend Maria is 10 years old. She has brown
hair. [94.2008-AUS/6-10]
I can talk about what I do at school in simple, short sentences, e.g. I am reading a book. [94.2008-AUS/6-10]
I can describe my house and the neighbourhood. [2012.R007-TUR/6-12]
Je peux dire quelques phrases de moi-même. [split]
Je peux expliquer de façon simple d'où je suis et où j'habite. [22.2001-CZ-11]
Can describe simple aspects of his/her everyday life in a series of Relevant. I can say what the weather is like. [118.2010-SLO/6-10]
simple sentences, using simple words and basic phrases, provided I can say the schooldays, the food I like or dislike, what the weather is like, the main parts of the body, some
he/she can prepare in advance. means of transport. [116.2010-POR/6-10]
I can say what food and clothes I like and don’t like. [11.2001-IE/PRI]

Page 32 ►
Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can tell the teacher how I came to school. [11.2001-IE/PRI]
I can describe buses, cars, trains and planes by size and colour. [11.2001-IE/PRI]
I can say when the main festivals are in the year. [11.2001-IE/PRI]
I can name the places I have been to in the area. [11.2001-IE/PRI]
I can give the names of the buildings in my area. [11.2001-IE/PRI]
I can say/repeat a few words and short simple phrases, e.g. what the weather is like; greeting someone; naming
classroom objects… [70.2006-UK/PRI]
I can tell about my family members and friends in several sentences. [86.2007-ARM/6-10]
I can say a few sentences about my school and class. [86.2007-ARM/6-10]
I can speak in simple sentences about people and places I know. [86.2007-ARM/6-10]
I can use simple sentences to express my opinion when I like or dislike something. [86.2007-ARM/6-10]
I can describe my school things in simple, short sentences, e.g. My school bag is red and big. [94.2008-AUS/6-
10]
I can talk about free-time activities, e.g. I like to play football. [94.2008-AUS/6-10]
I can talk about my holidays using simple and short sentences, e.g. In the summer holidays I was in England.
[94.2008-AUS/6-10]
I can make simple, short statements about the lesson plan, e.g. We have mathematics on Monday at 10 o’clock.
[94.2008-AUS/6-10]
I can talk about the seasons in simple, short sentences, e.g. I like to go swimming in the summer. [94.2008-
AUS/6-10]
I can make statements about my body in simple, short sentences, e.g. I can see with my eyes. [94.2008-AUS/6-
10]
I can talk about which food and drinks I like/dislike in simple, short sentences, e.g. I like oranges. I don’t like
cocoa. [94.2008-AUS/6-10]
I can talk about animals in simple, short sentences, e.g. Cows eat grass. [94.2008-AUS/6-10]
I can make statements about the weather in simple, short sentences, e.g. Yesterday it rained. Today it is windy.
[94.2008-AUS/6-10]
I can describe vehicles and means of transportation in simple, short sentences, e.g. The bus is big and yellow.
[94.2008-AUS/6-10]
I can give information about a country I have visited in simple and short sentences, e.g. In Australia it is hot.
Kangaroos live there. [94.2008-AUS/6-10]
I can explain in simple, short sentences what I like /dislike about a story, e.g. about a fairy tale. [94.2008-AUS/6-
10]
I can describe places and objects related to my everyday life. [2012.R007-TUR/6-12] (A1)
I can give information about my daily routines. [2012.R007-TUR/6-12]
I can give information about my school. [2012.R007-TUR/6-12]
Je peux dire en quelques phrases qui fait partie de ma famille et qui sont mes amis. [split]

►Page 33
 Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Je peux dire quelques phrases de mon école et de ma classe. [22.2001-CZ-11]
Pre-A1 Pre-A1
Can describe him/herself (e.g. name, age, family), using simple words Relevant. I can say what my name is, how old I am and where I live. [118.2010-SLO/6-10] (A1)
and formulaic expressions, provided he/she can prepare in advance. I can give personal information (first and last name, address, telephone number, nationality, age, family, and
hobbies). [86.2007-ARM/6-10] (A1)
I can say who I am, where I live or where I go to school. [2012.R007-TUR/6-12] (A1)
I can give such information as my age, my address, my telephone number and my nationality. [2012.R007-
TUR/6-12] (A1)
Can say how he/she is feeling using simple words like ‘happy,’ ‘tired,’, Relevant.
accompanied by body language.
SUSTAINED MONOLOGUE: Giving information SUSTAINED MONOLOGUE: Giving information
A1 A1
Can give a simple description of an object or picture while showing it Relevant. I can say what there is in the classroom or my bedroom. [118.2010-SLO/6-10]
to others using basic words, phrases and formulaic expressions, I can give simple instructions (teach a game to my classmates). [116.2010-POR/6-10]
provided he/she can prepare in advance.
ADDRESSING AUDIENCES ADDRESSING AUDIENCES
A1 A1
Can read a very short, rehearsed statement - e.g. to introduce a Relevant.
speaker, propose a toast.
Written Production
OVERALL WRITTEN PRODUCTION OVERALL WRITTEN PRODUCTION
A1 A1
Can give information in writing about matters of personal relevance Relevant. Can write about what they like doing in their free time, using words given to them. (YL-M CanDo)
(e.g. likes and dislikes, family, pets) using simple words and basic I can write something about myself (e.g. name, age and where I live). [118.2010-SLO/6-10]
expressions. I can write my school timetable. [118.2010-SLO/6-10]
I can write some information about my family: my mother, father, sister, brother, etc. [86.2007-ARM/6-10]
I can write some information about my school and my class. [86.2007-ARM/6-10]
I can write simple, short sentences about free-time activities, using given pictures and words, e.g. On Sundays I
read. [94.2008-AUS/6-10]
I can write simple, short sentences about seasonal activities using given pictures and words, e.g. In winter I go
ice-skating. [94.2008-AUS/6-10]
I can write about my clothing in simple, short sentences, using given pictures and words, e.g. I am wearing a
green pullover. [94.2008-AUS/6-10]
I can write about which food and drinks I like/dislike in simple, short sentences using given pictures and words,
e.g. I like spaghetti. I don’t like coffee. [94.2008-AUS/6-10]

Page 34 ►
Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can write simple isolated phrases and sentences. Relevant. Can write simple sentences, using words given to them. (YL-M CanDo)
I can write a list (e.g. a shopping list). [118.2010-SLO/6-10]
I can write my name, age and address, the days of the week, the months of the year, the seasons of the year,
the colours, the shapes, pieces of clothes, food, names of jobs, some parts of the human body, some objects
that I see or use every day, words that I have just read, names of countries or of different regions in the world,
names of animals and plants, names of holidays and festivities, words related with the weather, short sentences
with words that I already know. [116.2010-POR/6-10]
I can write shopping lists (Christmas presents,…). [116.2010-POR/6-10]
I can write simple instructions (“Don’t touch”; “Close the door”). [116.2010-POR/6-10]
I can write words for different foods and for the clothes we wear. [11.2001-IE/PRI]
I can write words about weather. [11.2001-IE/PRI]
I can draw a map of another country and copy or write the names of the places. [11.2001-IE/PRI]
I can copy the names of the buildings in my area and write what happens in them. [11.2001-IE/PRI]
I can write or copy simple words or symbols, e.g. personal information, where I live, how old I am, numbers,
colours and objects… [70.2006-UK/PRI]
I can write one or two short sentences and fill in the words in on a simple form, e.g. a shopping list, holiday
greetings by e-mail or on a postcard… [70.2006-UK/PRI]
I can write simple, everyday phrases and sentences. [86.2007-ARM/6-10]
I can write simple, short sentences about school things, with the help of pictures and words, e.g. My pencil is
yellow. [94.2008-AUS/6-10]
I can write simple, short sentences about my work at school using given pictures and words, e.g. I am singing a
song. [94.2008-AUS/6-10]
I can write the date, e.g. Thursday, 16th October, 2011.
I can write simple, short sentences about animals, using given pictures and words, e.g. A fish lives in the water.
[94.2008-AUS/6-10]
I can write about the weather in short, simple sentences using given pictures and words, e.g. It’s raining today.
[94.2008-AUS/6-10]
I can write a simple, short shopping list, e.g. milk, bread, cheese, tomatoes. [94.2008-AUS/6-10]
I can explain where someone or something can be found in simple, short sentences using given pictures and
words, e.g. The T-shirt is in the bathroom. [94.2008-AUS/6-10]
I can write a simple, short role-play, using given pictures and words, e.g. a conversation in a pet shop. [94.2008-
AUS/6-10]
I can write a simple, short story using given pictures and words, e.g. a story about school. [94.2008-AUS/6-10]
I can write simple short dialogues. [2012.R007-TUR/6-12]
I can copy words from the board. [11.2001-IE/PRI]
I can copy words for colours and shapes from the board. [11.2001-IE/PRI]
I can copy words about transport from the board. [11.2001-IE/PRI]
I can copy the days of the week and the months of the year from the board. [11.2001-IE/PRI]

►Page 35
 Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can copy words about different places from a map, poster or book. [11.2001-IE/PRI]
I can copy words to label pictures of animals. [11.2001-IE/PRI]
I can copy the names of the buildings in my area and write what happens in them. [11.2001-IE/PRI]
Napišem ali prepišem preproste besede, na primer osnovne osebne podatke, kje živim, koliko sem star(a),
števila, barve in predmeti …, [118.2010-SLO/6-10]
Pre-A1 Pre-A1
Can give basic personal information in writing (e.g. name, address, Relevant. I can write some personal details: my first and last name, age, where I live, etc. [86.2007-ARM/6-10] (A1)
nationality), perhaps with the use of a dictionary.
CREATIVE WRITING CREATIVE WRITING
A1 A1
Can write simple phrases and sentences about themselves and Relevant. I can write or copy words about the important places where I live. [11.2001-IE/PRI]
imaginary people, where they live and what they do. I can write something about myself (e.g. name, age and where I live). [118.2010-SLO/6-10]
I can write words and short sentences next to pictures. [118.2010-SLO/6-10]
I can fill in the missing words in a short text. [118.2010-SLO/6-10]
I can write or copy simple words or symbols, e.g. personal information, where I live, how old I am, numbers,
colours and objects… [70.2006-UK/PRI]
I can write simple phrases and sentences about myself and imaginary people. I can write about where the
imaginary people live and what they do. [86.2007-ARM/6-10]
I can write a simple and short description of a person using given pictures and words, e.g. My name is Thomas. I
have blue eyes. [94.2008-AUS/6-10]
I can write simple, short sentences about my work at school using given pictures and words, e.g. I am singing a
song. [94.2008-AUS/6-10]
I can write simple, short sentences about free-time activities, using given pictures and words, e.g. On Sundays I
read. [94.2008-AUS/6-10]
I can write simple, short sentences about the holidays using given pictures and words, e.g. In the winter holidays
I am going skiing. [94.2008-AUS/6-10]
I can write simple, short sentences about seasonal activities using given pictures and words, e.g. In winter I go
ice-skating. [94.2008-AUS/6-10]
I can write about which food and drinks I like/dislike in simple, short sentences using given pictures and words,
e.g. I like spaghetti. I don’t like coffee. [94.2008-AUS/6-10]
I can write how I am, and what I'm doing in short and simple texts. [2012.R007-TUR/6-12]
I can write a simple personal description about myself. [2012.R007-TUR/6-12]
I can write simple sentences about my school, my family or where I live. [2012.R007-TUR/6-12]
Can describe in very simple language what a room looks like. Relevant.
Can use simple words and phrases to describe certain everyday Relevant. I can write about my clothing in simple, short sentences, using given pictures and words, e.g. I am wearing a
objects (e.g. the colour of a car, whether it is big or small). green pullover. [94.2008-AUS/6-10]

Page 36 ►
Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Production Strategies
COMPENSATING COMPENSATING
A1 A1
Can use gesture to support simple words in expressing a need. Relevant. I can replace words I do not know or have forgotten with simpler synonyms or describe with gestures, facial
expression or other words. [86.2007-ARM/6-10] (NL)
I can say what I want to buy in a store and, if necessary, make myself better understood by using gestures and
facial expressions. [86.2007-ARM/6-10]
Pre-A1
Can point to something and ask what it is. Relevant.
Interaction Activities
Spoken Interaction
OVERALL SPOKEN INTERACTION OVERALL SPOKEN INTERACTION
A1 A1
Can interact in a simple way but communication is totally dependent Relevant. I can interact with people if they speak slowly and repeat the words I don’t understand and then help me plan
on repetition at a slower rate of speech, rephrasing and repair. Can what I am trying to say. [86.2007-ARM/6-10]
ask and answer simple questions, initiate and respond to simple I can arrange to meet someone. Shall we meet at the swimming pool at 11 o’clock? [94.2008-AUS/6-10]
statements in areas of immediate need or on very familiar topics. I can work out and act out a simple and short role-play with others, e.g. a telephone conversation. [94.2008-
AUS/6-10]
Pre-A1 Pre-A1
Can ask and answer questions about him/herself and daily routines, Relevant.
using short, formulaic expressions and relying on gestures to reinforce
the information.
UNDERSTANDING THE INTERLOCUTOR UNDERSTANDING THE INTERLOCUTOR
A1 A1
Can understand everyday expressions aimed at the satisfaction of Relevant. I can understand when my conversation partner introduces himself when he/she says his/her name, age and
simple needs of a concrete type, delivered directly to him/her in clear, where he/she lives. [86.2007-ARM/6-10]
slow and repeated speech by a sympathetic speaker. I can understand when somebody introduces his/her family or friends to me, e.g. This is my mother. [94.2008-
AUS/6-10]
I can understand when someone tells me how he/she feels in simple, short sentences, e.g. Today I am fine.
[94.2008-AUS/6-10]
I can understand when somebody asks me for help using simple, short sentences, e.g. Can you help me,
please? [94.2008-AUS/6-10]
Can understand when somebody talks about their family or friends in simple sentences. (YL-M CanDo)
I can understand very short conversations when people speak slowly and clearly. [86.2007-ARM/6-10]

►Page 37
 Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can understand when someone speaks about a free-time activity in simple, short sentences, e.g. I like to read.
[94.2008-AUS/6-10]
I can understand when somebody talks about his/her holidays using simple, short sentences, e.g. In the holidays
I was in Italy. [94.2008-AUS/6-10]
I can understand a range of familiar spoken phrases, e.g. basic phrases concerning myself, my family and
school… [70.2006-UK/PRI]
I can understand simple phrases and sentences concerning my family and my school. [2012.R007-TUR/6-12]
Can understand questions and instructions addressed carefully and Relevant. Can understand instructions given by the teacher in the classroom, such as ‘You must do this’, ‘Take off your
slowly to him/her and follow short, simple directions. coats.’ (YL-M CanDo)
I can understand questions about myself. [11.2001-IE/PRI]
I can understand when the teacher tells me to do something that I already know. [11.2001-IE/PRI]
I can understand when my friends tell me how to play a game. [11.2001-IE/PRI]
I can understand simple questions about myself (e.g. What’s your name? What class are you in?). [118.2010-
SLO/6-10]
I can understand the teacher’s instructions. [118.2010-SLO/6-10]
I can understand questions about my name, age, and where I live. [86.2007-ARM/6-10]
I can understand simple questions about myself, my family and my surroundings, when people speak slowly and
clearly. [86.2007-ARM/6-10]
I can understand when people ask me a simple question or ask for something when they speak slowly and
clearly. [86.2007-ARM/6-10]
I can understand when I am asked personal questions: my name, age and where I live. [86.2007-ARM/6-10]
I can understand questions and instructions that the teacher says carefully and slowly to me. I can then answer
the questions and follow the instructions. [86.2007-ARM/6-10]
Pre-A1 Pre-A1
Can understand a number of familiar words and greetings and Relevant. I can understand familiar words and phrases (e.g. numbers, days of the week, colours, weather). [118.2010-
recognise key information such as numbers, prices, dates and days of SLO/6-10] (A1)
the week, provided speech is delivered very slowly, with repetition if When people talk to me slowly, I can understand the names of people, animals, objects, plants and flowers, parts
necessary. of the body, food, clothes, days of the week, months of the year, seasons of the year, means of transport,
holidays and festivities, jobs. [116.2010-POR/6-10] (A1)
I can understand when I am told the time. [11.2001-IE/PRI] (A1)
I can understand when people greet me, ask me how I am and say good-bye to me. [86.2007-ARM/6-10] (A1)
I can understand simple instructions given by the teacher during the class (“Stand up”, “Sit down”, “Come in”,
“Go out”, “Say”, “Listen”, “Give me the book”, “Take it”, etc.) [86.2007-ARM/6-10] (A1)
I can understand common words and names of everyday objects that are in my everyday life. [86.2007-ARM/6-
10] (A1)
I can understand numbers, prices and the time. [86.2007-ARM/6-10] (A1)
I can understand days of the week and months of the year. [86.2007-ARM/6-10] (A1)
I can understand when someone says the price of an object, e.g. The book costs 10 €. [94.2008-AUS/6-10] (A1)

Page 38 ►
Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can understand when somebody greets me or says good-bye, e.g. Good morning, children! [94.2008-AUS/6-10]
(A1)
I can understand simple, short instructions given by my teacher, e.g. Stand up, please! [94.2008-AUS/6-10] (A1)
I can understand when someone says what time it is, e.g. It is half past four. [94.2008-AUS/6-10] (A1)
I can understand the days of the week, months of the year and seasons in a spoken text, e.g. Monday, January,
Spring. [94.2008-AUS/6-10] (A1)
I can understand separate words frequently used in conversational phrases (e.g. greetings and farewell).
[2012.R007-TUR/6-12] (A1)
I can understand numbers and prices. [2012.R007-TUR/6-12] (A1)
I can understand clock times, days, months and dates. [2012.R007-TUR/6-12] (A1)
I can understand routine phrases such as “please” and “thank you.” [2012.R007-TUR/6-12] (A1)
I can understand simple classroom instructions such as “Sit down”, “Wait”, “Listen” [2012.R007-TUR/6-12] (A1)
Can understand simple questions which directly concern him/her, for Relevant.
example about name, age and address, or similar things, if the person
is asking slowly and clearly.
Can understand simple personal information ( e.g. name, age, place Relevant.
of residence, origin) when other people introduce themselves,
provided that they speak slowly and clearly directly to him/her, and
can understand questions on this theme addressed to him/her, though
the questions may need to be repeated.
CONVERSATION CONVERSATION
A1 A1
Can understand everyday expressions aimed at the satisfaction of Relevant. I can understand when my conversation partner introduces himself when he/she says his/her name, age and
simple needs of a concrete type, delivered directly to him/her in clear, where he/she lives. [86.2007-ARM/6-10]
slow and repeated speech by a sympathetic speaker. I can understand when somebody introduces his/her family or friends to me, e.g. This is my mother. [94.2008-
AUS/6-10]
I can understand when someone tells me how he/she feels in simple, short sentences, e.g. Today I am fine.
[94.2008-AUS/6-10]
I can understand when somebody asks me for help using simple, short sentences, e.g. Can you help me,
please? [94.2008-AUS/6-10]
Can take part in a simple conversation of a basic factual nature on a Relevant. I can ask someone what they like or don’t like. [118.2010-SLO/6-10]
predictable topic, e.g. his/her home country, family, school. I can ask where someone lives, and say where I live. [118.2010-SLO/6-10]
I can ask someone if they have brothers or sisters. [118.2010-SLO/6-10]
I can ask and answer simple questions and talk about my interests, e.g. taking part in an interview about my area
and interests; a survey about pets or favourite foods; talking with a friend about what we like to do and wear…
[70.2006-UK/PRI]

►Page 39
 Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can ask and answer simple, short questions about pets, e.g. My hamster’s name is Hugo. What does your
guinea pig eat? [94.2008-AUS/6-10]
I can ask and answer questions about a person, family, and interests. [2012.R007-TUR/6-12]
Sodelovati znam v preprostem pogovoru o stvareh, ki me zanimajo. Znam postavljati preprosta vprašanja in
nanje odgovarjati, na primer: kdo si, koliko si star, kam hodiš v šolo, kje si doma; kateri šolski predmet ti je všec,
kateri ne, kateri šport ti je všec, kaj rad ješ … [118.2010-SLO/6-10]
Can make an introduction and use basic greeting and leave-taking Relevant. I can introduce myself and other people. [118.2010-SLO/6-10]
expressions. I can greet and respond to a greeting. [118.2010-SLO/6-10]
When someone talks to me clearly and slowly I can say my name, my age, where I live, my birthday. [116.2010-
POR/6-10]
I can say hello and goodbye to my teachers and classmates. [116.2010-POR/6-10]
I can greet and say goodbye to an adult or my friend using the correct words to match a certain time of the day
(e.g., “Hello,” “Good morning,” “Good afternoon,” “Good evening,” “Goodbye,” “Have a nice trip,” “See you
tomorrow,” etc.). [86.2007-ARM/6-10]
I can introduce myself, say my name, and answer simple questions about myself if people speak slowly and
clearly (e.g. "What’s your name?" "How old are you?" "What grade are you in?", “How many brothers and sisters
do you have?” etc.). [86.2007-ARM/6-10]
I can introduce my friend: I can say his/her name, age, where he/she lives, what he/she likes to do. [86.2007-
ARM/6-10]
I can greet somebody and say good-bye in simple and short sentences, e.g. Good bye, Mr Miller! [94.2008-
AUS/6-10]
I can introduce myself and others in simple, short sentences, e.g. My name is Peter. I live in … [94.2008-AUS/6-
10]
I can introduce somebody and can use basic greetings and leave taking expressions. [2012.R007-TUR/6-12]
I can greet and farewell in different time slices of a day. [2012.R007-TUR/6-12]
I can introduce myself, my family and my friends. [2012.R007-TUR/6-12]
Je peux présenter moi-même, ma famille et mon ami. [22.2001-CZ-11] – ND
Je peux saluer un adulte ou un ami à n'importe quelle heure du jour et prendre congé de quelqu'un. [22.2001-
CZ-11] – ND
Can ask how people are and react to news. Relevant. Can ask somebody about how they are and what they like doing and answer similar questions. (YL-M CanDo)
I can ask how someone is, and say how I am. [118.2010-SLO/6-10]
I can talk about how I feel and also ask others how they feel in simple, short sentences, e.g. I am tired. How are
you today? [94.2008-AUS/6-10]
Je peux demander à quelqu'un comment il va et je peux répondre à des questions de ce type. [22.2001-CZ-11]
Pre-A1 Pre-A1
Can understand and use some basic, formulaic expressions such as Relevant. I can apologise. I can say thank you. [118.2010-SLO/6-10] (A1)
‘Yes,’ ‘No,’ ‘Excuse me,’ ‘Please,’ ‘Thank you,’ ‘No thank you,’ ‘Sorry.’ I can say please and thank you. [116.2010-POR/6-10] (A1)

Page 40 ►
Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can apologize and thank someone. (Use words like "excuse me", "sorry", "thank you", etc.). [86.2007-ARM/6-
10] (A1)
I can give thanks and excuses by using simple sentences such as ́Thank you ́, ́Excuse me ́, ́Sorry ́,etc.
[2012.R007-TUR/6-12] (A1)
Can recognise simple greetings. Relevant.
Can greet people, say his/her name and take leave of them. Relevant. I can ask someone’s name, and I can say my name. [118.2010-SLO/6-10]
INFORMAL DISCUSSION (with friends) INFORMAL DISCUSSION (with friends)
A1 A1
Can exchange likes and dislikes for sports, foods, etc., using a limited Relevant. Can agree or disagree with someone, using phrases such as ‘I think so’, ‘You are right’, ‘I don’t think so’. (YL-M
repertoire of expressions, when addressed clearly, slowly and directly. CanDo)
I can ask someone what they like or don’t like. [118.2010-SLO/6-10]
I can say what food and clothes I like and don’t like. [11.2001-IE/PRI]
I can ask and answer simple questions and talk about my interests, e.g. taking part in an interview about my area
and interests; a survey about pets or favourite foods; talking with a friend about what we like to do and wear…
[70.2006-UK/PRI]
I can ask my classmates simple, short questions, e.g. What is your favourite colour? [94.2008-AUS/6-10]
I can ask and answer simple, short questions about a free-time activity, e.g. I like to go to the cinema. What do
you like to do the most? [94.2008-AUS/6-10]
I can have simple daily conversations on what I like and dislike. [2012.R007-TUR/6-12]
GOAL-ORIENTED CO-OPERATION (e.g. assembling a furniture kit, GOAL-ORIENTED CO-OPERATION (e.g. assembling a furniture kit, discussing a document, organising an event
discussing a document, organising an event etc.) etc.)
A1 A1
Can understand questions and instructions addressed carefully and Relevant. Can understand instructions given by the teacher in the classroom, such as ‘You must do this’, ‘Take off your
slowly to him/her and follow short, simple directions. coats.’ (YL-M CanDo)
I can understand the teacher’s instructions. [118.2010-SLO/6-10]
I can understand when the teacher tells me to do something that I already know. [11.2001-IE/PRI]
I can understand when my friends tell me how to play a game. [11.2001-IE/PRI]
I can find colours, shapes and opposites in the classroom. [11.2001-IE/PRI]
I can understand questions and instructions that the teacher says carefully and slowly to me. I can then answer
the questions and follow the instructions. [86.2007-ARM/6-10]
Can act on basic instructions that involve times, locations, numbers Relevant. I can understand instructions that include colours, shapes or opposites. [11.2001-IE/PRI] (A2)
etc. I can understand when somebody who is helping me tells me what to do. [11.2001-IE/PRI] (A2)
Can ask people for things, and give people things. Relevant. I can ask for something. [118.2010-SLO/6-10]
I can make and reply to simple requests. [116.2010-POR/6-10]
I can borrow school material. [116.2010-POR/6-10]

►Page 41
 Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can tell the teacher if I need something. [11.2001-IE/PRI]
I can ask for things in the classroom. [11.2001-IE/PRI]
I can ask my conversation partner to give me this or that thing and understand what he/she asks for. [86.2007-
ARM/6-10]
I can ask people for things, and give people things when I am asked to. [86.2007-ARM/6-10]
I can ask someone to play a game with me, e.g. Will you play catch with me? [94.2008-AUS/6-10]
I can ask for and can give things. [2012.R007-TUR/6-12]
Je peux demander quelque chose et j'en peux remercier. [22.2001-CZ-11]
OBTAINING GOODS AND SERVICES OBTAINING GOODS & SERVICES
A1 A1
Can ask people for things and give people things. Relevant. I can ask for something. [118.2010-SLO/6-10]
I can make and reply to simple requests. [116.2010-POR/6-10]
I can ask for things in shops and ask how much they cost. [11.2001-IE/PRI]
I can ask people for things, and give people things when I am asked to. [86.2007-ARM/6-10]
I can say what I want to buy in a store and, if necessary, make myself better understood by using gestures and
facial expressions. [86.2007-ARM/6-10]
I can ask for and can give things. [2012.R007-TUR/6-12]
Je peux demander quelque chose et j'en peux remercier. [22.2001-CZ-11]
Can ask for food and drink using basic expressions. Relevant. I can name some foods and drinks.[118.2010-SLO/6-10]
I can ask for food and drinks and say thank you, e.g. Cake and juice, please! [94.2008-AUS/6-10]
Can handle numbers, quantities, cost and time. Relevant. Can ask questions and use fixed expressions such as ‘How much is/are…?’ , ‘What’s the matter?’, ‘I’m good
at…’. (YL-M CanDo)
I can count to 20. [118.2010-SLO/6-10]
I can count to 20. [116.2010-POR/6-10]
I can use numbers, quantity, prices and time, size (by resorting to mime if necessary). [116.2010-POR/6-10]
Pre-A1 Pre-A1
Can make simple purchases and/or order food or drink when pointing Relevant. I can make simple purchases through pointing to objects or using gestures. [2012.R007-TUR/6-12] (A1)
or other gesture can support the verbal reference.
INFORMATION EXCHANGE INFORMATION EXCHANGE
A1 A1
Can understand questions and instructions addressed carefully and Relevant. I can understand simple questions about myself (e.g. What’s your name? What class are you in?). [118.2010-
slowly to him/her and follow short, simple directions. SLO/6-10]
Can understand instructions given by the teacher in the classroom, such as ‘You must do this’, ‘Take off your
coats.’ (YL-M CanDo)

Page 42 ►
Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can understand the teacher’s instructions. [118.2010-SLO/6-10]
I can understand questions about myself. [11.2001-IE/PRI]
I can understand when the teacher tells me to do something that I already know. [11.2001-IE/PRI]
I can understand when my friends tell me how to play a game. [11.2001-IE/PRI]
I can understand questions about my name, age, and where I live. [86.2007-ARM/6-10]
I can understand simple questions about myself, my family and my surroundings, when people speak slowly and
clearly. [86.2007-ARM/6-10]
I can understand when people ask me a simple question or ask for something when they speak slowly and
clearly. [86.2007-ARM/6-10]
I can understand when I am asked personal questions: my name, age and where I live. [86.2007-ARM/6-10]
I can understand questions and instructions that the teacher says carefully and slowly to me. I can then answer
the questions and follow the instructions... [86.2007-ARM/6-10]
I can ask for directions and give directions in simple, short sentences, e.g. How do I get to the train station?
[94.2008-AUS/6-10]
Can ask and answer simple questions, initiate and respond to simple Relevant. Can ask questions and use fixed expressions, such as ‘How much is/are…?’, ‘What’s the matter?’, ‘I’m good
statements in areas of immediate need or on very familiar topics. at…’ (YL-M CanDo)
Can ask questions about school activities, for example classroom tasks, homework, holidays. (YL-M CanDo)
I can ask and answer simple questions, such as “What is your name?” “How old are you?”, “Where do you live?”,
“What do you like?”, etc. [86.2007-ARM/6-10]
I can ask somebody for help if I am worried or lost. [11.2001-IE/PRI]
I can answer simple questions about the weather. [11.2001-IE/PRI]
I can answer simple questions about what I do on different days. [11.2001-IE/PRI]
I can answer questions about keeping a pet. [11.2001-IE/PRI]
I can ask and answer simple questions and talk about my interests, e.g. taking part in an interview about my area
and interests; a survey about pets or favourite foods; talking with a friend about what we like to do and wear…
[70.2006-UK/PRI]
I can ask and answer simple questions on topics I know something about. [86.2007-ARM/6-10]
I can ask and answer simple, short questions about pets, e.g. My hamster’s name is Hugo. What does your
guinea pig eat? [94.2008-AUS/6-10]
I can ask about the weather and talk about it, e.g. What is the weather like today? [94.2008-AUS/6-10]
I can ask and explain where someone or something can be found in simple, short sentences, e.g. Where is the
blue ball? [94.2008-AUS/6-10]
I can ask and answer questions about a familiar story in simple, short sentences, e.g. questions about a story in
a children’s book [94.2008-AUS/6-10]
I can exchange ideas on numbers, quantities, costs, clock times, days, months and years. [2012.R007-TUR/6-
12]

►Page 43
 Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can ask and answer questions about a person, family, and interests. [2012.R007-TUR/6-12]
Znam odgovoriti na preprosta vprašanja o sebi. V odgovorih z besedo, besedno zvezo ali preprosto povedjo
posredujem osnovne informacije o sebi, na primer, kje živim, kdo so clani moje družine, ali imam hišnega
ljubljencka, kateredmete se ucim v šoli …; [118.2010-SLO/6-10]
Can ask and answer questions about themselves and other people, Relevant. I can ask where someone lives, and say where I live. [118.2010-SLO/6-10]
where they live, people they know, things they have. I can ask someone if they have brothers or sisters. [118.2010-SLO/6-10]
I can ask someone what they like or don’t like. [118.2010-SLO/6-10]
I can answer some questions about myself and my family and say if I like something. [11.2001-IE/PRI]
I can give my name and address and the name of my school to a person who is helping me. [11.2001-IE/PRI]
I can answer some questions about where I live. [11.2001-IE/PRI]
I can answer some questions about where my family came from. [11.2001-IE/PRI]
I can answer questions about where I have been in my area. [11.2001-IE/PRI]
I can answer simple questions and give basic information, e.g. about the weather; where I live; whether I have
brothers or sisters, or a pet… [70.2006-UK/PRI]
I can introduce myself, say my name, and answer simple questions about myself if people speak slowly and
clearly (e.g. "What’s your name?" "How old are you?" "What grade are you in?", “How many brothers and sisters
do you have?” etc.). [86.2007-ARM/6-10]
I can ask and answer simple questions, such as “What is your name?” “How old are you?”, “Where do you live?”,
“What do you like?”, etc.. [86.2007-ARM/6-10]
I can ask my friends where they live, people they know, things they have, and the like, and can answer such
questions. [2012.R007-TUR/6-12]
Je peux demander à quelqu'un quel est son nom et son lieu d'habitation. Je peux répondre à des questions de
ce type. [22.2001-CZ-11]
Can indicate time by such phrases as next week, last Friday, in Relevant. I can indicate the month, day, and time (next week, last Friday, in November, at three o’clock). [86.2007-ARM/6-
November, three o'clock. 10]
Can express numbers, quantities and cost in a limited way. Relevant. I can count to 20. [118.2010-SLO/6-10]
I can count to 20. [116.2010-POR/6-10]
I can use numbers, quantity, prices and time, size (by resorting to mime if necessary). [116.2010-POR/6-10]
Can name the colour of clothes or other familiar objects and can ask Relevant. I can answer questions about the colours I am wearing. [11.2001-IE/PRI]
the colour of such objects.
Pre-A1 Pre-A1
Can ask and tell day, time of day and date. Relevant. I can say which season, month or day it is, and what the time is. [118.2010-SLO/6-10]
I can name the days of the week and the months of the year. [11.2001-IE/PRI]
I can ask and answer questions about the date and the time, e.g. Today is Tuesday, 3rd June 2011. What’s the
time, please? [94.2008-AUS/6-10] (A1)
Can tell people his/her name and ask other people their name. Relevant.

Page 44 ►
Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can use and understand simple numbers in everyday conversations. Relevant.
Can ask for and give a date of birth. Relevant.
Can ask for and give a phone number. Relevant.
Can say and ask people about their age. Relevant.
Can ask very simple questions for information, such as 'What is this?' Relevant.
and understand 1- or 2-word answers.
INTERVIEWING AND BEING INTERVIEWED INTERVIEWING AND BEING INTERVIEWED
A1 A1
Can reply in an interview to simple direct questions spoken very slowly Relevant. I can ask and answer simple questions and talk about my interests, e.g. taking part in an interview about my area
and clearly in direct non-idiomatic speech about personal details. and interests; a survey about pets or favourite foods; talking with a friend about what we like to do and wear…
[70.2006-UK/PRI]
Can state in simple language the nature of a problem to a health Relevant.
professional and answer simple questions such as ‘Does that hurt?’
even though he/she has to rely on gestures and body language to
reinforce the message.
Written Interaction
OVERALL WRITTEN INTERACTION OVERALL WRITTEN INTERACTION
A1 A1
Can ask for or pass on personal details in written form. Relevant.
Pre-A1 Pre-A1
Can write short phrases to give basic information (e.g. name, address, Relevant.
family) on a form or in a note, with the use of a dictionary.
CORRESPONDENCE CORRESPONDENCE
A1 A1
Can write messages and online postings as a series of very short Relevant. Can write a short message on a postcard or in an email. (YL-F CanDo)
sentences about hobbies and likes/dislikes, using simple words and I can write an invitation to a birthday party. [118.2010-SLO/6-10]
formulaic expressions, with reference to a dictionary.
I can write notices, invitations, simple messages (e.g. there will be a party at school tomorrow). [116.2010-
POR/6-10]
I can write short congratulation messages to my friend, parents, teacher, etc., such as Happy New Year and
Happy Birthday. [86.2007-ARM/6-10]
I can write simple text messages and e-mails to my friends. [2012.R007-TUR/6-12]
I can write short messages for a birthday , new year and feasts. [2012.R007-TUR/6-12]

►Page 45
 Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Napišem besedno zvezo ali kratko poved, na primer nakupovalni seznam za trgovino, pocitniški pozdrav, kratko
e-sporocilo; dopolnim preprost obrazec z osebnimi podatki …; [118.2010-SLO/6-10]
Napišem nekaj povedi s pomocjo predloge ali vzorca, na primer razglednico, opombo ob slicici, kratko sporocilo,
vabilo na rojstni dan … [118.2010-SLO/6-10]
Can write a short, very simple message (e.g. a text message) to
friends to give them a piece of information or to ask them a question.
Can write a short, simple postcard. Relevant. I can write a short, simple postcard. [118.2010-SLO/6-10]
I can write words and short sentences next to pictures. [118.2010-SLO/6-10]
I can write one or two short sentences and fill in the words in on a simple form, e.g. a shopping list, holiday
greetings by e-mail or on a postcard… [70.2006-UK/PRI]
I can write two to three short sentences using reference materials/with the support of a peer, e.g. a postcard, a
simple note or message, an identity card… [70.2006-UK/PRI]
I can write a simple, short message on a postcard or an invitation, e.g. an invitation to a party. [94.2008-AUS/6-
10]
Pre-A1 Pre-A1
Can write short phrases and sentences giving basic personal Relevant.
information with reference to a dictionary.
NOTES, MESSAGES AND FORMS NOTES, MESSAGES AND FORMS
A1 A1
Can write numbers and dates, own name, nationality, address, age, Relevant. I can write one or two short sentences and fill in the words on a simple form, e.g. a shopping list, holiday
date of birth or arrival in the country etc. such as on a hotel greetings by e-mail or on a postcard… [70.2006-UK/PRI]
registration form. I can fill in simple personal forms about my school, my age, my country and my address. [2012.R007-TUR/6-12]
Dans un questionnaire, je peux remplir mon nom, mon domicile et mon âge. [22.2001-CZ-11]
Can leave a simple message giving information on e.g. where he/she Relevant. I can write notices, invitations, simple messages (e.g. there will be a party at school tomorrow). [116.2010-
has gone, what time he/she will be back. (e.g. 'Shopping: back at 5 POR/6-10]
p.m.’). I can write two to three short sentences using reference materials/with the support of a peer, e.g. a postcard, a
simple note or message, an identity card… [70.2006-UK/PRI]
I can write a simple short note to my friends about where to meet. [2012.R007-TUR/6-12]
Pre-A1 Pre-A1
Can fill in very simple registration forms with basic personal details: Relevant. I can fill in a simple form (name, address, age). [118.2010-SLO/6-10]
name, address, nationality, marital status. I can write my school timetable. [118.2010-SLO/6-10]

Page 46 ►
Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Online Interaction
ONLINE CONVERSATION AND DISCUSSION ONLINE CONVERSATION AND DISCUSSION
A1 A1
Can write very simple messages and personal online postings as a Relevant.
series of very short sentences about hobbies, likes/dislikes, etc.,
relying on the aid of a translation tool.
Can use formulaic expressions and combinations of simple words to Relevant.
post short positive and negative reactions to simple online postings
and their embedded links and media, and can respond to further
comments with standard expressions of thanks and apology.
Pre-A1 Pre-A1
Can post simple online greetings, using basic formulaic expressions
and emoticons.
Can post online short simple statements about him/herself (e.g. Relevant.
relationship status, nationality, occupation), provided he/she can
select them from a menu and/or refer to an online translation tool.
GOAL-ORIENTED ONLINE TRANSACTIONS AND
GOAL-ORIENTED ONLINE TRANSACTIONS AND COLLABORATION
COLLABORATION
A1 A1
Can complete a very simple online purchase or application, providing Relevant.
basic personal information (such as name, e-mail address or
telephone number).
Pre-A1 Pre-A1
Can make selections (e.g. choosing a product, size, colour) in a Relevant.
simple online purchase or application form, provided there is visual
support.

Interaction Strategies
ASKING FOR CLARIFICATION ASKING FOR CLARIFICATION
A1 A1
Can indicate with words, intonation and gestures that he/she does not Relevant.
understand.
Can express in a simple way that he/she does not understand. Relevant. I can say that I don’t understand. [118.2010-SLO/6-10]

►Page 47
 Mediation Activities
OVERALL MEDIATION
A1
Can use simple words and non-verbal signals to show interest in an Relevant.
idea. Can convey simple, predictable information of immediate interest
given in short, simple signs and notices, posters and programmes.
Pre-A1
No descriptor available
Mediating a text
RELAYING SPECIFIC INFORMATION IN SPEECH
A1
Can relay (in Language B) simple, predictable information about times Relevant.
and places given in short, simple statements (spoken in Language A).
Pre-A1
Can relay (in Language B) simple instructions about places and times Relevant.
(given in Language A), provided these are repeated very slowly and
clearly.
Can relay (in Language B) very basic information (e.g. numbers and Relevant.
prices) from short, simple, illustrated texts (written in Language A).
RELAYING SPECIFIC INFORMATION IN WRITING
A1
Can list (in Language B) names, numbers, prices and very simple Relevant.
information of immediate interest (given in Language A), provided that
the speaker articulates very slowly and clearly, with repetition.
Pre-A1
Can list (in Language B) names, numbers, prices and very simple Relevant.
information from texts (written Language A) that are of immediate
interest, that are written in very simple language and contain
illustrations.
PROCESSING TEXT IN SPEECH
A1
Can convey (in Language B) simple, predictable information given in
short, very simple signs and notices, posters and programmes (written in
Language A).
Pre-A1
No descriptor available

Page 48 ►
Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
PROCESSING TEXT IN WRITING
A1
Can, with the help of a dictionary, render in (Language B) simple Relevant.
phrases written in (Language A), but may not always select the
appropriate meaning.
Can copy out single words and short texts presented in standard Relevant.
printed format.
Pre-A1
No descriptor available
TRANSLATING A WRITTEN TEXT IN SPEECH
A1
Can provide a simple, rough spoken translation into (Language B) of Relevant.
simple, everyday words and phrases written in (Language A) that are
encountered on signs and notices, posters, programmes, leaflets etc.
Pre-A1
No descriptor available
TRANSLATING A WRITTEN TEXT IN WRITING
A1
Can, with the help of a dictionary, translate simple words and phrases Relevant.
from (Language A) into (Language B), but may not always select the
appropriate meaning.
Pre-A1
No descriptor available
EXPRESSING A PERSONAL RESPONSE TO CREATIVE TEXTS
(including literature)
A1
Can use simple words and phrases to say how a work made him/her Relevant.
feel.
Pre-A1
No descriptor available.

►Page 49
 Mediating Concepts
Collaborating in a group
FACILITATING COLLABORATIVE INTERACTION WITH PEERS
A1
Can invite others’ contributions to very simple tasks using short, simple Relevant.
phrases. Can indicate that he/she understands and ask whether others
understand.
Pre-A1
No descriptor available
COLLABORATING TO CONSTRUCT MEANING
A1
Can express an idea with very simple words and ask what others’ Relevant.
think.
Pre-A1
No descriptor available
Leading group work
ENCOURAGING CONCEPTUAL TALK
A1
Can use simple isolated words and non-verbal signals to show interest Relevant.
in an idea.
Pre-A1
No descriptor available
Mediating Communication
FACILITATING PLURICULTURAL SPACE
A1
Can facilitate an intercultural exchange by showing welcome and Partially relevant: could work
interest with simple words and non-verbal signals, by inviting others to towards this with age appropriate
speak and by indicating whether he/she understands when addressed topics such as school subjects,
directly. interests, etc.
Pre-A1
No descriptor available
ACTING AS INTERMEDIARY IN INFORMAL SITUATIONS (with
friends and colleagues)
A1
Can communicate (in Language B) other people’s personal details Relevant.
and very simple, predictable information available (in Language A),
provided other people help with formulation.

Page 50 ►
Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Pre-A1
No descriptor available
FACILITATING COMMUNICATION IN DELICATE SITUATIONS AND
DISAGREEMENTS
A1
Can recognise when speakers disagree or when someone has a Relevant.
problem and can use memorised simple words and phrases (e.g. “I
understand” “Are you okay?” to indicate sympathy.
Pre-A1
No descriptor available

Communicative Language Competences

Linguistic
GENERAL LINGUISTIC RANGE
A1 A1
Has a very basic range of simple expressions about personal details Relevant.
and needs of a concrete type.
Can use some basic structures in one-clause sentences with some Relevant.
omission or reduction of elements.
Pre-A1 Pre-A1
Can use isolated words and basic expressions in order to give simple Relevant.
information about him/herself.
VOCABULARY RANGE VOCABULARY RANGE
A1 A1
Has a basic vocabulary repertoire of words and phrases related to Relevant. I can understand some short sentences with names of people, animals, objects, plants and flowers, parts of the
particular concrete situations. body, food, clothes, days of the week, months of the year, seasons of the year, means of transport, holidays and
festivities, jobs. [116.2010-POR/6-10]
I can identify figures, shapes, colours, time – the hours, prices. [116.2010-POR/6-10]
With the help of pictures I can read the names of countries or different regions in the world, animals and plants,
holidays and festivities. [116.2010-POR/6-10]
I can understand the words for people who help us. [11.2001-IE/PRI]
I can understand the words for different types of weather. [11.2001-IE/PRI]
I can understand the main words about travelling. [11.2001-IE/PRI]
I can understand the words for the holidays and festivals during the school year. [11.2001-IE/PRI]

►Page 51
 Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can understand the names for people who work and live in my town or area. [11.2001-IE/PRI]
I can understand the days of the week. [11.2001-IE/PRI]
I can understand when I am told the time. [11.2001-IE/PRI]
I can recognise the names of other countries in the world. [11.2001-IE/PRI]
I can understand the names of some animals and plants. [11.2001-IE/PRI]
I can understand the words for the main places in the town or village where I live. [11.2001-IE/PRI]
I can understand common words and names of everyday objects that are in my everyday life. [86.2007-ARM/6-
10]
I can understand days of the week and months of the year. [86.2007-ARM/6-10]
I can understand some geographical names. [86.2007-ARM/6-10]
I can read and understand words and short phrases I frequently come across at school or in the classroom (such
as: headmaster, book, teachers’ room, library, etc.). [86.2007-ARM/6-10]
I can understand the names of clothes I wear to school and the food that I eat in school. [11.2001-IE/PRI]
I can understand the words for colours and shapes. [11.2001-IE/PRI]
I can identify names of shops or places (chemist’s, baker’s, school, post office, football field, …) [116.2010-
POR/6-10]I can name some animals. [118.2010-SLO/6-10]
I can count to 20. [118.2010-SLO/6-10]
I can count to 20. [116.2010-POR/6-10]
I can name some foods and drinks. [118.2010-SLO/6-10]
I can tell the names of the colours, some food, some animals, some of the objects in my house, some of the
objects in my classroom, some of my favourite places, shops and places I usually visit. [116.2010-POR/6-10]
I can say the schooldays, the food I like or dislike, what the weather is like, the main parts of the body, some
means of transport. [116.2010-POR/6-10]
I can write words for different foods and for the clothes we wear. [11.2001-IE/PRI]
I can say the words for the seasons and for the weather in different seasons. [11.2001-IE/PRI]
I can name the days of the week and the months of the year. [11.2001-IE/PRI]
I can tell the names of all the animals I know. [11.2001-IE/PRI]
I can give the names of the buildings in my area. [11.2001-IE/PRI]
GRAMMATICAL ACCURACY GRAMMATICAL ACCURACY
A1 A1
Shows only limited control of a few simple grammatical structures and Relevant. I can write short sentences with words that I already know. [116.2010-POR/6-10]
sentence patterns in a learnt repertoire.
Pre-A1 Pre-A1
Can employ very simple principles of word order in short statements. Relevant.

Page 52 ►
Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
OVERALL PHONOLOGICAL CONTROL OVERALL PHONOLOGICAL CONTROL
A1 A1
Pronunciation of a very limited repertoire of learnt words and phrases Relevant.
can be understood with some effort by interlocutors used to dealing with
speakers of the language group concerned. Can reproduce correctly a
limited range of sounds as well as the stress on simple, familiar words
and phrases.
SOUND ARTICULATION SOUND ARTICULATION
A1 A1
Can reproduce sounds in the target language if carefully guided. Relevant.
Can articulate a limited number of sounds, so that speech is only Relevant.
intelligible if the interlocutor provides support (e.g. by repeating
correctly and by eliciting repetition of new sounds).
PROSODIC FEATURES PROSODIC FEATURES
A1 A1
Can use the prosodic features of a limited repertoire of simple words Relevant.
and phrases intelligibly, in spite of a very strong influence on stress,
rhythm, and/or intonation from other language(s) he/she speaks;
his/her interlocutor needs to be collaborative.
ORTHOGRAPHIC CONTROL ORTHOGRAPHIC CONTROL
A1 A1
Can copy familiar words and short phrases e.g. simple signs or Relevant. I can copy simple words and short sentences. [118.2010-SLO/6-10]
instructions, names of everyday objects, names of shops and set I can copy words and short sentences. [116.2010-POR/6-10]
phrases used regularly. I can copy words from the board. [11.2001-IE/PRI]
I can copy words for colours and shapes from the board. [11.2001-IE/PRI]
I can copy some sentences about people who help. [11.2001-IE/PRI]
I can copy words about transport from the board. [11.2001-IE/PRI]
I can copy sentences about seasons and festivals from the board. [11.2001-IE/PRI]
I can write or copy words about the important places where I live. [11.2001-IE/PRI]
I can copy the days of the week and the months of the year from the board. [11.2001-IE/PRI]
I can copy words about different places from a map, poster or book. [11.2001-IE/PRI]
I can draw a map of another country and copy or write the names of the places. [11.2001-IE/PRI]
I can copy words to label pictures of animals. [11.2001-IE/PRI]
I can copy the names of the buildings in my area and write what happens in them. [11.2001-IE/PRI]
I can copy words and sentences, e.g. from diagrams or instructions. [86.2007-ARM/6-10]

►Page 53
 Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can copy words, separate sentences, short texts and poems from the textbook without making mistakes.
[86.2007-ARM/6-10]
Can spell his/her address, nationality and other personal details. Relevant. I can spell words, and give dates and addresses. [2012.R007-TUR/6-12]
Can use basic punctuation (e.g. full stops, question marks). Relevant.
Sociolinguistic
SOCIOLINGUISTIC APPROPRIATENESS SOCIOLINGUISTIC APPROPRIATENESS
A1 A1
Can establish basic social contact by using the simplest everyday Relevant. I can introduce myself and other people. [118.2010-SLO/6-10]
polite forms of: greetings and farewells; introductions; saying please, I can greet and respond to a greeting. [118.2010-SLO/6-10]
thank you, sorry etc.
I can apologise. I can say thank you. [118.2010-SLO/6-10]
I can say please and thank you. [116.2010-POR/6-10]
I can say hello and goodbye to my teachers and classmates. [116.2010-POR/6-10]
I can ask for permission (to leave the classroom, to go to the toilet, to speak in the classroom). [116.2010-
POR/6-10]
I can make and reply to simple requests. [116.2010-POR/6-10]
I can ask permission to go to the toilet. [11.2001-IE/PRI]
I can greet and say goodbye to an adult or my friend using the correct words to match a certain time of the day
(e.g., “Hello,” “Good morning,” “Good afternoon,” “Good evening,” “Goodbye,” “Have a nice trip,” “See you
tomorrow,” etc.). [86.2007-ARM/6-10]
I can apologize and thank someone. (Use words like "excuse me", "sorry", "thank you", etc.). [86.2007-ARM/6-
10]
I can introduce my friend: I can say his/her name, age, where he/she lives, what he/she likes to do. [86.2007-
ARM/6-10]
I can greet somebody and say good-bye in simple and short sentences, e.g. Good bye, Mr Miller! [94.2008-
AUS/6-10]
I can ask my teacher for something and say thank you, e.g. May I open the door? [94.2008-AUS/6-10]
I can introduce myself and others in simple, short sentences, e.g. My name is Peter. I live in … [94.2008-AUS/6-
10]
I can introduce somebody and can use basic greetings and leave taking expressions. [2012.R007-TUR/6-12]
I can ask for and can give things. [2012.R007-TUR/6-12]
I can greet and farewell in different time slices of a day. [2012.R007-TUR/6-12]
I can introduce myself, my family and my friends. [2012.R007-TUR/6-12]
I can give thanks and excuses by using simple sentences such as ́Thank you ́, ́Excuse me ́, ́Sorry ́,etc.
[2012.R007-TUR/6-12]

Page 54 ►
Pragmatic
COHERENCE AND COHESION COHERENCE AND COHESION
A1 A1
Can link words or groups of words with very basic linear connectors Relevant.
like 'and' or 'then'.
PROPOSITIONAL PRECISION PROPOSITIONAL PRECISION
A1 A1
Can communicate basic information about personal details and needs Relevant.
of a concrete type in a simple way.
Pre-A1 Pre-A1
Can communicate very basic information about personal details in a Relevant.
simple way.
SPOKEN FLUENCY SPOKEN FLUENCY
A1 A1
Can manage very short, isolated, mainly pre-packaged utterances, with Relevant.
much pausing to search for expressions, to articulate less familiar words,
and to repair communication.
Pre-A1 Pre-A1
Can manage very short, isolated, rehearsed utterances using gesture Relevant.
and signalled requests for help when necessary.

Plurilingual and Pluricultural Competences

BUILDING ON PLURICULTURAL REPERTOIRE
A1 A1
Can recognise differing ways of numbering, measuring distance, Relevant.
telling the time, etc. even though he/she may have difficulty applying
this in even simple everyday transactions of a concrete type.
PLURILINGUAL COMPREHENSION PLURILINGUAL COMPREHENSION
A1 A1
Can recognise internationalisms and words common to different Relevant.
languages (e.g. Haus/hus/house) to: deduce the meaning of simple
signs and notices; identify the probable message of a short, simple,
written text; follow in outline short, simple social exchanges conducted
very slowly and clearly in his/her presence; deduce what people are
trying to say directly to him/her, provided they speak very slowly and
clearly, with repetition if necessary.

►Page 55
 Levels Pre-A1 / A1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
BUILDING ON PLURILINGUAL REPERTOIRE BUILDING ON PLURILINGUAL REPERTOIRE
A1 A1
Can use a very limited repertoire in different languages to conduct a Relevant.
very basic, concrete, everyday transaction with a collaborative
interlocutor.

Page 56 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Communicative Language Activities and Strategies
Reception Activities
Spoken Reception
OVERALL LISTENING COMPREHENSION OVERALL LISTENING COMPREHENSION
A2+ A2+
Can understand enough to be able to meet needs of a concrete type Partially relevant, with “needs of a
provided speech is clearly and slowly articulated. concrete type” likely to be fairly
restricted (e.g. needs related to
classroom interactions, free-time
activities, etc.)
A2 A2
Can understand phrases and expressions related to areas of most Partially relevant, with “areas of I can understand common words and sentences related to family, jobs, animals, hobbies, means of transport and
immediate priority (e.g. very basic personal and family information, most immediate priority” likely to be travelling, signs of illness (“I’ve got a headache”; “I’ve got a toothache,” …) [116.2010-POR/6-10]
shopping, local geography, employment), provided speech is clearly fairly restricted (to family and I can understand simple information on school activities and schedule. [116.2010-POR/6-10]
and slowly articulated. school life, everyday and free-time I can understand short stories. [116.2010-POR/6-10]
activities, immediate environment).
I can understand some nursery rhymes and songs. [116.2010-POR/6-10]
I can understand things that I must tell my parents. [11.2001-IE/PRI]
I can understand when we need special clothes for school. [11.2001-IE/PRI]
I can understand what foods we are allowed to bring to school. [11.2001-IE/PRI]
I can understand when I am told about people who can help me. [11.2001-IE/PRI]
I can understand words and phrases that are commonly heard (e.g. hobbies, holiday, music, TV, cartoons,
journey). [86.2007-ARM/6-10]
I can determine the main points in short, simple stories and fairy tales. [86.2007-ARM/6-10]
I can understand when someone gives me information about a product I am familiar with in simple sentences,
e.g. a computer game. [94.2008-AUS/6-10]
I can understand when someone tells the time, e.g. a television announcer. [94.2008-AUS/6-10]
I can understand simple information about the days of the week, the months of the year, seasons and names of
festive occasions, e.g. how someone would like to celebrate his/her birthday. [94.2008-AUS/6-10]
I can understand simple statements about animals I know, e.g. what cats eat. [94.2008-AUS/6-10]
I can understand a simple story, e.g. about an exciting event at school. [94.2008-AUS/6-10]
I can understand simple role-play, e.g. a conversation between two people. [94.2008-AUS/6-10]
Je peux comprendre, si quelqu'un me parle très simplement et lentement de soi-même et de sa famille. [split]
Je peux comprendre, quand on parle simplement des personnes, leurs familles et leurs passe-temps. [22.2001-
CZ-11]

►Page 57
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
UNDERSTANDING CONVERSATION BETWEEN OTHER UNDERSTANDING CONVERSATION BETWEEN OTHER SPEAKERS
SPEAKERS
A2+ A2+
Can generally identify the topic of discussion around him/her that is Relevant. I can generally understand the topic of discussion, when people speak slowly and clearly. [86.2007-ARM/6-10]
conducted slowly and clearly. (A2)
I can generally understand the main points of the speech around me, provided people speak clearly and in
standard dialect. [86.2007-ARM/6-10] (A2)
I can distinguish the tense forms, and understand when people speak about the present, past or future.
[86.2007-ARM/6-10] (A2)
I can understand discussions on topics I am familiar with (school, classes, leisure, etc.) if people speak slowly
and clearly. [86.2007-ARM/6-10] (A2)
Can recognise when speakers agree and disagree in a conversation Relevant.
conducted slowly and clearly.
A2 A2
Can follow in outline short, simple social exchanges, conducted very Relevant. I can understand the main point(s) and some of the detail from a short dialogue. [118.2010-SLO/6-10]
slowly and clearly. I can understand what my friends are saying. [11.2001-IE/PRI]
I can understand the main points when other people talk about weather. [11.2001-IE/PRI]
I can understand talk or stories about different people’s jobs. [11.2001-IE/PRI]
I can understand when two students talk about their schools. [2012.R007-TUR/6-12]
I can understand expressions such as greetings, farewell, apologies and thanks. [2012.R007-TUR/6-12]
Razumem bistvo preprostega mnenja, na primer pogovor otrok, ki se pogovarjajo o tem, ali jim je bila risanka ali
pravljica všec ali ne; opise ljudi in kaj imajo obleceno …; [118.2010-SLO/6-10]
LISTENING AS A MEMBER OF A LIVE AUDIENCE LISTENING AS A MEMBER OF A LIVE AUDIENCE
A2+ A2+
Can follow the general outline of a demonstration or presentation on a Relevant, e.g. school talk /
familiar or predictable topic, where the message is expressed slowly demonstration at a museum
and clearly in simple language and there is visual support (e.g. slides, targeted at children.
handouts).
A2 A2
Can follow a very simple, well-structured presentation or demonstration, Relevant. I can understand when my teacher reads a short story showing pictures or with gestures. [2012.R007-TUR/6-12]
provided that it is illustrated with slides, concrete examples or diagrams,
it is delivered slowly and clearly with repetition and the topic is familiar.
Can understand the outline of simple information given in a predictable Relevant. I can understand a simple text being read from a school book or CD, a story about a school event. [94.2008-
situation, such as on a guided tour, e.g. ‘This is where the President AUS/6-10]
lives.’ I can understand when the teacher tells us about weather. [11.2001-IE/PRI]

Page 58 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can understand when the teacher talks about transport. [11.2001-IE/PRI]
I can understand the main words about seasons and festivals when the teacher talks about them in class.
[11.2001-IE/PRI]
I can understand when the teacher is talking about something that happened in the past. [11.2001-IE/PRI]
I can understand the main words in stories or classes about another country. [11.2001-IE/PRI]
I can understand when the teacher is talking about animals or plants in the class. [11.2001-IE/PRI]
I can understand when the teacher talks about our area and the important things that are in it. [11.2001-IE/PRI]
LISTENING TO ANNOUNCEMENTS AND INSTRUCTIONS LISTENING TO ANNOUNCEMENTS AND INSTRUCTIONS
A2+ A2+
Can understand and follow a series of instructions for familiar, everyday Relevant. I can follow and understand simple oral, video- or audio recorded instructions on familiar topic. [86.2007-ARM/6-10]
activities such as sports, cooking, etc. provided they are delivered slowly (B1)
and clearly. I can understand general instructions and explanations when spoken clearly, e.g. instructions on a school outing.
[94.2008-AUS/6-10] (B1)
I can understand instructions, requests, questions, and pieces of information with little effort. [2012.R007-TUR/6-
12] (B1)
Can understand straightforward announcements (e.g. a telephone Relevant. I can understand the gist of public announcements at school, at the airport, at the railway station or at the bus
recording or radio announcement of a cinema programme or sports station. [2012.R007-TUR/6-12] (A2)
event, an announcement that a train has been delayed, or messages I can understand a simple announcement, e.g. a person being paged at a train station. [94.2008-AUS/6-10] (A2)
announced by loudspeaker in a supermarket), provided the delivery is I can understand announcements in school. [11.2001-IE/PRI
slow and clear.
A2 A2
Can catch the main point in short, clear, simple messages and Relevant. I can understand simple, short, clear messages and announcements. [86.2007-ARM/6-10]
announcements.
Can understand simple directions relating to how to get from X to Y, by Partially relevant: could work I can understand simple directions, e.g. how to get from one place to another place, on foot or by public
foot or public transport. towards this with age appropriate transport. [86.2007-ARM/6-10]
tasks, such as directions within a I can understand when someone explains how to go somewhere. [86.2007-ARM/6-10]
school environment. I can understand when someone describes how to get to a certain place in simple sentences, e.g. how to get to
the hospital. [94.2008-AUS/6-10]
I can understand when somebody tells me how to get somewhere. [2012.R007-TUR/6-12]
Je peux comprendre des directions simples. [22.2001-CZ-11]
Can understand basic instructions on times, dates and numbers etc., Relevant. I can understand pieces of advice and notices (“Take your scarf, it’s cold!”; “Don’t throw papers onto the floor!';
and on routine tasks and assignments to be carried out. Don’t cross the street with red lights on!” [116.2010-POR/6-10]
I can understand simple recipes (how to make scrambled eggs, jelly, fruit salad, …) [116.2010-POR/6-10]
I understand what the teacher says in P.E. [11.2001-IE/PRI]
I can understand instructions that include colours, shapes or opposites. [11.2001-IE/PRI]
I can understand when somebody who is helping me tells me what to do. [11.2001-IE/PRI]

►Page 59
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can understand my teacher’s instructions and announcements, instructions for art & crafts work. [94.2008-
AUS/6-10]
I can understand simple instructions in the PE lesson, e.g. how I should move. [94.2008-AUS/6-10]
LISTENING TO AUDIO MEDIA AND RECORDINGS LISTENING TO AUDIO MEDIA AND RECORDINGS
A2+ A2+
Can understand the most important information contained in short radio Relevant.
commercials concerning goods and services of interest (e.g. CDs, video
games, travel, etc.).
Can understand in a radio interview what people say they do in their free Relevant. I can understand the main points and simple opinions (e.g. likes and dislikes) of a longer spoken passage, e.g.
time, what they particularly like doing and what they do not like doing, children talking about their likes and dislikes; descriptions of people and what they are wearing… [70.2006-
provided that they speak slowly and clearly. UK/PRI] (A2)
A2 A2
Can understand and extract the essential information from short, Relevant. Can understand audio and video clips used in the English lesson. (YL-F CanDo)
recorded passages dealing with predictable everyday matters that are I can understand the main points of a longer spoken passage about everyday matters (e.g. what somebody likes/
delivered slowly and clearly. dislikes, what people are wearing, etc.). [118.2010-SLO/6-10]
I can understand the main points and some of the detail from a short spoken passage, e.g. sentences describing
people, what they are wearing, what they are doing… [70.2006-UK/PRI]
I can understand spoken passages referring to past or future events, e.g. someone giving details of what he or
she did on holiday or at the weekend; a telephone conversation arranging to meet someone; a conversation in
which people talk about what they are going to do at the weekend…[70.2006-UK/PRI]
I can understand a simple text being read from a school book or CD, a story about a school event. [94.2008-
AUS/6-10]
Quand on parle dans les enregistrements qui sont courts et clairs de quelque chose que je connais, je
comprends des renseignements importants. [22.2001-CZ-11]
Can extract important information from short radio broadcasts, such as Relevant. I can understand the main information in short, recorded messages on TV or radio programmes about current
the weather forecast, concert announcements or sports results, provided events and everyday life, if they are delivered slowly and clearly. [86.2007-ARM/6-10]
that people talk clearly. I can understand simple statements about the weather, e.g. the weather forecast on a children’s programme.
[94.2008-AUS/6-10] (medium not specified)
Can understand the important points of a story and manage to follow Relevant. I can understand short stories, some nursery rhymes and songs. [116.2010-POR/6-10] (medium not specified)
the plot, provided the story is told slowly and clearly.
Audio-visual Reception
WATCHING TV AND FILM WATCHING TV AND FILM
A2+ A2+
Can identify the main point of TV news items reporting events, accidents Relevant.
etc. where the visual supports the commentary.

Page 60 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can follow a TV commercial or a trailer for or scene from a film, Relevant.
understanding what the actors are talking about, provided that the
images are a great help in understanding and the delivery is clear and
relatively slow.
A2 A2
Can follow changes of topic of factual TV news items, and form an idea Relevant, e.g. video clips shown in Can understand audio and video clips used in the English lesson. (YL-F CanDo)
of the main content. class. I can understand some pieces of news on TV about things that interest me. [116.2010-POR/6-10]
I can understand the main points in cartoons and children’s films on common topics. [86.2007-ARM/6-10]
I can understand the main information in short, recorded messages on TV or radio programmes about current
events and everyday life, if they are delivered slowly and clearly. [86.2007-ARM/6-10]
I can understand simple statements about the weather, e.g. the weather forecast on a children’s programme.
[94.2008-AUS/6-10] (medium not specified)
I can understand simple statements when I watch a cartoon on TV even if I don't know all the individual words.
[2012.R007-TUR/6-12]
I can understand the content with the help of images when I watch a documentary on TV. [2012.R007-TUR/6-12]
Written Reception
OVERALL READING COMPREHENSION OVERALL READING COMPREHENSION
A2+ A2+
Can understand short, simple texts on familiar matters of a concrete Relevant (with “school-related” I can read about how we keep our area clean. [11.2001-IE/PRI] (A2)
type which consist of high frequency everyday or job-related rather than “job-related” language). I can understand the main points and simple opinions (e.g. likes and dislikes) of a longer written passage, e.g. a
language. postcard or letter from a penpal; a written account of school life, a poem or part of a story… [70.2006-UK/PRI]
(A2)
I can understand longer passages and distinguish present and past or future events, e.g. a short story; a
description of someone’s day; a letter in which someone describes a person or place, an excursion… [70.2006-
UK/PRI] (A2)
I can read a short simple text and understand the main idea (e.g. a short article about an event in a newspaper
or a magazine), if the text is about a topic I am interested in and is written in simple language. [86.2007-ARM/6-
10] (A2)
I can read and understand simple role-play, e.g. a conversation between friends. [94.2008-AUS/6-10] (A2)
A2 A2
Can understand short, simple texts containing the highest frequency Relevant. I can read short sentences with familiar and new words, even if with help. [116.2010-POR/6-10]
vocabulary, including a proportion of shared international vocabulary I can read words that I already know. [11.2001-IE/PRI]
items. I can read words that I know in a book. [11.2001-IE/PRI]
I can understand the main points and some of the detail from a short written passage, e.g. three to four
sentences of information about my e-pal; a description of someone’s school day… [70.2006-UK/PRI]
I can read and understand short texts, stories related to my everyday life or things I do, when the texts and
stories include frequently used or international words. [86.2007-ARM/6-10]
I can understand simple short texts with the help of pictures and drawings. [2012.R007-TUR/6-12]

►Page 61
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
READING CORRESPONDENCE READING CORRESPONDENCE
A2+ A2+
Can understand basic types of standard routine letters and faxes Partially relevant: e.g. pen pal
(enquiries, orders, letters of confirmation etc.) on familiar topics. letters and emails.
Can understand a simple personal letter, email or post in which the Relevant.
person writing is talking about familiar subjects (such as friends or
family) or asking questions on these subjects.
A2 A2
Can understand short simple personal letters. Relevant. I can read short email letters, letters and postcards. [116.2010-POR/6-10]
I can read notices, invitations, messages. [116.2010-POR/6-10]
I can understand short simple personal letters. [86.2007-ARM/6-10]
I can read and understand a personal letter from my family or friends, e.g. a letter from their holidays. [94.2008-
AUS/6-10]
I can understand e-mails, personal letters or short notes about summer holidays or daily life. [2012.R007-TUR/6-
12]
Je peux comprendre des lettres et des messages courts et simples. [22.2001-CZ-11]
Can understand very simple formal emails and letters (e.g. Partially relevant: could work
confirmation of a booking or on-line purchase). towards this with age appropriate
tasks.
READING FOR ORIENTATION READING FOR ORIENTATION
A2+ A2+
Can find specific information in practical, concrete, predictable texts (e.g. Relevant.
travel guidebooks, recipes), provided they are written in simple
language.
Can understand the main information in short and simple descriptions of Partially relevant: could work
goods in brochures and websites (e.g. portable digital devices, cameras, towards this with age appropriate
etc.). materials or texts.
A2 A2
Can find specific, predictable information in simple everyday material Relevant. I can find specific information in simple texts. [118.2010-SLO/6-10]
such as advertisements, prospectuses, menus, reference lists and I can read menus, maps (e.g. the underground map). [116.2010-POR/6-10]
timetables. I can read the names of foods in the supermarket or in a café. [11.2001-IE/PRI]
I can read and understand a simple printed programme, e.g. the programme of a school festival. [94.2008-
AUS/6-10]
I can read book titles, newspaper or magazine headlines. [116.2010-POR/6-10]
I can read and understand simple information about the days of the week, months of the year, seasons or names
of festive occasions with the help of pictures, e.g. what special occasions are planned for the year ahead.
[94.2008-AUS/6-10]

Page 62 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can read and understand schedules to find out when the bus leaves, or when the plane arrives. [86.2007-ARM/6-
10]
Je peux trouver les renseignements nécessaires dans des textes courts (par exemple dans un magazine, sur
une affiche, dans un menu). [22.2001-CZ-11] – ND
Can locate specific information in lists and isolate the information Relevant. I can look for and find necessary information in various lists, directories, and signs (e.g. find where a specific
required (e.g. use the "Yellow Pages" to find a service or tradesman). street, store, or fire station is located). [86.2007-ARM/6-10]
Can understand everyday signs and notices etc. in public places, such Relevant, e.g. notices in public I can read notice boards and posters. [116.2010-POR/6-10]
as streets, restaurants, railway stations, in workplaces, such as places, at school. I can read a notice about something that will happen at a particular time and on a particular day. [11.2001-
directions, instructions, hazard warnings. IE/PRI]
READING FOR INFORMATION AND ARGUMENT READING FOR INFORMATION AND ARGUMENT
A2+ A2+
Can follow the general outline of a news report on a familiar type of Partially relevant: e.g. on topics
event, provided that the contents are familiar and predictable. related to school subjects,
interests, etc.
Can identify specific information in simpler written material he/she Partially relevant: e.g. on topics I can find specific information in simple texts. [118.2010-SLO/6-10] (A2)
encounters such as letters, brochures and short newspaper articles related to school subjects, I can find information about myself in a friend's diary. [2012.R007-TUR/6-12] (A2)
describing events. interests, etc.
Can pick out the main information in short newspaper reports or Partially relevant: e.g. on topics
simple articles in which figures, names, illustrations and titles play a related to school subjects,
prominent role and support the meaning of the text. interests, etc.
Can understand the main points of short texts dealing with everyday Relevant. I can understand the main points and some of the details from a short passage. [118.2010-SLO/6-10] (A2)
topics (e.g. life style, hobbies, sports, weather) . I can understand when a book is about history, sport or wildlife. [11.2001-IE/PRI] (A2)
Can understand longer texts about everyday topics, even if they do not know all the words. (YL-F CanDo)
A2 A2
Can understand texts describing people, places, everyday life, and Relevant. I can read simple descriptions (of people, places…) [116.2010-POR/6-10]
culture, etc., provided that they are written in simple language. I can understand about clothes when I read a story. [11.2001-IE/PRI]
I can read the words for colours, shapes and opposites in a story. [11.2001-IE/PRI]
I can read a short story about a person who helps others. [11.2001-IE/PRI]
I can read the important words about transport. [11.2001-IE/PRI]
I can read about a season or festival and use pictures to help me understand. [11.2001-IE/PRI]
I can read important information about places where I live. [11.2001-IE/PRI]
I can read about another country using pictures to help me. [11.2001-IE/PRI]
I can read about animals when there are pictures to help me. [11.2001-IE/PRI]
I can read about how we keep our area clean. [11.2001-IE/PRI]
I can read and understand a simple illustrated text about the body and feelings, e.g. a text about a lucky or
unlucky coincidence. [94.2008-AUS/6-10]
I can read and understand simple illustrated texts about nature, e.g. a text about life on a farm. [94.2008-AUS/6-
10]

►Page 63
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can read about weather when there are pictures or diagrams to help me. [11.2001-IE/PRI]
I can read and understand simple weather information with the help of pictures, the weather forecast in a
children’s newspaper. [94.2008-AUS/6-10]
I can read and understand a simple illustrated text about means of transport and transportation, e.g. how fruit
travels from the farmer to my home. [94.2008-AUS/6-10]
Can understand information given in illustrated brochures and maps, Relevant. I can understand a brochure, an advertisement or a written announcement that describe something with the help
e.g. the principal attractions of a city or area. of pictures and drawings. [2012.R007-TUR/6-12]
I can gather important information from the written with the help of names, numbers, and pictures. [2012.R007-
TUR/6-12]
Can understand a short factual description or report within his/her own Relevant. I can read and understand illustrated simple texts in school books, e.g. a text in a general knowledge book.
field, provided that it is written in simple language and does not contain [94.2008-AUS/6-10]
unpredictable detail.
Can understand the main points in short news items on subjects of Relevant.
personal interest (for example sport, celebrities).
Can understand most of what people say about themselves in a Relevant.
personal ad. or post and what they say they like in other people.
READING INSTRUCTIONS READING INSTRUCTIONS
A2+ A2+
Can understand regulations, for example safety, when expressed in Relevant.
simple language.
Can understand short written instructions illustrated step by step (e.g. Relevant.
for installing new technology).
A2 A2
Can understand simple instructions on equipment encountered in Partially relevant: if subject matter I can read simple instructions (e.g. a game, directions). [116.2010-POR/6-10]
everyday life - such as a public telephone. is familiar. I can understand instructions and regulations written in simple language (e.g. how to use a phone). [86.2007-
ARM/6-10]
I can understand instructions and directions for computer programmes. [86.2007-ARM/6-10]
Can understand simple, brief instructions provided that they are Relevant. I can read forms (instructions to fill in). [116.2010-POR/6-10]
illustrated and not written in continuous text. I can read and understand short, simple instructions to a game if pictures are included, e.g. Change places with
your neighbour! [94.2008-AUS/6-10] (A1)
I can read and understand simple instructions given by my teacher, e.g. information about our next field trip.
[94.2008-AUS/6-10]
I can read and understand instructions for a game, with the help of pictures, e.g. instructions for a board game.
[94.2008-AUS/6-10]
I can read and understand simple directions how to get to a certain place, e.g. how to get to the town hall.
[94.2008-AUS/6-10]
I can understand simple non-fiction texts that explain how to do something with pictures or tables. [2012.R007-
TUR/6-12]

Page 64 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can follow a simple recipe, especially if there are pictures to illustrate Relevant. I can read and understand a simple recipe with the help of pictures, e.g. a recipe for soup. [94.2008-AUS/6-10]
the most important steps.
Can understand instructions on medicine labels expressed as a Relevant.
simple command e.g. ‘Take before meals’ or ‘Do not take if driving.’
READING AS A LEISURE ACTIVITY READING AS A LEISURE ACTIVITY
A2+ A2+
Can understand enough to read short, simple stories and comic strips Relevant.
involving familiar, concrete situations written in high frequency
everyday language.
Can understand the main points made in short magazine reports or Partially relevant: if subject matter I can read a short simple text and understand the main idea (e.g. a short article about an event in a newspaper
guide entries that deal with concrete everyday topics (e.g. hobbies, is familiar. or a magazine), if the text is about a topic I am interested in and is written in simple language. [86.2007-ARM/6-
sports, leisure activities, animals). 10] (A2)
A2 A2
Can understand short narratives and descriptions of someone’s life Relevant. I can read and understand an illustrated simple story, e.g. a fairy tale. [94.2008-AUS/6-10]
that are written in simple words. I can read short stories with illustrations; comics, simple poems already familiar to me, song lyrics. [116.2010-
POR/6-10]
Can understand what is happening in a photo story (e.g. in a lifestyle Relevant.
magazine) and form an impression of what the characters are like.
Can understand much of the information provided in a short Relevant.
description of a person (e.g. a celebrity).
Can understand the main point of a short article reporting an event Partially relevant: if subject matter
that follows a predictable pattern (e.g. the Oscars), provided it is is familiar.
clearly written in simple language.
Reception Strategies
IDENTIFYING CUES AND INFERRING (Spoken & Written) IDENTIFYING CUES AND INFERRING (Spoken & Written)
A2+ A2+
Can use an idea of the overall meaning of short texts and utterances Relevant, using the overall I can guess the meaning of an unfamiliar word if I know the other words in the sentence. [86.2007-ARM/6-10]
on everyday topics of a concrete type to derive the probable meaning meaning or other types of cues. (NL)
of unknown words from the context.
Can exploit his/her recognition of known words to deduce the meaning Partially relevant: with support and I can guess the meaning of words that are familiar to me from other languages, even if the pronunciation is
of unfamiliar words in short expressions used in routine everyday guidance given as necessary. different. [86.2007-ARM/6-10] (NL)
contexts. I can guess or understand the meaning of some unfamiliar words by the similarities with words in other foreign
languages I know. [86.2007-ARM/6-10] (NL)
A2 A2
Can exploit format, appearance and typographic features in order to Partially relevant: if he/she has
identify the type of text: news story, promotional text, article, textbook, necessary background knowledge.
chat or forum etc.

►Page 65
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can exploit numbers, dates, names, proper nouns etc. to identify the Partially relevant: if subject matter
topic of a text. is familiar.
Can deduce the meaning and function of unknown formulaic Partially relevant: if he/she has
expressions from their position in a written text (e.g. at the beginning necessary background knowledge.
or end of a letter).
A1
Can deduce the meaning of an unknown word for a concrete action or Partially relevant: if he/she has
object, provided the surrounding text is very simple, and on a familiar necessary background knowledge.
everyday subject.
Production Activities
Spoken Production
OVERALL SPOKEN PRODUCTION OVERALL SPOKEN PRODUCTION
A2+ A2+
As A2
A2 A2
Can give a simple description or presentation of people, living or Relevant. I can sing a song. [116.2010-POR/6-10]
working conditions, daily routines. likes/dislikes etc. as a short series I can talk about my parents’ provenance, pets, my favourite colours, my daily routine (at home, at school,
of simple phrases and sentences linked into a list. hobbies), my likes and dislikes, my favourite places, what I usually watch on TV, what I do at home, future plans
(e.g. holidays). [116.2010-POR/6-10]
SUSTAINED MONOLOGUE: Describing Experience SUSTAINED MONOLOGUE: Describing Experience
A2+ A2+
Can tell a story or describe something in a simple list of points. Relevant. I can tell a simple story with the help of words or pictures provided. [118.2010-SLO/6-10] (A2)
I can tell the story of what I saw on television. [11.2001-IE/PRI] (A2)
I can give short simple descriptions of events or tell a short story. [86.2007-ARM/6-10] (A2)
I can tell a story or describe something. [86.2007-ARM/6-10] (A2)
I can describe my favourite animal in simple sentences, e.g. my pet. [94.2008-AUS/6-10] (A2)
I can describe a plant in simple sentences, e.g. my favourite flower. [94.2008-AUS/6-10] (A2)
I can retell a familiar story in simple sentences, e.g. a story in a reading book. [94.2008-AUS/6-10] (A2)
[Split] S pomocjo danih besed ali slik znam povedati preprosto zgodbo, ce se na to pripravim. [118.2010-SLO/6-
10] (A2 )
Can describe everyday aspects of his/her environment e.g. people, Relevant. I can talk about my favourite place or activity. [11.2001-IE/PRI] (A2)
places, a job or study experience. I can describe a vehicle in simple sentences, e.g. a bicycle. [94.2008-AUS/6-10] (A2)
I can talk about the weather that I like. [11.2001-IE/PRI] (A2)

Page 66 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can tell my teacher about the weather outside. [11.2001-IE/PRI] (A2)
I can give a brief account of the essential parts of texts that I have read or heard. [2012.R007-TUR/6-12] (A2)
Can give short, basic descriptions of events and activities. Relevant. Can talk briefly about things they have done, for example about their favourite holiday (YL-F CanDo) (A2)
I can describe a meal in my home. [11.2001-IE/PRI] (A2)
I can describe a popular game in simple sentences, e.g. a ball game. [94.2008-AUS/6-10]
I can talk about how I like to travel and experiences I have had when travelling. [11.2001-IE/PRI] (A2)
I can describe special celebrations to my teacher or class. [11.2001-IE/PRI] (A2)
I can tell my teacher and class about animals I have seen or kept as pets. [11.2001-IE/PRI] (A2)
I can give short simple descriptions of events or tell a short story. [86.2007-ARM/6-10] (A2)
I can talk in simple sentences about a special event during the year, e.g. about a family celebration. [94.2008-
AUS/6-10] (A2)
I can report about a trip I took, in simple sentences, e.g. a trip in my summer holidays. [94.2008-AUS/6-10] (A2)
I can talk about what I have seen, heard or read in simple sentences. [2012.R007-TUR/6-12] (A2)
I can briefly talk about events, experiences, and activities if I am prepared. [2012.R007-TUR/6-12] (A2)
Can describe plans and arrangements, habits and routines, past Relevant. I can describe my school activities. [116.2010-POR/6-10] (A2)
activities and personal experiences. I can describe what happens at different times in school. [11.2001-IE/PRI] (A2)
I can tell what I usually do at home, at school and at my leisure time (e.g. what I do in the morning, after classes
or in the evening, etc.) [86.2007-ARM/6-10] (A2)
I can talk about my hobby, for example sports, books, games, my toys, etc. [86.2007-ARM/6-10] (A2)
I can describe my habits. [86.2007-ARM/6-10] (A2)
I can talk about my daily activities (e.g. how I spend my time at school and during the week). [86.2007-ARM/6-
10] (A2)
I can talk about what has happened or what I have done in simple words (e.g. what I did last Sunday or during
the holidays). [86.2007-ARM/6-10] (A2)
I can describe what I intend to do and for what purpose. [86.2007-ARM/6-10] (A2)
I can talk about what I did yesterday, last week-end, or during the holidays. [86.2007-ARM/6-10] (A2)
I can talk about what I am going do tomorrow, next week-end, or on holiday. [86.2007-ARM/6-10] (A2)
I can talk about my weekly plan in simple sentences, e.g. what I do from Monday to Sunday. [94.2008-AUS/6-10]
(A2)
I can talk about what I did in the holidays in simple sentences, e.g. what I did in my winter holidays. [94.2008-
AUS/6-10] (A2)
I can say which food and drinks I like or dislike, in simple sentences, e.g. that I really like pizza and apple juice
but don’t like fish. [94.2008-AUS/6-10]
Je peux parler de ce que je fais régulièrement (par exemple je peux parler de mon emploi de temps scolaire et
ma semaine). [split]
Je peux dire ce que j'ai fait hier, pendant le week-end ou pendant mes vacances. [split]

►Page 67
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Je peux dire ce que je vais faire demain, pendant le week-end et pendant les vacances. [22.2001-CZ-11]
Can use simple descriptive language to make brief statements about Relevant. I can use simple words to describe things and compare them. [86.2007-ARM/6-10] (A2)
and compare objects and possessions.
Can explain what he/she likes or dislikes about something. Relevant. I can explain why I like particular places or activities. [11.2001-IE/PRI] (A2)
I can explain what I like, what I do not like and why. [86.2007-ARM/6-10] (A2)
I can explain what I like/ dislike about a story in simple sentences and give reasons why, e.g. what I like about a
story in a children’s book. [94.2008-AUS/6-10] (A2)
I can voice and explain my opinion about a familiar topic, e.g. why I like or dislike something. [94.2008-AUS/6-10]
(B1)
A2 A2
Can describe his/her family, living conditions, educational background, Partially relevant: if topic is familiar I can build short sentences to describe what I look like (the colour of my eyes and air, height, …), my family and
present or most recent job. (e.g. parent’s job) friends. [116.2010-POR/6-10]
I can say the members of the family (father/mother, brother/sister, grandfather/grandmother, …) and some jobs
and work places (teacher/school, mechanic/garage, mason/construction, doctor/hospital, …). [116.2010-POR/6-
10]
I can describe in a few sentences where I go to school and what I am studying. [86.2007-ARM/6-10]
I can describe where I live and study (my city, village, district, street, school, house/apartment, etc.) [86.2007-
ARM/6-10]
I can talk about a family event in simple sentences, e.g. about a birthday party. [94.2008-AUS/6-10]
I can talk about a school event in simple sentences, e.g. about a celebration. [94.2008-AUS/6-10]
I can describe my family, home, my surroundings, myself, and say something about my hobbies and my school.
[2012.R007-TUR/6-12]
I can talk in simple sentences about a subject that I am interested in if I am properly prepared. [2012.R007-
TUR/6-12]
Znam opisati svojo sobo, šolski dan, športno dejavnost, pot do šole …; [Split] [118.2010-SLO/6-10]
Can describe people, places and possessions in simple terms. Relevant. I can build short sentences to describe what I look like (the colour of my eyes and hair, height, …), my family and
friends. [116.2010-POR/6-10]
I can describe my way to school. [118.2010-SLO/6-10]
I can talk about the colour of my hair and eyes and how tall I am. [11.2001-IE/PRI]
I can describe things by colour, size and shape. [11.2001-IE/PRI]
I can talk about the different clothes we wear for different kinds of weather. [11.2001-IE/PRI]
I can tell the teacher or class about the country my family came from. [11.2001-IE/PRI]
I can describe my friends, acquaintances, school and teacher in simple sentences. [86.2007-ARM/6-10]
I can describe different places and objects in a simple way. [86.2007-ARM/6-10]
I can describe a person in simple sentences, e.g. a friend. [94.2008-AUS/6-10]
I can describe my clothing in simple sentences, e.g. what I am wearing today. [94.2008-AUS/6-10]

Page 68 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Je peux décrire de façon simple l'animal, l'objet ou le lieu que je connais. [22.2001-CZ-11]
Je peux me décrire moi-même, ainsi que ma famille, mes amis et d'autres personnes de façon simple. [22.2001-
CZ-11] – ND
Can say what he/she is good at and not so good at (e.g. sports, Relevant.
games, skills, subjects).
Can briefly talk about what he/she plans to do at the weekend or Relevant.
during the holidays.
SUSTAINED MONOLOGUE: Giving information SUSTAINED MONOLOGUE: Giving information
A2+ A2+
As A2
A2 A2
Can give simple directions from place to place, using basic Relevant. I can give simple directions how to get to a certain place, e.g. how to get from school to the hospital. [94.2008-
expressions such as ‘turn right’ and ‘go straight’ along with sequential AUS/6-10]
connectors such as ‘first,’ ‘then,’ and ‘next.’ I can describe how something works or how to do something. [2012.R007-TUR/6-12]
SUSTAINED MONOLOGUE: Putting a Case (e.g. in a debate) SUSTAINED MONOLOGUE: Putting a Case (e.g. in a Debate)
A2+ A2+
Can explain what he/she likes or dislikes about something, why Relevant.
he/she prefers one thing to another, making simple, direct
comparisons.
A2 A2
Can present his/her opinion in simple terms, provided listeners are Relevant.
patient.
PUBLIC ANNOUNCEMENTS PUBLIC ANNOUNCEMENTS
A2+ A2+
As A2
A2 A2
Can deliver very short, rehearsed announcements of predictable, Relevant.
learnt content which are intelligible to listeners who are prepared to
concentrate.
ADDRESSING AUDIENCES ADDRESSING AUDIENCES
A2+ A2+
Can give a short, rehearsed presentation on a topic pertinent to Relevant.
his/her everyday life, briefly give reasons and explanations for
opinions, plans and actions.

►Page 69
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can cope with a limited number of straightforward follow up questions. Partially relevant: if subject matter
is familiar.
A2 A2
Can give a short, rehearsed, basic presentation on a familiar subject. Relevant, e.g. giving short talks in I can give a short prepared talk on a topic of my choice. [118.2010-SLO/6-10]
class. I can describe special celebrations to my teacher or class. [11.2001-IE/PRI]
I can tell the teacher or class about the country my family came from. [11.2001-IE/PRI]
I can tell my teacher and class about animals I have seen or kept as pets. [11.2001-IE/PRI]
I can give a short prepared talk, on a topic of my choice, including expressing my opinions, e.g. talking on a
familiar subject; describing a picture or part of a story; making a presentation to the class… [70.2006-UK/PRI]
I can give a short prepared talk, on a topic of my choice expressing opinions and answering simple questions
about it, e.g. talking about my classroom and school, asking and answering questions on favourite sport or a
story… [70.2006-UK/PRI]
I can present a topic which interests me, in simple sentences, with appropriate preparation, e.g. a presentation
about an animal which interests me. [94.2008-AUS/6-10]
I can report on a simple topic if I am prepared. [2012.R007-TUR/6-12]
I can present teamwork results in a few sentences. [2012.R007-TUR/6-12]
Znam izpeljati kratek govorni nastop na izbrano temo, ce se nanj pripravim. V njem na preprost nacin izrazim
svoje mnenje. Govorim lahko na primer o svojem razredu in šoli; najljubšem športu; predstavim lahko kratko
zgodbo … [118.2010-SLO/6-10]
Znam izpeljati kratek govorni nastop na izbrano temo, ce se nanj pripravim. Na preprost nacin znam izraziti svoje
mnenje. Govorim lahko na primer o predvajani risanki; predstavim del zgodbe; opišem sliko …; [118.2010-
SLO/6-10]
Can answer straightforward follow up questions if he/she can ask for Relevant.
repetition and if some help with the formulation of his/her reply is
possible.
Written Production
OVERALL WRITTEN PRODUCTION OVERALL WRITTEN PRODUCTION
A2+ A2+
As A2
A2 A2
Can write a series of simple phrases and sentences linked with simple Relevant. I can write simple phrases and sentences linking them with simple connectives like ‘and’, ‘but’, ‘because’'.
connectors like ‘and,’ ‘but’ and ’because.’ [86.2007-ARM/6-10]
I can write a short text, using simple sentence connectors such as “and”, “but”, and “then”. (A1)

Page 70 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
CREATIVE WRITING CREATIVE WRITING
A2+ A2+
Can write about everyday aspects of his/her environment e.g. people, Relevant. I can write a little about my school and my friends. [11.2001-IE/PRI] (A2)
places, a job or study experience in linked sentences. I can write a little about what we are doing in class. [11.2001-IE/PRI] (A2)
I can write sentences about weather, the days I like and the clothes we need. [11.2001-IE/PRI] (A2)
I can write some sentences about life in another country. [11.2001-IE/PRI] (A2)
I can write news about what is happening in our area. [11.2001-IE/PRI] (A2)
I can write some words and sentences that describe people and things. [86.2007-ARM/6-10] (A2)
I can write about my daily routine and describe people and places I know with connected simple sentences.
[86.2007-ARM/6-10] (A2)
I can describe an animal in simple sentences, using given words, e.g. my favourite animal. [94.2008-AUS/6-10]
(A2)
I can write a simple weather forecast using given words, e.g. today’s weather. [94.2008-AUS/6-10] (A2)
I can describe an item of clothing in simple sentences, e.g. my favourite jeans. [94.2008-AUS/6-10] (A2)
I can give simple directions, using given words, e.g. how to get to the bus stop from school. [94.2008-AUS/6-10]
(A2)
I can describe an item I want to buy using given words, e.g. a card game. [94.2008-AUS/6-10] (A2)
I can write a simple role-play using given words, e.g. a shopping dialogue. [94.2008-AUS/6-10]
Can write very short, basic descriptions of events, past activities and Relevant. I can write sentences about travelling and transport and about a journey that I have had. [11.2001-IE/PRI] (A2)
personal experiences. I can write news about a special event in school or in my home. [11.2001-IE/PRI] (A2)
I can write sentences or news about places and events in my area. [11.2001-IE/PRI] (A2)
I can write about my favourite time. [11.2001-IE/PRI] (A2)
I can write a simple text (e.g. about holidays, hobbies, outings). [118.2010-SLO/6-10] (A2)
I can write in short sentences about myself, what I’ve done, what has happened to me, and what I do or will do.
[86.2007-ARM/6-10] (A2)
I can write a simple programme for an event using given words, e.g. a programme for a festivity. [94.2008-
AUS/6-10] (A2)
I can write simple sentences about days of the week, months of the year, seasons and names of festive
occasions using given words, e.g. what I am planning to do the following weekend. [94.2008-AUS/6-10] (A2)
Je peux décrire de façon simple ce qui s'est passé. [22.2001-CZ-11]
Can tell a simple story (e.g. about events on a holiday or about life in Relevant. I can write simple texts telling what I have done or seen, for example about a trip or a journey. [86.2007-ARM/6-
the distant future). 10] (A2)
A2 A2
Can write a series of simple phrases and sentences about their family, Relevant (with ‘job’ interpreted as I can write sentences with familiar and new words, even if I need help. [116.2010-POR/6-10]
living conditions, educational background, present or most recent job. school activities or e.g. parents’ I can write captions of pictures or photos, simple instructions (how to play a game, to go to a place), recipes,
job). short pieces of news for the school newspaper, simple dialogues for a short theatre play, stories built on a series
of pictures, simple reports of the daily routine, short texts about how I feel or things that I like, simple and short
stories. [116.2010-POR/6-10]
I can write a little about myself and my family and about things I like doing. [11.2001-IE/PRI]

►Page 71
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can write a little about a special occasion in my home and the food that I like and don’t like. [11.2001-IE/PRI]
I can write about something using words for colour, size, shapes and opposites. [11.2001-IE/PRI]
I can write a short story about what people do to help. [11.2001-IE/PRI]
I can write some sentences about an animal or pet. [11.2001-IE/PRI]
I can write a short passage on a familiar topic using reference materials/with the support of a peer, e.g. three to
four sentences for a wall display; a simple e-mail message… [70.2006-UK/PRI]
I can write a short passage on a range of everyday topics, e.g. three to four sentences about myself, about a
story and about a picture; a message containing three to four sentences; a postcard or greetings card…
[70.2006-UK/PRI]
I can describe my school things in simple sentences, using given words, e.g. my school bag. [94.2008-AUS/6-10]
I can report about what I do at school in simple sentences, using given words, e.g. about a gym lesson.
[94.2008-AUS/6-10]
I can write about my favourite free-time activities in simple sentences, using given words, e.g. my after school
activities. [94.2008-AUS/6-10]
I can describe myself, my hobbies, my school, etc. in short texts. [2012.R007-TUR/6-12]
Can write short, simple imaginary biographies and simple poems Partially relevant: could work Can make up a story in English using ideas, pictures or words that the teacher gives them.. (YL-F CanDo)
about people. towards this with age appropriate Can write short dialogues, for example in speech bubbles, picture stories, comics. (YL-F CanDo)
tasks (e.g. making up stories) and I can write a short picture story from words that are provided. [118.2010-SLO/6-10]
with support and guidance given I can describe a person in simple sentences, using given words, e.g. appearance and hobbies. [94.2008-AUS/6-
(e.g. pictures, speech bubbles). 10]
I can write a simple story using given words, e.g. a fairy tale I know. [94.2008-AUS/6-10]
I can write short stories about a picture or a sequence of pictures. [2012.R007-TUR/6-12]
Can write diary entries that describe activities (e.g. daily routine, Relevant. Can write about how they feel and give reasons why, in simple sentences. (YL-F CanDo)
outings, sports, hobbies), people and places, using basic, concrete I can describe an event from last weekend in simple sentences, using given words, e.g. what I experienced last
vocabulary and simple phrases and sentences with simple Sunday. [94.2008-AUS/6-10]
connectives like ‘and,’ ‘but’ and ‘because.’ I can write about how I am and give reasons why, in simple sentences, e.g. that I am tired because I have a
headache. [94.2008-AUS/6-10]
Can write an introduction to a story or continue a story, provided Relevant. Can continue a story or text that has been started in English or add words that are missing. (YL-M CanDo) (A1)
he/she can consult a dictionary and references (e.g. tables of verb I can continue a text and add missing parts. [2012.R007-TUR/6-12]
tenses in a course book).
WRITTEN REPORTS AND ESSAYS WRITTEN REPORTS AND ESSAYS
A2 A2
Can write simple texts on familiar subjects of interest, linking Relevant.
sentences with connectors like ‘and,’ ‘because,’ or ‘then.’
Can give his/her impressions and opinions in writing about topics of Relevant. I can write a passage, e.g. a report or a letter, conveying simple opinions and/or points of view, e.g. a short
personal interest (e.g. lifestyles and culture, stories), using basic description of a story, film or TV programme, including opinions… [70.2006-UK/PRI] (B1)
everyday vocabulary and expressions.

Page 72 ►
Production Strategies
PLANNING PLANNING
A2+ A2+
As A2
A2 A2
Can recall and rehearse an appropriate set of phrases from his/her Relevant.
repertoire.
COMPENSATING COMPENSATING
A2+ A2+
Can use an inadequate word from his/her repertoire and use gesture Relevant.
to clarify what he/she wants to say.
A2 A2
Can identify what he/she means by pointing to it (e.g. "I'd like this, Relevant.
please”).

Interaction Activities
Spoken Interaction
OVERALL SPOKEN INTERACTION OVERALL SPOKEN INTERACTION
A2+ A2+
Can interact with reasonable ease in structured situations and short Relevant.
conversations, provided the other person helps if necessary. Can
manage simple, routine exchanges without undue effort; can ask and
answer questions and exchange ideas and information on familiar
topics in predictable everyday situations.

A2 A2
Can communicate in simple and routine tasks requiring a simple and Relevant. I can talk to the teacher about personal experiences (e.g. a visit to the doctor). [116.2010-POR/6-10]
direct exchange of information on familiar and routine matters to do I can talk to schoolmates about people from different countries. [116.2010-POR/6-10]
with work and free time. Can handle very short social exchanges but I can take part in a simple conversation and I can express my opinions, e.g. discussing a picture with a partner,
is rarely able to understand enough to keep conversation going of describing colours, shapes and saying whether I it or not; asking for and giving directions; discussing houses,
his/her own accord. pets, food…[70.2006-UK/PRI]
I can play a simple part in a role-play, e.g. a part in a play. [94.2008-AUS/6-10]
I can act a part in a simple play or in a dialogue. [2012.R007-TUR/6-12]
UNDERSTANDING THE INTERLOCUTOR UNDERSTANDING THE INTERLOCUTOR
A2+ A2+
Can understand enough to manage simple, routine exchanges without Relevant.
undue effort.

►Page 73
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can generally understand clear, standard speech on familiar matters Relevant. I can understand when someone speaks on common topics, e.g. my house, my family, my school, my friends,
directed at him/her, provided he/she can ask for repetition or etc. if the speech is slow and clear. [86.2007-ARM/6-10] (A2)
reformulation from time to time. I can understand people speaking about what they like and what they do not like. [86.2007-ARM/6-10] (A2)
I can easily understand simple, routine tasks (e.g., when the teacher asks me to do something) and ask for
repetition when I do not understand something. [86.2007-ARM/6-10] (A2)
A2 A2
Can understand what is said clearly, slowly and directly to him/her in Relevant. I can understand questions about my name, age, address, what I like, and what I do during my free time.
simple everyday conversation; can be made to understand, if the [86.2007-ARM/6-10]
speaker can take the trouble. I can understand when somebody talks about his/her family or friends in simple sentences, about a friend’s
hobby. [94.2008-AUS/6-10]
I can understand when someone speaks in simple sentences about a familiar free-time activity, e.g. about skiing.
[94.2008-AUS/6-10]
I can understand when someone talks about their holidays in simple sentences, e.g. about the summer holidays.
[94.2008-AUS/6-10]
I can understand when someone talks to me about familiar food and drinks, in simple sentences, e.g. when
someone describes a favourite dish. [94.2008-AUS/6-10]
I can understand when my friend speaks about his/her family or friends. [2012.R007-TUR/6-12]
CONVERSATION CONVERSATION
A2+ A2+
Can establish social contact: greetings and farewells; introductions; Relevant.
giving thanks.
Can generally understand clear, standard speech on familiar matters Relevant. I can understand when someone speaks on common topics, e.g. my house, my family, my school, my friends,
directed at him/her, provided he/she can ask for repetition or etc. if the speech is slow and clear. [86.2007-ARM/6-10] (A2)
reformulation from time to time. I can understand people speaking about what they like and what they do not like. [86.2007-ARM/6-10] (A2)
I can easily understand simple, routine tasks (e.g., when the teacher asks me to do something) and ask for
repetition when I do not understand something. [86.2007-ARM/6-10] (A2)
Can participate in short conversations in routine contexts on topics of Relevant. I can communicate on everyday topics, provided the conversation partner or the teacher helps me, if necessary.
interest. [86.2007-ARM/6-10] (A2)
I can handle a short, simple dialogue with my friends on topics of personal interest. [86.2007-ARM/6-10] (A2)
I can express my opinion and ask questions during a conversation. [86.2007-ARM/6-10] (A2)
I can talk to my friends about festivals and celebrations. [11.2001-IE/PRI] (A2)
I can talk to my friends about different countries. [11.2001-IE/PRI] (A2)
Can express how he/she feels in simple terms, and express thanks. Relevant. Je peux exprimer simplement mes sentiments (par exemple "j'ai froid", "j'ai faim", "j'ai mal à la tête"). [22.2001-
CZ-
Can ask for a favour (e.g. to lend something), can offer a favour and Relevant.
can respond if someone asks him/her to do a favour for them.

Page 74 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
A2 A2
Can handle very short social exchanges but is rarely able to Relevant. I can greet a person, inquire about his health and give polite answers to similar questions. [86.2007-ARM/6-10]
understand enough to keep conversation going of his/her own accord, I can congratulate a person on her/his birthday, New Year’s and other holidays, and express my wishes to him or
though he/she can be made to understand if the speaker will take the her. [86.2007-ARM/6-10]
trouble.
Can use simple everyday polite forms of greeting and address. Relevant. I can say hello/goodbye even to people I don’t know very well. [116.2010-POR/6-10]
I can use simple everyday polite forms of greeting and address. [86.2007-ARM/6-10]
I can address a stranger to get acquainted with him. [86.2007-ARM/6-10]
Je peux m'adresser à quelqu'un d'une manière polie. [22.2001-CZ-11]
Can chat in simple language with peers, colleagues or members of a Partially relevant: if subject matter I can take part in a simple conversation on a familiar topic (e.g. school, family, free time). [118.2010-SLO/6-10]
host family, asking questions and understanding the answers relating is familiar. I can engage into a conversation about something I know well. [116.2010-POR/6-10]
to most routine matters. I can ask questions about everyday topics and answer similar questions (e.g. family, school, weather, hobby,
etc.). [86.2007-ARM/6-10]
I can hold a simple conversation about family or friends, e.g. about how my sister is doing today. [94.2008-
AUS/6-10]
I can participate in conversations with my friends about our school or our families in short sentences.
[2012.R007-TUR/6-12]
Can make and respond to invitations, suggestions and apologies. Relevant. Can make and respond to invitations, suggestions, apologies and requests. (YL-F CanDo)
I can invite my conversation partner to some place, and give a polite answer to his/her invitation (accept or
decline it politely). [86.2007-ARM/6-10]
I can apologize when necessary and accept another’s apology. [86.2007-ARM/6-10]
I can make and accept apologies. [2012.R007-TUR/6-12] (A1)
Je peux faire et accepter des excuses. [split]
Je peux inviter mon ami (par exemple pour me rendre visite ou pour mon anniversaire). Je peux répondre à une
invitation. [22.2001-CZ-11]
Can express how he/she is feeling using very basic stock expressions. Relevant. I can have a conversation about what I feel when I am ill, tired or bored. [116.2010-POR/6-10]
I can answer simple questions about how I am and give reasons why, e.g. that I am happy today because I won
a game. [94.2008-AUS/6-10]
Can say what he/she likes and dislikes. Relevant. I can say what I like or don’t like. [118.2010-SLO/6-10] (A1)
I can have a conversation about my likes and dislikes; about what I feel when I am ill, tired or bored. [116.2010-
POR/6-10]
I can have a conversation about my likes and dislikes. [116.2010-POR/6-10]
I can talk about the things I like and dislike. [86.2007-ARM/6-10]
I can participate in a conversation about what I like or don't like. [2012.R007-TUR/6-12]
Je peux exprimer ce que j'aime et ce que je n'aime pas. [22.2001-CZ-11]

►Page 75
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
INFORMAL DISCUSSION (with friends) INFORMAL DISCUSSION (with friends)
A2+ A2+
Can generally identify the topic of discussion around him/her which is Partially relevant: e.g. on topics I can generally understand the topic of discussion, when people speak slowly and clearly. [86.2007-ARM/6-10]
conducted slowly and clearly. related to school subjects, (A2)
interests, etc. I can generally understand the main points of the speech around me, provided people speak clearly and in
standard dialect. [86.2007-ARM/6-10] (A2)
I can distinguish the tense forms, and understand when people speak about the present, past or future.
[86.2007-ARM/6-10] (A2)
I can understand discussions on topics I am familiar with (school, classes, leisure, etc.) if people speak slowly
and clearly. [86.2007-ARM/6-10] (A2)
Can exchange opinions and compare things and people using simple Partially relevant: if subject matter
language. is familiar.
Can discuss what to do in the evening, at the weekend. Relevant. I can discuss something with my friends (e.g. what we want to do, where we want to go, etc.). [86.2007-ARM/6-
10] (A2)
Je peux discuter de ce que nous faisons à l'école ou en temps libre. [22.2001-CZ-11]
Can make and respond to suggestions. Relevant.

Can agree and disagree with others. Relevant. I can agree or disagree when I am told or offered something. [86.2007-ARM/6-10] (A2)
Je peux exprimer mon accord et mon désaccord. [22.2001-CZ-11]
A2 A2
Can discuss everyday practical issues in a simple way when Relevant. Sodelujem lahko v kratkem družabnem pogovoru o znani temi, na primer o najljubšem športu, vzornikih, družini
addressed clearly, slowly and directly. … Znam na kratko odgovoriti na vprašanja o predstavljeni temi, na primer o najljubših jedeh, o šoli … [118.2010-
SLO/6-10]
Can discuss what to do, where to go and make arrangements to meet. Relevant. Can arrange with friends to do something or play together. (YL-F CanDo)
I can arrange to meet others, e.g. at a sports event. [94.2008-AUS/6-10]
I can make simple plans with my friends for a weekend. [2012.R007-TUR/6-12]
I can make plans with others and negotiate about what needs to be done. [2012.R007-TUR/6-12]
Je peux discuter avec mes amis de ce que nous allons faire et où et quand nous nous rencontrerons. [22.2001-
CZ-11]
Can express opinions in a limited way. Relevant. I can take part in a simple conversation and I can express my opinions, e.g. discussing a picture with a partner,
describing colours, shapes and saying whether I like it or not; asking for and giving directions; discussing
houses, pets, food… [70.2006-UK/PRI]
Sodelujem lahko v preprostem pogovoru in znam izraziti svoje mnenje, na primer o hišnih ljubljenckih, oblacilih,
domu, hrani, darilih za rojstni dan; o tem, kaj me zanima; povedati, ali mi je neka slika všec ali ne; vprašati za pot
in jo opisati …; [118.2010-SLO/6-10

Page 76 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
FORMAL DISCUSSION (meetings) FORMAL DISCUSSION (meetings)
A2+ A2+
Can generally follow changes of topic in formal discussion related to Partially relevant: e.g. on topics
his/her field which is conducted slowly and clearly. related to school subjects,
interests, etc.
Can exchange relevant information and give his/her opinion on practical Relevant.
problems when asked directly, provided he/she receives some help with
formulation and can ask for repetition of key points if necessary.
GOAL-ORIENTED CO-OPERATION (e.g. assembling a furniture kit, GOAL-ORIENTED CO-OPERATION (e.g. assembling a furniture kit, discussing a document, organising an event
discussing a document, organising an event etc.) etc.)
A2+ A2+
Can understand enough to manage simple, routine tasks without Relevant. I can easily understand simple, routine tasks (e.g., when the teacher asks me to do something) and ask for
undue effort, asking very simply for repetition when he/she does not repetition when I do not understand something. [86.2007-ARM/6-10] (A2)
understand.
Can discuss what to do next, making and responding to suggestions, Relevant.
asking for and giving directions.
A2 A2
Can indicate when he/she is following and can be made to understand Relevant.
what is necessary, if the speaker takes the trouble.
Can communicate in simple and routine tasks using simple phrases to Relevant. Can talk about a problem in simple terms. (YL-F CanDo)
ask for and provide things, to get simple information and to discuss Can arrange with friends to do something or play together. (YL-F CanDo)
what to do next. I can ask for something in a simple way, e.g. ask for help with homework [94.2008-AUS/6-10]
I can make plans with others and negotiate about what needs to be done. [2012.R007-TUR/6-12]
OBTAINING GOODS AND SERVICES OBTAINING GOODS AND SERVICES
A2+ A2+
Can deal with common aspects of everyday living such as travel, Partially relevant: could work I can give and follow simple directions and instructions, e.g. explain how to get somewhere. [86.2007-ARM/6-10]
lodgings, eating and shopping. towards this with age appropriate (A2)
tasks, such as role-plays. I can basically understand the advice of a salesperson when buying clothing, e.g. which shirt matches which
trousers. [94.2008-AUS/6-10] (B1)
I can basically understand the information about a product, e.g. an item of clothing. [94.2008-AUS/6-10] (B1)
Can interact in predictable everyday situations (e.g. a post office, a Partially relevant: if subject matter
station, a shop), using a wide range of simple words and expressions. is familiar.
Can get all the information needed from a tourist office, as long as it is Partially relevant: could work
of a straightforward, non-specialised nature. towards this with age appropriate
tasks, and if he/she has necessary
background knowledge.

►Page 77
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
A2 A2
Can ask for and provide everyday goods and services. Relevant. I can give information about goods I know in a simple way, e.g. sports gear. [94.2008-AUS/6-10]
Can get simple information about travel, use public transport: buses, Relevant. I can buy a ticket, something to eat and drink. [116.2010-POR/6-10]
trains, and taxis, ask and give directions, and buy tickets. I can ask questions about travelling. [11.2001-IE/PRI]
I can ask and answer questions about time and change. [11.2001-IE/PRI]
I can ask how to get to a place and buy a ticket. [86.2007-ARM/6-10]
Can ask about things and make simple transactions in shops, post Relevant.
offices or banks.
Can give and receive information about quantities, numbers, prices Relevant. I can ask for the price. [116.2010-POR/6-10]
etc.
Can make simple purchases by stating what is wanted and asking the Relevant. I can say what I want and ask about the price in places like shops. [118.2010-SLO/6-10]
price. I can say what I need and ask the price of goods while shopping. [86.2007-ARM/6-10]
Je peux dire ce dont j'ai besoin et demander le prix dans un magasin. [22.2001-CZ-11]
Can order a meal. Relevant. I can order something to eat and drink. [118.2010-SLO/6-10]
I can buy a ticket, something to eat and drink. [116.2010-POR/6-10]
I can order familiar food and drinks, e.g. in a restaurant. [94.2008-AUS/6-10]
Can say when something is wrong, e.g. 'The food is cold' or 'There is no Relevant.
light in my room.'
Can ask (face-to-face) for a medical appointment and understand the Relevant.
reply. Can indicate the nature of a problem to a health professional,
perhaps using gestures and body language.
INFORMATION EXCHANGE INFORMATION EXCHANGE
A2+ A2+
Can understand enough to manage simple, routine exchanges without Relevant. I can ask and answer my teacher‘s questions, e.g. questions on factual issues. [94.2008-AUS/6-10] (B1)
undue effort. I can ask and answer questions about familiar plants and animals, e.g. where roses grow. [94.2008-AUS/6-10]
(B1)
Can deal with practical everyday demands: finding out and passing on Relevant.
straightforward factual information.
Can ask and answer questions about habits and routines. Relevant. I can ask my conversation partner about the books he/she reads and cartoons he/she likes to watch, etc.
[86.2007-ARM/6-10] (A2)
I can answer questions about me and my family, e.g. where I live and what I like to do. [94.2008-AUS/6-10] (B1)
Can ask and answer questions about pastimes and past activities. Relevant. I can answer questions about places I have visited and what I did there. [11.2001-IE/PRI] (B1)
I can answer questions about my holidays in different places. [11.2001-IE/PRI] (B1)

Page 78 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can answer questions about my favourite hobby, e.g. about a creative activity. [94.2008-AUS/6-10] (B1)
I can answer questions about a family celebration, e.g. questions about a wedding. [94.2008-AUS/6-10] (B1)
I can answer questions about a book I’ve read, e.g. questions about my favourite book. [94.2008-AUS/6-10] (B1)
Can ask and answer questions about plans and intentions. Relevant. I can talk about my wishes (e.g. what I want to be when I grow up). [116.2010-POR/6-10]
I can answer questions about what I would like to do in the future. [11.2001-IE/PRI] (B1)
Can give and follow simple directions and instructions e.g. explain Relevant. I can give and follow simple directions and instructions, e.g. explain how to get somewhere. [86.2007-ARM/6-10]
how to get somewhere. (A2)
I can give simple directions how to get to a certain place, e.g. how to get from school to the hospital. [94.2008-
AUS/6-10] (A2)
Je peux donner un conseil concernant le chemin à un étranger. Je peux demander mon chemin. [22.2001-CZ-
11]
A2 A2
Can communicate in simple and routine tasks requiring a simple and Relevant. Can talk about a problem in simple terms. (YL-F CanDo)
direct exchange of information. I can talk to the teacher about personal experiences (e.g. a visit to the doctor). [116.2010-POR/6-10]
I can give a message. [116.2010-POR/6-10]
I can ask and tell the time. [116.2010-POR/6-10]
I can tell my teacher if I have a problem. [11.2001-IE/PRI]
I can give a message to the teacher or tell a teacher about a problem. [11.2001-IE/PRI]
Can exchange limited information on familiar and routine operational Partially relevant: if subject matter I can reply to questions about the weather. [116.2010-POR/6-10]
matters. is familiar. I can reply to questions about what to wear according to the weather. [116.2010-POR/6-10]
I can reply to questions about the public buildings in my neighbourhood (market, health centre, fire brigade,
theatre, museum). [116.2010-POR/6-10]
I can ask and answer questions about drinks and foods. [11.2001-IE/PRI]
I can ask questions about colours, shapes, size and opposites. [11.2001-IE/PRI]
I can ask questions about the jobs that people do to help us. [11.2001-IE/PRI]
I can talk to my teacher about people who have helped me. [11.2001-IE/PRI]
I can ask questions about travelling. [11.2001-IE/PRI]
I can answer some questions about the important celebrations in my home. [11.2001-IE/PRI]
I can ask about the buildings and activities in my area. [11.2001-IE/PRI]
I can ask and answer questions about time and change. [11.2001-IE/PRI]
I can answer questions about animals and talk about the ones I like and don’t like. [11.2001-IE/PRI]
I can answer questions about what we can do or find in different places. [11.2001-IE/PRI]
I can ask and answer questions about colours, e.g. questions about the colour of school things. [94.2008-AUS/6-
10]
I can ask and answer simple questions about familiar animals, e.g. what dogs eat. [94.2008-AUS/6-10]
I can give information about the weather in simple sentences, e.g. about the weather this morning. [94.2008-
AUS/6-10]

►Page 79
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can ask and answer questions about a story I know, in simple sentences, e.g. questions to a story about
animals. [94.2008-AUS/6-10]
Can ask and answer questions about what they do at work and in free Partially relevant: e.g. on topics I can answer questions about my family, my friends, school activities and holidays. [116.2010-POR/6-10]
time. related to school subjects, I can describe my school activities. [116.2010-POR/6-10]
interests, etc. I can ask someone what he/she likes to do in his/her free-time, questions about weekend activities. [94.2008-
AUS/6-10]
I can tell my parents about what I did in school. [11.2001-IE/PRI]
I can ask my conversation partner what he/she does in his/her leisure time and answer the same types of
question when asked (about my leisure activities, hobbies, my favourite book, film, sport, etc.) [86.2007-ARM/6-
10]
I can answer personal questions in simple sentences, e.g. questions about my favourite activity. [94.2008-
AUS/6-10]
I can answer questions about my favourite game in simple sentences, e.g. questions about a running game.
[94.2008-AUS/6-10]
I can ask and answer simple questions about my daily routine, e.g. what I do from morning to evening. [94.2008-
AUS/6-10]
Can ask for and give directions referring to a map or plan. Relevant. I can ask for and give directions referring to a map or plan. [86.2007-ARM/6-10]
Sodelujem lahko v preprostem pogovoru in znam izraziti svoje mnenje, na primer o hišnih ljubljenckih, oblacilih,
domu, hrani, darilih za rojstni dan; o tem, kaj me zanima; povedati, ali mi je neka slika všec ali ne; vprašati za pot
in jo opisati …; [118.2010-SLO/6-10]
Can ask for and provide personal information. Relevant. I can answer questions about my family, my friends, school activities and holidays. [116.2010-POR/6-10]
I can answer lots of questions about myself and my family. [11.2001-IE/PRI]
Can ask and answer simple questions about an event, e.g. ask where Relevant.
and when it took place, who was there and what it was like.
INTERVIEWING AND BEING INTERVIEWED INTERVIEWING AND BEING INTERVIEWED
A2+ A2+
Can make him/herself understood in an interview and communicate Relevant.
ideas and information on familiar topics, provided he/she can ask for
clarification occasionally, and is given some help to express what
he/she wants to.
Can describe to a doctor very basic symptoms and ailments such as Relevant.
cold and flu.
A2 A2
Can answer simple questions and respond to simple statements in an Relevant.
interview.
Can indicate simply the nature of a problem to a health professional, Relevant.
perhaps using gestures and body language.

Page 80 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
USING TELECOMMUNICATIONS USING TELECOMMUNICATIONS
A2+ A2+
Can use telecommunications with his/her friends to exchange simple Relevant.
news, make plans, and arrange to meet.
A2 A2
Can, given repetition and clarifications, participate in a short, simple Relevant. I can handle simple telephone calls (e.g. say who is calling, ask to speak to someone, give my number, take a
phone conversation with a known person on a predictable topic, e.g. simple message or ask to call later). [86.2007-ARM/6-10]
arrival times, arrangements to meet. I can use standard phrases to answer the phone and answer questions. [86.2007-ARM/6-10]
I can have a simple, short phone conversation, e.g. This is Thomas. Can you come to my carnival party?
[94.2008-AUS/6-10] (A1)
Can understand a simple phone message (e.g. ‘My flight is late. I will Relevant. Can understand a simple message on the telephone. [116.2010-POR/6-10] (B1)
arrive at ten o'clock.’), confirm details of the message and pass it on
by phone to other people concerned.
Written Interaction
OVERALL WRITTEN INTERACTION OVERALL WRITTEN INTERACTION
A2+ A2+
As A2
A2 A2
Can write short, simple formulaic notes relating to matters in areas of Relevant.
immediate need.
CORRESPONDENCE CORRESPONDENCE
A2+ A2+
Can exchange information by text message, e-mail or in short letters, Partially relevant: could work
responding to questions the other person had (e.g. about a new product towards this with age appropriate
or activity). tasks, and if he/she has necessary
background knowledge.
A2 A2
Can write very simple personal letters expressing thanks and apology. Relevant. I can write short email letters, letters, postcards. [116.2010-POR/6-10]
I can write simple forms of greeting, addressing a person correctly, thanking a person correctly or asking a
person for something. [86.2007-ARM/6-10]
I can write a simple personal letter, e.g. a thank you letter for a present. [94.2008-AUS/6-10]
I can write a short letter in order to express my thanks, to apologise, to send greetings, and use simple forms of
addressing, greeting, thanking, and requesting. [2012.R007-TUR/6-12]

►Page 81
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can write short, simple notes, emails and text messages (e.g. to send Relevant. I can write a short e-mail message. [118.2010-SLO/6-10]
or reply to an invitation, to confirm or change an arrangement). I can write notices, invitations, messages. [116.2010-POR/6-10]
I can write a short invitation letter. [2012.R007-TUR/6-12]
I can write a short invitation or a thank you letter. [86.2007-ARM/6-10]
Can write a short text in a greetings card (e.g. for someone’s birthday Relevant.
or to wish them a Happy New Year).
Can convey personal information of a routine nature, for example in a Partially relevant: if subject matter I can write simple letters about myself: [86.2007-ARM/6-10] (A1)
short email or letter introducing him/herself. is familiar. I can write a letter to my friend telling about my family, school and hobby. [86.2007-ARM/6-10]
Je peux écrire une lettre simple à mon ami ou je parle de moi-même, de ma famille, de l'école et de mes loisirs.
[22.2001-CZ-11] – ND (A2)
I can write a short passage on a familiar topic using reference materials/with the support of a peer, e.g. three to
four sentences for a wall display; a simple e-mail message… [70.2006-UK/PRI]
NOTES, MESSAGES AND FORMS NOTES, MESSAGES AND FORMS
A2+ A2+
Can take a short, simple message provided he/she can ask for Partially relevant: if subject matter
repetition and reformulation. is familiar.
A2 A2
Can write short, simple notes and messages relating to matters in Relevant. I can write notices, invitations, messages. [116.2010-POR/6-10]
areas of immediate need. I can write simple short texts, for example, write a message to mother about my coming home late or thank
somebody for something. [86.2007-ARM/6-10]
I can make notes in order to inform somebody about where I am, when I am coming back, or when and where
we should meet. [2012.R007-TUR/6-12]
Can fill in personal and other details on most everyday forms, e.g. to Partially relevant: could work I can fill in simple forms (e.g. enrolment in a club). [116.2010-POR/6-10]
request a visa or visa waiver, to open a bank account, to send a letter towards this with age appropriate I can fill in a questionnaire. [116.2010-POR/6-10] (B1)
recorded delivery, etc. tasks, such as providing log in I can read and understand a form that asks for personal information (name, age, address, parents) and fill it in.
details for games and school [86.2007-ARM/6-10]
networks. I can fill out forms with personal data (name, age, address, parents, etc.). [86.2007-ARM/6-10]
Online Interaction
ONLINE CONVERSATION AND DISCUSSION ONLINE CONVERSATION AND DISCUSSION
A2+ A2+
Can introduce him/herself & manage simple exchanges online, asking Relevant.
and answering questions and exchanging ideas on predictable
everyday topics, provided enough time is allowed to formulate
responses and that he/she interacts with one interlocutor at a time.
Can make short descriptive online postings about everyday matters, Relevant.
social activities and feelings, with simple key details.

Page 82 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can comment on other people’s online postings, provided that they
are written in simple language, reacting to embedded media by
expressing feelings of surprise, interest and indifference in a simple
way.
A2 A2
Can engage in basic social communication online (e.g. writing a Relevant.
simple message on a virtual card for a special occasion, sharing news
and making/confirming arrangements to meet).
Can make brief positive or negative comments online about Relevant.
embedded links and media using a repertoire of basic language,
though he/she will generally have to refer to an online translation tool
and other resources.
GOAL-ORIENTED ONLINE TRANSACTIONS AND
GOAL-ORIENTED ONLINE TRANSACTIONS AND COLLABORATION
COLLABORATION
A2+ A2+
Can use formulaic language to respond to routine problems arising in Partially relevant: could work
online transactions (e.g. concerning availability of models and special towards this with age appropriate
offers, delivery dates, addresses, etc.). tasks.
Can interact online with a supportive partner in a simple collaborative Partially relevant: e.g. on topics
task, responding to basic instructions and seeking clarification, related to school subjects,
provided there are some visual aids such as images, statistics, or interests, etc.
graphs to clarify the concepts involved.
A2 A2
Can make simple online transactions (such as ordering goods or Partially relevant: could work
enrolling on a course) by filling in an online form or questionnaire, towards this with age appropriate
providing personal details and confirming acceptance of terms and tasks.
conditions, declining extra services, etc.
Can respond to simple instructions and ask simple questions in order Relevant.
to accomplish a shared task online with the help of a supportive
interlocutor.
Can ask basic questions about the availability of a product or feature. Relevant.
Interaction Strategies
TURNTAKING TURNTAKING
A2+ A2+
Can use simple techniques to start, maintain, or end a short Relevant.
conversation.

►Page 83
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can initiate, maintain and close simple, face-to-face conversation. Relevant. I can politely start and finish a conversation. [86.2007-ARM/6-10] (A2)
A2 A2
Can ask for attention. Relevant.
COOPERATING COOPERATING
A2+
A2 A2
Can indicate when he/she is following. Relevant. I can show that I’m following the speaker. [86.2007-ARM/6-10] (NL)
I can show that I follow the speaker and can take part in the conversation, if the speaker helps me. [86.2007-
ARM/6-10] (NL)
ASKING FOR CLARIFICATION ASKING FOR CLARIFICATION
A2+ A2+
Can ask very simply for repetition when he/she does not understand. Relevant. Can say that they do not understand something or cannot do something, and ask for help, using expressions
such as ‘Could you say it again, please?’. (YL-F CanDo) (A2)
I can ask my conversation partner to repeat a word I don’t understand and to say it slowly (“Would you repeat
that, please?” “Please speak slower”, etc). [86.2007-ARM/6-10] (NL)
I can use sentences, such as “I am sorry, I didn’t understand…”, “I find it difficult to answer that question”, “Would
you repeat that?”. [86.2007-ARM/6-10] (NL)
Quand je ne comprends pas quelque chose, je peux demander, en termes très simples, la personne à qui je
parle de répéter ce qu'elle a dit. [22.2001-CZ-11]
Can ask for clarification about key words or phrases not understood Relevant. I can ask the speaker to explain a word I did not understand. [86.2007-ARM/6-10] (NL)
using stock phrases.
A2 A2
Can say he/she didn't follow. Relevant. I can say that I don't understand something or I cannot do something, and I can ask for help. [2012.R007-TUR/6-
12] (A1)
Can signal non-understanding and ask for a word to be spelt out. Relevant. Can ask someone to repeat and speak more slowly and clearly. [116.2010-POR/6-10] (A1)
Mediation Activities
OVERALL MEDIATION
A2+
Can play a supportive role in interaction, provided that other Relevant.
participants speak slowly and that one or more of them helps him/her
to contribute and to express his/her suggestions. Can convey relevant
information contained in clearly structured, short, simple, informational
texts, provided that the texts concern concrete, familiar subjects and
are formulated in simple everyday language.

Page 84 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
A2
Can use simple words to ask someone to explain something. Can Relevant.
recognise when difficulties occur and indicate in simple language the
apparent nature of a problem. Can convey the main point(s) involved
in short, simple conversations or texts on everyday subjects of
immediate interest provided these are expressed clearly in simple
language.
Mediating a text
RELAYING SPECIFIC INFORMATION IN SPEECH
A2+
Can relay (in Language B) the point made in a clear, spoken Relevant.
announcement (made in Language A) concerning familiar everyday
subjects, though he/she may have to simplify the message and search
for words.
Can relay (in Language B) specific, relevant information contained in Relevant.
short, simple texts, labels and notices (written in Language A) on
familiar subjects.
A2
Can relay (in Language B) the point made in short, clear, simple Relevant.
messages, instructions and announcements, provided these are
expressed slowly and clearly in simple language (in Language A).
Can relay (in Language B) in a simple way a series of short, simple Relevant.
instructions provided the original speech (in Language A) is clearly
and slowly articulated.
RELAYING SPECIFIC INFORMATION IN WRITING
A2+
Can relay in writing (in Language B) specific information contained in Relevant.
short simple informational texts (written in Language A), provided the
texts concern concrete, familiar subjects and are written in simple
everyday language.
A2
Can list (in Language B) the main points of short, clear, simple Relevant.
messages and announcements (given in Language A) provided that
speech is clearly and slowly articulated.
Can list (in Language B) specific information contained in simple texts Relevant.
(written in Language A) on everyday subjects of immediate interest or
need.

►Page 85
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
PROCESSING TEXT IN SPEECH
A2+
Can report (in Language B) the main points made in simple TV or Relevant.
radio news items (in Language A) reporting events, sports, accidents,
etc., provided that the topics concerned are familiar and the delivery is
slow and clear.
Can report in simple sentences (in Language B) the information Relevant.
contained in clearly structured, short, simple texts (written in
Language A) that have illustrations or tables.
Can summarise (in Language B) the main point(s) in simple, short Relevant.
informational texts (in Language A) on familiar topics.
A2
Can convey (in Language B) the main point(s) contained in clearly Relevant.
structured, short, simple spoken and written texts (in Language A),
supplementing his/her limited repertoire with other means (e.g.
gestures, drawings, words from other languages) in order to do so.
PROCESSING TEXT IN WRITING
A2+
Can list as a series of bullet points (in Language B) the relevant Relevant.
information contained in short simple texts (in Language A), provided
that the texts concern concrete, familiar subjects and are written in
simple everyday language.
Can pick out and reproduce key words and phrases or short Relevant.
sentences from a short text within the learner’s limited competence
and experience.
A2
Can use simple language to render in (Language B) very short texts Relevant.
written in (Language A) on familiar and everyday themes that contain
the highest frequency vocabulary; despite errors, the text remains
comprehensible.
Can copy out short texts in printed or clearly hand-written format. Relevant.
TRANSLATING A WRITTEN TEXT IN SPEECH
A2+
Can provide an approximate spoken translation into (Language B) of Partially relevant: if subject matter
short, simple everyday texts (e.g. brochure entries, notices, is familiar.
instructions, letters or emails) written in (Language A).

Page 86 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
A2
Can provide a simple, rough, spoken translation into (Language B) of Relevant.
short, simple texts (e.g. notices on familiar subjects) written in
(Language A), capturing the most essential point.
Can provide a simple, rough spoken translation into (Language B) of Relevant.
routine information on familiar everyday subjects that is written in
simple sentences in (Language A) (e.g. personal news, short
narratives, directions, notices or instructions).
TRANSLATING A WRITTEN TEXT IN WRITING
A2
Can use simple language to provide an approximate translation from Relevant.
(Language A) into (Language B) of very short texts on familiar and
everyday themes that contain the highest frequency vocabulary;
despite errors, the translation remains comprehensible.
NOTE-TAKING (LECTURES, SEMINARS, MEETINGS ETC.)
A2+
Can make simple notes at a presentation/demonstration where the Partially relevant: e.g. on topics
subject matter is familiar and predictable and the presenter allows for related to school subjects,
clarification and note-taking. interests, etc.
A2
Can make simple notes at a presentation/demonstration where the Partially relevant: e.g. on topics
subject matter is familiar and predictable and the presenter allows for related to school subjects,
clarification and note-taking. interests, etc.
EXPRESSING A PERSONAL RESPONSE TO CREATIVE TEXTS
(INCLUDING LITERATURE)
A2+
As A2
A2
Can say whether he/she liked a work or not and explain why in simple Relevant.
language.
Can describe a character’s feelings and explain the reasons for them. Partially relevant: could work
towards this with support and
guidance given.
Can say in simple language which aspects of a work especially Relevant.
interested him/her.

►Page 87
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can select simple passages he/she particularly likes from work of Relevant.
literature to use as quotes.
Can express his/her reactions to a work, reporting his/her feelings and Relevant.
ideas in simple language.
ANALYSIS AND CRITICISM OF CREATIVE TEXTS (including
literature)
A2+
Can identify and briefly describe, in basic formulaic language, the key Relevant.
themes and characters in short, simple narratives involving familiar
situations that are written in high frequency everyday language.
A2
No descriptor available
Mediating concepts
Collaborating in a group
FACILITATING COLLABORATIVE INTERACTION WITH PEERS
A2+
Can collaborate in simple, shared tasks, provided that other Relevant.
participants speak slowly and that one or more of them help him/her to
contribute and to express his/her suggestions.
A2
Can collaborate in simple, practical tasks, asking what others think, Relevant.
making suggestions and understanding responses, provided he/she
can ask for repetition or reformulation from time to time.
COLLABORATING TO CONSTRUCT MEANING
A2+
Can ensure that the person he/she is talking to understands what Relevant.
he/she means by asking appropriate questions.
A2
Can make simple remarks and pose occasional questions to indicate Relevant.
that he/she is following.
Can make suggestions in a simple way in order to move the Relevant.
discussion forward.

Page 88 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Leading group work
MANAGING INTERACTION
A2
Can give very simple instructions to a cooperative group who help with Partially relevant: could work
formulation when necessary. towards this with age appropriate
tasks.
ENCOURAGING CONCEPTUAL TALK
A2+
Can ask what somebody thinks of a certain idea. Relevant.
A2
Can ask what somebody thinks of a certain idea. Relevant.
Mediating Communication
FACILITATING PLURICULTURAL SPACE
A2
Can contribute to an intercultural exchange, using simple words to ask Partially relevant: could work
people to explain things and to get clarification of what they say, whilst towards this with age appropriate
exploiting his/her limited repertoire to express agreement, to invite, to topics such as school subjects,
thank etc. interests, etc.
ACTING AS INTERMEDIARY IN INFORMAL SITUATIONS (with
friends and colleagues)
A2+
Can communicate in (Language B) the overall sense of what is said in Partially relevant: if subject matter
(Language A) in everyday situations, following basic cultural is familiar.
conventions and conveying the essential information, provided that the
speakers articulate clearly in standard language and that he/she can
ask for repetition and clarification.
A2 A2
Can communicate in (Language B) the main point of what is said in Relevant.
(Language A) in predictable, everyday situations, conveying back and
forth information about personal wants and needs, provided that the
speakers help with formulation.

►Page 89
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
FACILITATING COMMUNICATION IN DELICATE SITUATIONS AND
DISAGREEMENTS
A2 A2
Can recognise when speakers disagree or when difficulties occur in Partially relevant: if subject matter
interaction and adapt memorised simple phrases to seek compromise is familiar.
and agreement.
Mediation Strategies
Strategies to explain a new concept
ADAPTING LANGUAGE
A2 A2
Can repeat the main point of a simple message on an everyday Relevant
subject, using different words to help someone else understand it.

Communicative Language Competences

Linguistic
GENERAL LINGUISTIC RANGE GENERAL LINGUISTIC RANGE
A2+ A2+
Has a repertoire of basic language, which enables him/her to deal with Relevant.
everyday situations with predictable content, though he/she will
generally have to compromise the message and search for words.
A2 A2
Can produce brief everyday expressions in order to satisfy simple Relevant.
needs of a concrete type: personal details, daily routines, wants and
needs, requests for information.
Can use basic sentence patterns and communicate with memorised Relevant. I can remember and use the speech patterns (phrases, sentences). [86.2007-ARM/6-10] (NL)
phrases, groups of a few words and formulae about themselves and
other people, what they do, places, possessions etc.
Has a limited repertoire of short memorised phrases covering Relevant.
predictable survival situations; frequent breakdowns and
misunderstandings occur in non-routine situations.
VOCABULARY RANGE VOCABULARY RANGE
A2+ A2+
Has sufficient vocabulary to conduct routine, everyday transactions Relevant.
involving familiar situations and topics.

Page 90 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
A2 A2
Has a sufficient vocabulary for the expression of basic communicative Relevant.
needs.
Has a sufficient vocabulary for coping with simple survival needs. Relevant.
GRAMMATICAL ACCURACY GRAMMATICAL ACCURACY
A2+
As A2
A2 A2
Uses some simple structures correctly, but still systematically makes Relevant. I can remember and use the speech patterns (phrases, sentences). [86.2007-ARM/6-10] (NL)
basic mistakes - for example tends to mix up tenses and forget to I can remember the rules or relevant speech patterns (words, expressions) and use some grammatical structures
mark agreement; nevertheless, it is usually clear what he/she is trying accurately. [86.2007-ARM/6-10] (NL)
to say. I can vary the structure and form of simple sentences to create new sentences. [86.2007-ARM/6-10] (NL)
VOCABULARY CONTROL VOCABULARY CONTROL
A2+ A2+
As A2
A2 A2
Can control a narrow repertoire dealing with concrete everyday needs. Relevant.
OVERALL PHONOLOGICAL CONTROL OVERALL PHONOLOGICAL CONTROL
A2+ A2+
As A2
A2 A2
Pronunciation is generally clear enough to be understood, but Relevant.
conversational partners will need to ask for repetition from time to time.
A strong influence from other language(s) he/she speaks on stress,
rhythm and intonation may affect intelligibility, requiring collaboration
from interlocutors. Nevertheless, pronunciation of familiar words is clear.
SOUND ARTICULATION SOUND ARTICULATION
A2+ A2+
As A2
A2 A2
Pronunciation is generally intelligible when communicating in simple Relevant.
everyday situations, provided the interlocutor makes an effort to
understand specific sounds.

►Page 91
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Systematic mispronunciation of phonemes does not hinder Relevant.
intelligibility, provided the interlocutor makes an effort to recognise and
adjust to the influence of the speaker's language background on
pronunciation.
Can recognise and reproduce sounds in the target language correctly Relevant.
if carefully guided.
Can articulate a limited number of sounds, so that speech is only Relevant.
intelligible if the interlocutor provides support (e.g. by repeating
correctly and by eliciting repetition of new sounds).
PROSODIC FEATURES PROSODIC FEATURES
A2+ A2+
As A2
A2 A2
Can use the prosodic features of everyday words and phrases Relevant.
intelligibly, in spite of a strong influence on stress, intonation and/or
rhythm from other language(s) he/she speaks.
Prosodic features (e.g. word stress) are adequate for familiar, Relevant.
everyday words and simple utterances.
ORTHOGRAPHIC CONTROL ORTHOGRAPHIC CONTROL
A2+ A2+
As A2
A2 A2
Can copy short sentences on everyday subjects - e.g. directions how to Relevant.
get somewhere
Can write with reasonable phonetic accuracy (but not necessarily fully Relevant.
standard spelling) short words that are in his/her oral vocabulary.
Sociolinguistic
SOCIOLINGUISTIC APPROPRIATENESS SOCIOLINGUISTIC APPROPRIATENESS
A2+ A2+
Can perform and respond to basic language functions, such as Relevant.
information exchange and requests and express opinions and
attitudes in a simple way.
Can socialise simply but effectively using the simplest common Relevant. I can make appointments with others, invite others, and apologise if something doesn't work out. [2012.R007-
expressions and following basic routines. TUR/6-12] (A2)

Page 92 ►
Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
A2 A2
Can handle very short social exchanges, using everyday polite forms Relevant. Can make and respond to invitations, suggestions, apologies and requests. (YL-F CanDo)
of greeting and address. Can make and respond to invitations, I can say hello/goodbye even to people I don’t know very well. [116.2010-POR/6-10]
suggestions, apologies etc. I can make requests and say thank you. [116.2010-POR/6-10]
I can use simple everyday polite forms of greeting and address. [86.2007-ARM/6-10]
I can address a stranger to get acquainted with him. [86.2007-ARM/6-10]
I can greet a person, inquire about his health and give polite answers to similar questions. [86.2007-ARM/6-10]
I can invite my conversation partner to some place, and give a polite answer to his/her invitation (accept or
decline it politely). [86.2007-ARM/6-10]
I can apologize when necessary and accept another’s apology. [86.2007-ARM/6-10]
I can congratulate a person on her/his birthday, New Year’s and other holidays, and express my wishes to him or
her. [86.2007-ARM/6-10]
I can make and accept apologies. [2012.R007-TUR/6-12] (A1)
Pragmatic
FLEXIBILITY FLEXIBILITY
A2+ A2+
As A2
A2 A2
Can expand learned phrases through simple re-combinations of their Relevant.
elements.
Can adapt well-rehearsed memorised simple phrases to particular Relevant.
circumstances through limited lexical substitution.
TURNTAKING TURNTAKING
A2+ A2+
Can use simple techniques to start, maintain, or end a short Relevant.
conversation.
Can initiate, maintain and close simple, face-to-face conversation. Relevant. I can politely start and finish a conversation. [86.2007-ARM/6-10] (A2)
A2 A2
Can ask for attention. Relevant.
THEMATIC DEVELOPMENT THEMATIC DEVELOPMENT
A2+ A2+
Can give an example of something in a very simple text using ‘like’ or Relevant.
‘for example.’

►Page 93
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can tell a story or describe something in a simple list of points. Relevant. I can tell a simple story with the help of words or pictures provided. [118.2010-SLO/6-10] (A2)
I can tell the story of what I saw on television. [11.2001-IE/PRI] (A2)
I can write a short picture story from words that are provided. [118.2010-SLO/6-10] (A2)
I can give short simple descriptions of events or tell a short story. [86.2007-ARM/6-10] (A2)
I can tell a story or describe something. [86.2007-ARM/6-10] (A2)
I can describe my favourite animal in simple sentences, e.g. my pet. [94.2008-AUS/6-10] (A2)
I can describe a plant in simple sentences, e.g. my favourite flower. [94.2008-AUS/6-10] (A2)
I can retell a familiar story in simple sentences, e.g. a story in a reading book. [94.2008-AUS/6-10] (A2)
Can make up a story in English using ideas, pictures or words that the teacher gives them.. (YL-F CanDo) (A2)
Can write short dialogues, for example in speech bubbles, picture stories, comics. (YL-F CanDo) (A2)
I can write a simple story using given words, e.g. a fairy tale I know. [94.2008-AUS/6-10] (A2)
I can write a short story about what people do to help. [11.2001-IE/PRI] (A2)
COHERENCE AND COHESION COHERENCE AND COHESION
A2+ A2+
Can use the most frequently occurring connectors to link simple Relevant.
sentences in order to tell a story or describe something as a simple list
of points.
A2 A2
Can link groups of words with simple connectors like ’and,’ ‘but’ and Relevant.
‘because.
PROPOSITIONAL PRECISION PROPOSITIONAL PRECISION
A2+ A2+
As A2
A2 A2
Can communicate what he/she wants to say in a simple and direct Relevant.
exchange of limited information on familiar and routine matters, but in
other situations he/she generally has to compromise the message.
SPOKEN FLUENCY SPOKEN FLUENCY
A2+ A2+
Can make him/herself understood in short contributions, even though Relevant.
pauses, false starts and reformulation are very evident.
A2 A2
Can construct phrases on familiar topics with sufficient ease to handle Relevant.
short exchanges, despite very noticeable hesitation and false starts.

Page 94 ►
Plurilingual and Pluricultural Competences
BUILDING ON PLURICULTURAL REPERTOIRE
A2+ A2+
Can recognise that his/her behaviour in an everyday transaction may Partially relevant: could work
convey a message different to the one he/she intends, and can try to towards this with age appropriate
explain this simply. tasks.
A2 A2
Can recognise and apply basic cultural conventions associated with Relevant.
everyday social exchanges (for example different greetings rituals).
Can act appropriately in everyday greetings, farewells, and Relevant.
expressions of thanks and apology, although he/she has difficulty
coping with any departure from the routine.
Can recognise when difficulties occur in interaction with members of Relevant.
other cultures, even though he/she may well not be sure how to
behave in the situation.
Can recognise that his/her behaviour in an everyday transaction may Relevant.
convey a message different to the one he/she intends, and can try to
explain this simply.
PLURILINGUAL COMPREHENSION
A2+ A2+
As A2
A2 A2
Can understand short, clearly articulated spoken announcements by Partially relevant: could work
piecing together what he/she understands from the available versions towards this with age appropriate
in different languages. tasks and with support and
guidance given.
Can use simple warnings, instructions and product information given Partially relevant: could work
in parallel in different languages to find relevant information. towards this with age appropriate
materials or texts.
Can understand short, clearly written messages and instructions by Partially relevant: could work
piecing together what he/she understands from the versions in towards this with age appropriate
different languages. materials or texts.
BUILDING ON PLURILINGUAL REPERTOIRE
A2+ A2+
As A2
A2 A2
Can mobilise his/her limited repertoire in different languages in order Partially relevant: e.g. on topics
to explain a problem or to ask for help or clarification. related to school subjects,
interests, etc.

►Page 95
 Levels A2 / A2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can use words and phrases from different languages in his/her Relevant.
plurilingual repertoire to conduct a simple, practical transaction or
information exchange.
Can use a word from another language in his/her plurilingual Relevant.
repertoire to make him/herself understood in a routine everyday
situation, when he/she cannot think of an adequate expression in the
language being spoken.

Page 96 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Communicative Language Activities and Strategies
Reception Activities
Spoken Reception
OVERALL LISTENING COMPREHENSION OVERALL LISTENING COMPREHENSION
B1+ B1+
Can understand straightforward factual information about common Partially relevant: on everyday or
everyday or job related topics, identifying both general messages and school-related topics.
specific details, provided speech is clearly articulated in a generally
familiar accent.
B1 B1
Can understand the main points of clear standard speech on familiar Relevant. I can understand a short narrative well enough to be able to guess what may happen next. [86.2007-ARM/6-10]
matters regularly encountered in work, school, leisure etc., including I can understand information about my daily routine, identifying both the general meaning and the details,
short narratives. provided the speech is clear and in standard dialect. [86.2007-ARM/6-10]
I can understand the majority of a role-play, e.g. a drama for a school presentation. [94.2008-AUS/6-10]
I can understand explanations and pieces of information about subjects that interest me. [2012.R007-TUR/6-12]
UNDERSTANDING CONVERSATION BETWEEN OTHER UNDERSTANDING CONVERSATION BETWEEN OTHER SPEAKERS
SPEAKERS
B1+ B1+
Can follow much of everyday conversation and discussion, provided it Relevant.
takes place in standard speech and is clearly articulated in a familiar
accent.
B1 B1
Can generally follow the main points of extended discussion around Relevant. I can understand what teachers or schoolmates say when they are talking. [116.2010-POR/6-10]
him/her, provided speech is clearly articulated in standard speech. I can distinguish when people are talking about the present, the past, the future. [116.2010-POR/6-10]
I can easily understand my teachers and my friends. [11.2001-IE/PRI]
I can understand the other pupils in my class. [11.2001-IE/PRI]
I can understand talk about food or clothes. [11.2001-IE/PRI]
I can understand the main idea of a conversation when people speak in my presence, provided they speak
slowly and in standard dialect. [86.2007-ARM/6-10]
I can basically follow conversations about my family and friends on the whole, e.g. how they are and what they
have experienced. [94.2008-AUS/6-10]
I can basically understand what my classmates are saying about things I know, e.g. their reports about school
experiences. [94.2008-AUS/6-10]
I can understand the main points of conversations and reports about nature topics which I am interested in, e.g.
a TV report about African animals. [94.2008-AUS/6-10]

►Page 97
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can follow the main points of lengthy conversations in everyday life. [2012.R007-TUR/6-12]
LISTENING AS A MEMBER OF A LIVE AUDIENCE LISTENING AS A MEMBER OF A LIVE AUDIENCE
B1+ B1+
Can follow a lecture or talk within his/her own field, provided the subject Partially relevant: e.g. talks at I can follow and understand a teacher’s speech, lectures or talk, provided the speech is structured clearly and is
matter is familiar and the presentation straightforward and clearly school related to school subjects, familiar. [86.2007-ARM/6-10] (B1)
structured. lessons.
B1 B1
Can follow in outline straightforward short talks on familiar topics Relevant, e.g. talks at school I can understand most of a talk or video about a person who helps us. [11.2001-IE/PRI]
provided these are delivered in clearly articulated standard speech. related to school subjects, lessons. I can understand lessons about seasons and festivals. [11.2001-IE/PRI]
I can understand talks or videos about local places and events. [11.2001-IE/PRI]
I can understand the main points in a history lesson or video. [11.2001-IE/PRI]
I can understand a lesson or video about another country. [11.2001-IE/PRI]
I can understand a lesson or video about nature. [11.2001-IE/PRI]
I can understand a talk or film about the area where I live. [11.2001-IE/PRI]
I can understand colours and shapes when the teacher reads a story. [11.2001-IE/PRI]
I can understand a story about a journey. [11.2001-IE/PRI] (context/medium not specified)
I can understand simple, short stories, fairy tales and the main plot in them and the sequence of the most
important events. [86.2007-ARM/6-10] (context/ medium not specified)
I can basically understand what my classmates are saying about things I know, e.g. their reports about school
experiences. [94.2008-AUS/6-10]
I can understand basic information of a holiday report, e.g. a report from the winter holidays. [94.2008-AUS/6-10]
I can basically understand a travel report, e.g. about travelling to the vacation area. [94.2008-AUS/6-10]
I can understand the gist in descriptions, non-fictional texts and reports. [2012.R007-TUR/6-12]
I can follow the individual stages of the plot in stories. [2012.R007-TUR/6-12]
Can follow a straightforward conference presentation or demonstration Partially relevant: e.g.
with visual support (e.g. slides, handouts) on a topic or product within demonstration at a museum
his/her field, understanding explanations given. targeted at children.
Can understand the main points of what is said in a straightforward Partially relevant: if he/she has
monologue like a guided tour, provided the delivery is clear and necessary background knowledge.
relatively slow.
LISTENING TO ANNOUNCEMENTS AND INSTRUCTIONS LISTENING TO ANNOUNCEMENTS AND INSTRUCTIONS
B1 B1
Can understand simple technical information, such as operating Partially relevant: could work I can understand simple technical operating instructions for everyday equipment (camera, VCR, tape recorder).
instructions for everyday equipment. towards this with age appropriate [86.2007-ARM/6-10]
tasks such as operating a game or
phone.

Page 98 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can follow detailed directions. Partially relevant: could work I can understand complicated instructions, said slowly, if necessary by miming (e.g. how to get to a place).
towards this with age appropriate [116.2010-POR/6-10]
tasks such as directions within I can understand more complex instructions transport, schedule, directions even if transmitted by means of
school environment. loudspeakers or on the radio. [116.2010-POR/6-10]
I can follow detailed directions or telephone operator’s information (e.g. tour, weather forecast, etc.). [86.2007-
ARM/6-10]
Can understand public announcements at airports, stations and on Relevant. I can understand more complex instructions on transport, schedule, directions even if transmitted by means of
planes, buses and trains, provided these are clearly articulated in loudspeakers or on the radio. [116.2010-POR/6-10]
standard speech with minimum interference from background noise.
LISTENING TO AUDIO MEDIA AND RECORDINGS LISTENING TO AUDIO MEDIA AND RECORDINGS
B1+ B1+
Can understand the information content of the majority of recorded or Partially relevant: could work
broadcast audio material on topics of personal interest delivered in clear towards this with age appropriate
standard speech. tasks, at the higher end of the age
group.
B1 B1
Can understand the main points of radio news bulletins and simpler Relevant. I can understand the key idea of radio or TV programmes. [116.2010-POR/6-10]
recorded material about familiar subjects delivered relatively slowly and I can understand longer passages and recognise people’s points of view, e.g. a video or audio text received from
clearly. a partner school… [70.2006-UK/PRI]
I can understand the gist of a range of authentic passages. I can produce a detailed oral or written summary of a
given text. (E.g. a radio or television programme on a subject which interests me…) [70.2006-UK/PRI]
I can understand the main points of radio news bulletins and common recorded material on familiar topics if the
speech is relatively slow and clear. [86.2007-ARM/6-10]
I can follow many radio and TV programmes if they are of interest to me. [2012.R007-TUR/6-12]
Can understand the main points and important details in stories and Relevant. I can understand a story about a journey. [11.2001-IE/PRI] (medium not specified)
other narratives (e.g. a description of a holiday), provided the speaker I can understand simple, short stories, fairy tales and the main plot in them and the sequence of the most
speaks slowly and clearly. important events. [86.2007-ARM/6-10] (medium not specified)
I can understand several types of stories: science fiction, traditional stories. [116.2010-POR/6-10] (medium not
specified)
I can understand passages including some unfamiliar material from which I can recognise attitudes and
emotions, e.g. a story in which some of the words and phrases are unknown… [70.2006-UK/PRI]
I can basically understand a travel report, e.g. about travelling to the vacation area. [94.2008-AUS/6-10] (medium
not specified)
I can understand the gist in descriptions, non-fictional texts and reports. [2012.R007-TUR/6-12] (medium not
specified)
I can follow the individual stages of the plot in stories. [2012.R007-TUR/6-12] (medium not specified)

►Page 99
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Audio-visual Reception
WATCHING TV AND FILM WATCHING TV AND FILM
B1+ B1+
Can understand a large part of many TV programmes on topics of Partially relevant: with “topics of
personal interest such as interviews, short lectures, and news reports personal interest” likely to be fairly
when the delivery is relatively slow and clear. restricted.
B1 B1
Can follow many films in which visuals and action carry much of the Relevant, e.g. cartoons. I can, to some extent, understand the plot of movies and cartoons on familiar topics. [86.2007-ARM/6-10]
storyline, and which are delivered clearly in straightforward language.
Can catch the main points in TV programmes on familiar topics when Relevant, e.g. video clips shown in I can understand the key idea of radio or TV programmes. [116.2010-POR/6-10]
the delivery is relatively slow and clear. class. I can understand the main ideas of a video film (on important festivities, on the wild life, on environmental
protection, …) [116.2010-POR/6-10]
I can understand most of a talk or video about a person who helps us. [11.2001-IE/PRI]
I can watch the weather forecast on TV and understand the main points. [11.2001-IE/PRI]
I can understand talks or videos about local places and events. [11.2001-IE/PRI]
I can understand the main points in a history lesson or video. [11.2001-IE/PRI]
I can understand a lesson or video about another country. [11.2001-IE/PRI]
I can understand a lesson or video about nature. [11.2001-IE/PRI]
I can understand a talk or film about the area where I live. [11.2001-IE/PRI]
I can understand longer passages and recognise people’s points of view, e.g. a video or audio text received from
a partner school… [70.2006-UK/PRI]
I can understand the gist of a range of authentic passages. I can produce a detailed oral or written summary of a
given text. (E.g. a radio or television programme on a subject which interests me…) [70.2006-UK/PRI]
I can understand the main points of the news and programmes on familiar topics (school, family, leisure).
[86.2007-ARM/6-10]
I can, to some extent, understand the main idea of TV shows, mass media news, and children’s programmes.
[86.2007-ARM/6-10]
I can basically understand the weather forecast on TV, e.g. when they talk about tomorrow’s weather in the
news. [94.2008-AUS/6-10]
I can understand the main points of conversations and reports about nature topics which I am interested in, e.g.
a TV report about African animals. [94.2008-AUS/6-10]
I can basically understand a story when spoken slowly and clearly, e.g. a story on TV. [94.2008-AUS/6-10]
I can follow many radio and TV programmes if they are of interest to me. [2012.R007-TUR/6-12]

Page 100 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Written Reception
OVERALL READING COMPREHENSION OVERALL READING COMPREHENSION
B1 B1
Can read straightforward factual texts on subjects related to his/her Relevant, e.g. textbooks.
field and interests with a satisfactory level of comprehension.
READING CORRESPONDENCE READING CORRESPONDENCE
B1+
Can understand formal correspondence on less familiar subjects well Partially relevant: e.g. opening mail
enough to redirect it to someone else. at home.
B1 B1
Can understand the description of events, feelings and wishes in Relevant. I can read email letters, letters and postcards. [116.2010-POR/6-10]
personal letters well enough to correspond regularly with a pen friend. I can understand longer passages and recognise people’s points of view, e.g. a longer e-mail message or
letter… [70.2006-UK/PRI]
I can understand events, exclamations, and emotions in common or electronic letters, if they are written in
everyday language. [86.2007-ARM/6-10]
I can read and understand personal letters from my family and friends, e.g. letters from a pen-pal. [94.2008-
AUS/6-10]
I can understand letters and personal messages that report about experiences, and in which somebody writes
about his/her feelings, wishes and hopes. [2012.R007-TUR/6-12]
Can understand straightforward personal letters, emails or postings Relevant. I can understand longer personal letters and messages that report about events, experiences, feelings, wishes,
giving a relatively detailed account of events and experiences. and plans. [2012.R007-TUR/6-12]
READING FOR ORIENTATION READING FOR ORIENTATION
B1+ B1+
Can scan longer texts in order to locate desired information, and gather Partially relevant: could work
information from different parts of a text, or from different texts in order to towards this with age appropriate
fulfil a specific task. tasks, e.g. longer texts related to
school subjects.
Can scan through straightforward, factual texts in magazines, brochures Partially relevant: could work
or in the web, identify what they are about and decide whether they towards this with age appropriate
contain information that might be of practical use. materials or texts.
B1 B1
Can find and understand relevant information in everyday material, such Relevant. I can read and basically understand information and messages, e.g. information on posters etc.. [94.2008-
as letters, brochures and short official documents. AUS/6-10]
I can read and understand a report about the course of events, e.g. the programme for a project week. [94.2008-
AUS/6-10]

►Page 101
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can read and understand a menu with familiar food and drinks, e.g. the menu in my favourite restaurant.
[94.2008-AUS/6-10]
I can read and basically understand a weather forecast, e.g. the weather forecast in a newspaper. [94.2008-
AUS/6-10]
I can look for information on the Internet or in non-fiction books and reference books. [2012.R007-TUR/6-12]
Can understand the important information in simple, clearly drafted Relevant. I can read and basically understand the description of a product, e.g. a description about an item in a catalogue.
adverts in newspapers or magazines, provided that there are not too [94.2008-AUS/6-10]
many abbreviations.
Can pick out important information about preparation and usage on the Relevant.
labels on foodstuffs and medicine.
Can assess whether an article, report or review is on the required Partially relevant: if he/she has
topic. necessary background knowledge.
READING FOR INFORMATION AND ARGUMENT READING FOR INFORMATION AND ARGUMENT
B1+ B1+
Can understand straightforward, factual texts on subjects relating to Partially relevant: could work
his/her interests or studies. towards this with age appropriate
texts.
Can understand short texts on subjects that are familiar or of current Partially relevant: could work
interest, in which people give their points of view (e.g. critical towards this with age appropriate
contributions to an online discussion forum or readers’ letters to the texts.
editor).
Can recognise the line of argument in the treatment of the issue Partially relevant: e.g. on topics
presented, though not necessarily in detail. related to school subjects or
hobbies.
B1 B1
Can recognise significant points in straightforward newspaper articles on Relevant. I can read simple pieces of news. [116.2010-POR/6-10]
familiar subjects. I can understand passages including some unfamiliar material from which I can recognise attitudes and
emotions, e.g. texts about everyday life in another country, a letter from a magazine… [70.2006-UK/PRI]
I can understand a wide range of authentic texts. I can produce an oral or written summary or translation of a
given text, e.g. internet texts on topics I am learning about in other subjects, a story or magazine article…
[70.2006-UK/PRI]
I can find information I need from children’s books, newspapers, and magazine articles using my background
knowledge. [86.2007-ARM/6-10]
I can follow short argumentative texts about topics of general interest. [2012.R007-TUR/6-12]
Can understand most factual information that he/she is likely to come Relevant, e.g. on topics related to I can read informative texts (e.g. on food, jobs, activities) and descriptive texts (e.g. on wildlife, life in other
across on familiar subjects of interest, provided he/she has sufficient school subjects or hobbies. countries). [116.2010-POR/6-10]
time for re-reading.

Page 102 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can read my textbooks in the class. [11.2001-IE/PRI]
I can read about food that is good or bad for me. [11.2001-IE/PRI]
I can understand the difference between colours, shapes and opposites when I read a story or textbook. IEPR
I can read about different jobs. [11.2001-IE/PRI]
I can read about weather in my textbook. [11.2001-IE/PRI]
I can find key words about transport in order to read a story or text. [11.2001-IE/PRI]
I can read about seasons, holidays and festivals in my reader or textbook. [11.2001-IE/PRI]
I can read about things in my town or area. [11.2001-IE/PRI]
I can read about the past in my reader or textbook. [11.2001-IE/PRI]
I can read in my textbook about another country and understand the main information. [11.2001-IE/PRI]
I can read about nature and use pictures to help me organise new words. [11.2001-IE/PRI]
I can read information about wildlife, looking after our area and what we find there. [11.2001-IE/PRI]
I can read a simple text on a topic I am interested in and understand it (e.g. a message about a football match,
an interview with a film star or a singer). [86.2007-ARM/6-10]
I can read and basically understand descriptions of book characters, e.g. about a child in another country.
[94.2008-AUS/6-10]
I can read and understand texts in my school books, e.g. texts in non-fiction books. [94.2008-AUS/6-10]
I can read and basically understand a text about a free-time activity, e.g. a text about a type of sport. [94.2008-
AUS/6-10]
I can read and basically understand a text about past or future events, e.g. a text about my home-town years
ago. [94.2008-AUS/6-10]
I can read and basically understand a text about animals and plants in a school book, e.g. a text about plants in a
meadow. [94.2008-AUS/6-10]
I can read and basically understand a travel report or journal, e.g. a description of a flight. [94.2008-AUS/6-10]
I can read simple technical texts referring to my area of interest and gather information from them. [2012.R007-
TUR/6-12]
Can understand the main points in descriptive notes such as those on Partially relevant: e.g. on topics
museum exhibits and explanatory boards in exhibitions. related to school subjects or
hobbies.

READING INSTRUCTIONS READING INSTRUCTIONS

B1+ B1+
Can understand instructions and procedures in the form of a continuous Partially relevant: could work
text, for example in a manual, provided that he/she is familiar with the towards this with age appropriate
type of process or product concerned. tasks, and if he/she has necessary
background knowledge.

►Page 103
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
B1 B1
Can understand clearly written, straightforward instructions for a piece Relevant. I can read instructions (e.g. video game player, mobile phone). [116.2010-POR/6-10]
of equipment. I can understand and follow clear instructions and directions (e.g. how to use this or that instrument, how to
make a salad or bake a cake, etc.). [86.2007-ARM/6-10]
I can basically understand the rules of a game, e.g. the instructions of a board game. [94.2008-AUS/6-10]
Can understand most short safety instructions, (e.g. on public Relevant.
transport or in manuals for the use of electrical equipment).
Can follow simple instructions given on packaging, e.g. cooking Relevant.
instructions.
READING AS A LEISURE ACTIVITY READING AS A LEISURE ACTIVITY
B1+
Can read newspaper / magazine accounts of films, books, concerts Partially relevant: on topics related
etc. written for a wider audience and understand the main points. to school subjects, interests, etc.
Can understand simple poems and song lyrics written in Partially relevant: on topics related
straightforward language and style. to school subjects, interests, etc.
B1 B1
Can understand the description of places, events, explicitly expressed Partially relevant: on topics related I can read magazine articles for children and teenagers. [116.2010-POR/6-10]
feelings and perspectives in narratives, guides and magazine articles to school subjects, interests, etc. I can understand a wide range of authentic texts. I can produce an oral or written summary or translation of a
that are written in high frequency, everyday language. given text, e.g. internet texts on topics I am learning about in other subjects, a story or magazine article…
[70.2006-UK/PRI]

Can follow the plot of stories, simple novels and comics with a clear Relevant. I can read stories about children in other places. [11.2001-IE/PRI]
linear storyline and high frequency everyday language, given regular I can understand the main plot of a clearly written story and recognize the important events. [86.2007-ARM/6-10]
use of a dictionary. I can understand the content of longer stories even if I don't know all the words. [2012.R007-TUR/6-12]
I can read and basically understand a role-play, e.g. a drama in a school presentation. [94.2008-AUS/6-10]
I can read and basically understand a simple book, e.g. a fairy tale book. [94.2008-AUS/6-10]
I can read short stories, fairy tales and children’s books with the help of a dictionary. [86.2007-ARM/6-10]
Can understand a travel diary mainly describing the events of a Partially relevant: if subject matter
journey and the experiences and discoveries the person made. is familiar.
Reception Strategies
IDENTIFYING CUES AND INFERRING (Spoken & Written) IDENTIFYING CUES AND INFERRING (Spoken & Written)
B1+ B1+
Can exploit different types of connectors (numerical, temporal, logical) Partially relevant: could work
and the role of key paragraphs in the overall organisation, in order to towards this with age appropriate
better understand the argumentation in a text. tasks and with support and
guidance given.

Page 104 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can extrapolate the meaning of a section of a text by taking into Partially relevant: could work
account the text as a whole. towards this with age appropriate
tasks and with support and
guidance given.
Can identify unfamiliar words from the context on topics related to Partially relevant: could work
his/her field and interests. towards this with age appropriate
tasks, and if he/she has necessary
background knowledge.
Can extrapolate the meaning of occasional unknown words from the Partially relevant: e.g. on topics
context and deduce sentence meaning provided the topic discussed is related to school subjects,
familiar. interests, etc.
B1 B1
Can make basic inferences or predictions about text content from Partially relevant: could work
headings, titles or headlines. towards this with age appropriate
tasks and with support and
guidance given.
Can listen to a short narrative and predict what will happen next. Partially relevant: if subject matter
is familiar.
Can follow a line of argument or the sequence of events in a story, by Partially relevant: could work
focusing on common logical connectors (e.g. however, because) and towards this with age appropriate
temporal connectors (e.g. after that, beforehand). tasks.
Can deduce the probable meaning of unknown words in a written text Partially relevant: could work
by identifying their constituent part (e.g. identifying word roots, lexical towards this with age appropriate
elements, suffixes and prefixes). tasks and with support and
guidance given.

Production Activities
Spoken Production
OVERALL SPOKEN PRODUCTION OVERALL SPOKEN PRODUCTION
B1 B1
Can reasonably fluently sustain a straightforward description of one of Partially relevant: e.g. on topics
a variety of subjects within his/her field of interest, presenting it as a related to school subjects,
linear sequence of points. interests, etc.

►Page 105
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
SUSTAINED MONOLOGUE: Describing Experience SUSTAINED MONOLOGUE: Describing Experience
B1+ B1+
Can clearly express feelings about something experienced and give Partially relevant: could work
reasons to explain those feelings. towards this with age appropriate
tasks.
B1 B1
Can give straightforward descriptions on a variety of familiar subjects Relevant. I can describe my family, my school, my hobbies, a film I have seen, a book I have read. [116.2010-POR/6-10]
within his field of interest. I can talk about people who help us in the area where I live. [11.2001-IE/PRI]
I can talk about weather in Ireland and in other countries. [11.2001-IE/PRI]
I can talk about travelling and tell people about my favourite journeys. [11.2001-IE/PRI]
I can talk about the transport I see outside the school. [11.2001-IE/PRI]
I can talk about a particular place that I visited. [11.2001-IE/PRI]
I can talk about the importance of colours. [11.2001-IE/PRI]
I can talk about the difference between the present and the past in my life. [11.2001-IE/PRI]
I can talk about the difference between countries in the world. [11.2001-IE/PRI]
I can talk about a poster or video about the natural world. [11.2001-IE/PRI]
I can talk about what we can do or see in our area. [11.2001-IE/PRI]
I can describe a thing or a phenomenon from familiar lessons in sequence. [86.2007-ARM/6-10]
I can talk about various familiar personal topics (“My friends” “My hobbies” “My school”, etc.). [86.2007-ARM/6-
10]
I can describe familiar people, e.g. my friend. [94.2008-AUS/6-10]
I can describe a familiar game, e.g. a computer game. [94.2008-AUS/6-10]
I can talk about a product I know well, e.g. about an appliance. [94.2008-AUS/6-10]
Can reasonably fluently relate a straightforward narrative or Relevant. I can tell about the celebrations in my family (birthday parties, weddings, …) and past experiences. [116.2010-
description as a linear sequence of points. POR/6-10]
I can retell the plot of a simple story quite fluently, logically, and chronologically. [86.2007-ARM/6-10]
Can give detailed accounts of experiences, describing feelings and Relevant. I can tell other people about something nice that happened to me. [11.2001-IE/PRI]
reactions. I can describe and tell what has happened to me, as well as my impressions about it. [86.2007-ARM/6-10]
I can briefly tell about something that has happened to me. [86.2007-ARM/6-10]
I can talk about my experiences with my family and friends, e.g. what I have experienced with my parents.
[94.2008-AUS/6-10]
I can tell how my weekend was, e.g. what I did on Saturday. [94.2008-AUS/6-10]
I can tell others how I feel and explain why, e.g. why I am sad. [94.2008-AUS/6-10]
I can tell about a journey I made, e.g. about a trip I went on. [94.2008-AUS/6-10]

Page 106 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can relate details of unpredictable occurrences, e.g. an accident. Partially relevant: could work
towards this with age appropriate
tasks, and if he/she has necessary
background knowledge.
Can relate the plot of a book or film and describe his/her reactions. Relevant. I can tell a story or relate the plot of a book or film and give my opinions on it, e.g. a film I have recently seen or a
book I have read… [70.2006-UK/PRI]
I can express my opinion of a book I have read, a film I have seen, a game, an excursion, etc. in a simple way.
[86.2007-ARM/6-10]
I can retell the plot of a story I have read in a simple way, using key words from the story. [86.2007-ARM/6-10]
I can explain why I like or dislike a book or a theatre-play, giving reasons why, e.g. why I like an adventure book.
[94.2008-AUS/6-10]
I can talk about what I have heard, seen, and read, and express my opinion about it. [2012.R007-TUR/6-12]
Can describe dreams, hopes and ambitions. Relevant. I can talk about my goals, dreams, and future plans. [86.2007-ARM/6-10]
I can talk about experiences, feelings and dreams. [2012.R007-TUR/6-12]
I can describe my expectations and goals. [2012.R007-TUR/6-12]
Can describe events, real or imagined. Relevant. I can tell talk about the celebrations in my family (birthday parties, weddings, …) and past experiences.
[116.2010-POR/6-10]
I can describe an important event in my family. [11.2001-IE/PRI]
I can talk about real or invented imaginary events. [86.2007-ARM/6-10]
I can generally describe the order of events for a festival, e.g. the order of events for a school festival. [94.2008-
AUS/6-10]
I can talk about a past or future event which interests me, e.g. about a visit. [94.2008-AUS/6-10]
Can narrate a story. Relevant. I can tell a story I know. [116.2010-POR/6-10]
I can tell a story about animals. [11.2001-IE/PRI]
I can tell a story, or a part from a film or a book. [86.2007-ARM/6-10]
I can tell stories with friends or on my own on a given topic or based on a situation. [86.2007-ARM/6-10]
I can tell an animal story, e.g. what I experienced with my dog. [94.2008-AUS/6-10]
I can retell a story I like, e.g. a story I heard on the radio. [94.2008-AUS/6-10]
I can narrate texts effectively, recite them, or present them. [2012.R007-TUR/6-12]
SUSTAINED MONOLOGUE: Giving information SUSTAINED MONOLOGUE: Giving information
B1+ B1+
Can explain the main points in an idea or problem with reasonable Partially relevant: if subject matter
precision. is familiar.
Can describe how to do something, giving detailed instructions. Partially relevant: e.g. when I can describe how to do something, giving detailed instructions to others. [86.2007-ARM/6-10]
explaining something to
classmates.

►Page 107
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
B1 B1
Can report straightforward factual information on a familiar topic, for Relevant. I can talk about environmental issues in my neigbourhood. [116.2010-POR/6-10]
example to indicate the nature of a problem or to give detailed I can tell my class about things we are learning. [11.2001-IE/PRI]
directions, provided he/she can prepare beforehand. I can find facts or data (in a book, a newspaper) and share that information with others. [86.2007-ARM/6-10]
I can report about my work in school, e.g. about a project. [94.2008-AUS/6-10]
I can pass on a simple recipe, e.g. the recipe for a favourite dish. [94.2008-AUS/6-10]
I can report about the weather here and elsewhere, e.g. about the weather in a vacation area. [94.2008-AUS/6-
10]
I can give simple instructions (teach a game to my classmates). [116.2010-POR/6-10]
SUSTAINED MONOLOGUE: Putting a Case (e.g. in a debate) SUSTAINED MONOLOGUE: Putting a Case (e.g. in a debate)
B1+ B1+
Can develop an argument well enough to be followed without difficulty Partially relevant: e.g. on topics
most of the time. related to school subjects or
hobbies.
Can give simple reasons to justify a viewpoint on a familiar topic. Relevant.
B1 B1
Can briefly give reasons and explanations for opinions, plans and Relevant. I can explain and give reasons for actions, plans, or intentions. [2012.R007-TUR/6-12]
actions.
Can express opinions on subjects relating to everyday life, using Relevant. I can give and account for my opinion. [116.2010-POR/6-10]
simple expressions.
Can say whether or not he/she approves of what someone has done Relevant. I can make suggestions in discussions, also in groups, express objections, reservations and counter-proposals,
and give reasons to justify this opinion. and give reasons for not agreeing to something or feeling misunderstood. [2012.R007-TUR/6-12]
PUBLIC ANNOUNCEMENTS PUBLIC ANNOUNCEMENTS
B1 B1
Can deliver short, rehearsed announcements on a topic pertinent to Partially relevant: e.g. on topics
everyday occurrences in his/her field which, despite possibly very related to school subjects or
foreign stress and intonation, are nevertheless clearly intelligible. hobbies.
ADDRESSING AUDIENCES ADDRESSING AUDIENCES
B1+ B1+
Can give a prepared presentation on a familiar topic within his/her field, Partially relevant: could work
outlining similarities and differences (e.g. between products, towards this with age appropriate
countries/regions, plans). tasks, such as a classroom
presentation.

Page 108 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
B1 B1
Can give a prepared straightforward presentation on a familiar topic Partially relevant: e.g. on topics I can create presentations on given topics or topics that I choose myself, and explain them in such a way that the
within his/her field which is clear enough to be followed without difficulty related to school subjects, audience can understand. [2012.R007-TUR/6-12]
most of the time, and in which the main points are explained with interests, etc. I can create projects and presentations containing in part technical terminology in such a way that they are
reasonable precision. logically structured so that they can be presented coherently and fluently. [2012.R007-TUR/6-12] (B2)
Can take follow up questions, but may have to ask for repetition if the Partially relevant: e.g. on topics I can answer simple unprepared questions in a conversation or following a presentation, e.g. on a TV or radio
speech was rapid. related to school subjects, programme, on everyday topics, a story I have read or heard… [70.2006-UK/PRI]
interests, etc.
Written Production
OVERALL WRITTEN PRODUCTION OVERALL WRITTEN PRODUCTION
B1 B1
Can write straightforward connected texts on a range of familiar subjects Relevant. I can write pieces of news (e.g. for the school newspaper); informative texts (on food, jobs, activities); reports of
within his/her field of interest, by linking a series of shorter discrete the daily routine (something that happened on the way to school, or at the weekend); reports of something
elements into a linear sequence. important to me (the birth of a brother or sister, a trip, a party); texts on imaginary situations (dreams, fantastic
trips); texts on hobbies, interests, free time; descriptive texts (on wildlife, on life in other countries); stories and
simple poems; texts on various topics by using an encyclopaedia or the Internet. [116.2010-POR/6-10] (merged)
I can write a short resume. [86.2007-ARM/6-10]
I can write simple announcements by using an example. [86.2007-ARM/6-10]
I can write simple instructions explaining how to do things that I already know how to do. [86.2007-ARM/6-10]
I can write an advertisement text or curriculum vitae with the help of a model text. [2012.R007-TUR/6-12]
CREATIVE WRITING CREATIVE WRITING
B1+ B1+
Can clearly signal chronological sequence in narrative text. Partially relevant: e.g. on topics
related to school subjects,
interests, etc.
Can write a simple review of a film, book or TV programme using a Partially relevant: if he/she has
limited range of language. necessary background knowledge.
B1 B1
Can write straightforward, detailed descriptions on a range of familiar Relevant. I can write pieces of news (e.g. for the school newspaper); informative texts (on food, jobs, activities); reports of
subjects within his/her field of interest. the daily routine (something that happened on the way to school or at the weekend); texts on hobbies, interests,
free time; descriptive texts (on wildlife, on life in other countries); texts on various topics by using an
encyclopaedia or the Internet. [116.2010-POR/6-10] (merged)
I can write about making food. [11.2001-IE/PRI]
I can write a description of my favourite things using words for colours and shapes. [11.2001-IE/PRI]
I can write about the daily life of a person who helps us. [11.2001-IE/PRI]

►Page 109
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can write about living in Ireland or in another country in the world. [11.2001-IE/PRI]
I can write about something that happened in history or might happen in the future. [11.2001-IE/PRI]
I can write about my friends and what we do together. [11.2001-IE/PRI]
I can write about wildlife or the activities that happen in our local area. [11.2001-IE/PRI]
I can communicate ideas accurately and in an appropriate style over a range of topics, e.g. using a range of
tenses and adapting language I have learnt previously… [70.2006-UK/PRI]
I can write a clear, detailed description on topics I am familiar with or interested in. [86.2007-ARM/6-10]
I can describe people or places I know, or write an imaginary story about them. [86.2007-ARM/6-10]
I can write about my goals and dreams (e.g. keep a diary...). [86.2007-ARM/6-10]
I can describe a person, e.g. describe a classmate. [94.2008-AUS/6-10]
I can describe my free-time activities, e.g. play a musical instrument. [94.2008-AUS/6-10]
I can describe an animal, my favourite animal. [94.2008-AUS/6-10]
I can rewrite or expand stories in short texts by using different perspectives. [2012.R007-TUR/6-12]
Can write accounts of experiences, describing feelings and reactions in Relevant. I can write reports of something important to me (the birth of a brother or sister, a trip, a party). [116.2010-
simple connected text. POR/6-10]
I can write about things that happen and the things I like and don’t like. [11.2001-IE/PRI]
I can write about my day at home or in school. [11.2001-IE/PRI]
I can write about something I did in the area where I live. [11.2001-IE/PRI]
I can write a summary of the plot of a book or a film. [86.2007-ARM/6-10]
I can write simple texts for the class newspaper/poster about an event (excursion, performance, sports competition)
or on topics that interest me. [86.2007-ARM/6-10]
I can describe my feelings in writing – when I am sad or happy, or excited about something, when I have to cheer
up or comfort my friends, etc. [86.2007-ARM/6-10]
I can write about an experience at school, e.g. about my first day at school. [94.2008-AUS/6-10]
I can write a text about an event during the year that I am interested in, e.g. about changing schools. [94.2008-
AUS/6-10]
I can write down how I feel and explain why, e.g. why I am angry today. [94.2008-AUS/6-10]
I can report about when I was ill, e.g. when I had to stay in a hospital. [94.2008-AUS/6-10]
I can report on other people's experiences and respective feelings. [2012.R007-TUR/6-12]
Can write a description of an event, a recent trip - real or imagined. Relevant. I can write texts on imaginary situations (dreams, fantastic trips); stories and simple poems. [116.2010-POR/6-
10] (merged)
I can write about a festival or celebration. [11.2001-IE/PRI]
I can write about real or imaginary events or journeys. [86.2007-ARM/6-10]
I can write about my holidays, e.g. how I spent my summer holidays. [94.2008-AUS/6-10]
I can describe the order of events, e.g. programme for an outing. [94.2008-AUS/6-10]
I can report about an event in my home-town, e.g. about a summer festival. [94.2008-AUS/6-10]

Page 110 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can write a travel report, e.g. about a boat trip. [94.2008-AUS/6-10]
I can write formally about events. [2012.R007-TUR/6-12]
Can narrate a story. Relevant. I can write a short story about an animal. [11.2001-IE/PRI]
I can describe people or places I know, or write an imaginary story about them. [86.2007-ARM/6-10]
I can write narrative stories describing events in logical order. [86.2007-ARM/6-10]
I can write a story about a picture or picture series concerning a school theme, e.g. a series of pictures about a
fight during the break. [94.2008-AUS/6-10]
I can write a simple role-play, e.g. a short theatre play. [94.2008-AUS/6-10]
I can write a simple story I like, e.g. a fantasy story. [94.2008-AUS/6-10]
WRITTEN REPORTS AND ESSAYS WRITTEN REPORTS AND ESSAYS
B1+ B1+
Can write short, simple essays on topics of interest. Relevant. I can write a clear, organised essay on a topic I am familiar with or interested in. [86.2007-ARM/6-10] (B1)
I can write a short essay about things I like doing or I am interested in. [86.2007-ARM/6-10] (B1)
Can write a text on a topical subject of personal interest, using simple Partially relevant: could work
language to list advantages and disadvantages, give and justify towards this with age appropriate
his/her opinion. tasks.

Can summarise, report and give his/her opinion about accumulated Partially relevant e.g. on topics I can write texts on various topics by using an encyclopaedia or the Internet. [116.2010-POR/6-10] ( B1)
factual information on familiar routine and non-routine matters within related to school subjects, I can write simple summaries on topics I am interested in. [86.2007-ARM/6-10] (B1)
his/her field with some confidence. interests, etc. I can write simple summaries on topics of my interest as well as express my opinion on those topics. [86.2007-
ARM/6-10] (B1)
I can write a short outline of a text I have read. [86.2007-ARM/6-10] (B1)
I can write a summary of the plot of a book or a film. [86.2007-ARM/6-10] (B1)
B1 B1
Can write very brief reports to a standard conventionalised format, Partially relevant: e.g. reports for
which pass on routine factual information and state reasons for school subjects with a template
actions. provided , e.g. on a science
experiment.
Can present a topic in a short report or poster, using photographs and Partially relevant: e.g.
short blocks of text. reports/posters for school subjects
with a template provided , e.g. on a
science experiment.

►Page 111
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Production Strategies
PLANNING PLANNING
B1 B1
Can work out how to communicate the main point(s) he/she wants to get Relevant.
across, exploiting any resources available and limiting the message to
what he/she can recall or find the means to express.
COMPENSATING COMPENSATING
B1+ B1+
Can define the features of something concrete for which he/she can't Relevant.
remember the word.
Can convey meaning by qualifying a word meaning something similar Relevant. I can use a simpler synonym or describe in other words the words I don’t know or have forgotten. [86.2007-
(e.g. a truck for people = bus). ARM/6-10] (NL)
B1 B1
Can use a simple word meaning something similar to the concept Relevant. I can use another simple word with the same meaning and ask my partner to correct my mistakes. [86.2007-
he/she wants to convey and invites "correction". ARM/6-10] (NL)
Can foreignise a mother tongue word and ask for confirmation. Relevant.
MONITORING AND REPAIR MONITORING AND REPAIR
B1+ B1+
Can correct mix-ups with tenses or expressions which lead to Relevant.
misunderstandings provided the interlocutor indicates there is a
problem.
B1 B1
Can ask for confirmation that a form used is correct. Relevant. I can check sentence structure by comparing with grammar rules and speech patterns I am familiar with.
[86.2007-ARM/6-10] (NL)
Interaction Activities
Spoken Interaction
OVERALL SPOKEN INTERACTION OVERALL SPOKEN INTERACTION
B1+ B1+
Can communicate with some confidence on familiar routine and non- Partially relevant: on topics related
routine matters related to his/her interests and professional field. Can to school subjects, interests, etc.
exchange, check and confirm information, deal with less routine
situations and explain why something is a problem. Can express
thoughts on more abstract, cultural topics such as films, books, music
etc.

Page 112 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
B1 B1
Can exploit a wide range of simple language to deal with most situations Partially relevant: if subject matter I can discuss common interests/hobbies with my schoolmates (music, football, books…). [116.2010-POR/6-10]
likely to arise whilst travelling. Can enter unprepared into conversation of is familiar. I can answer questions about weather. [11.2001-IE/PRI]
familiar topics, express personal opinions and exchange information on I can answer questions about the celebrations in my home. [11.2001-IE/PRI]
topics that are familiar, of personal interest or pertinent to everyday life
(e.g. family, hobbies, work, travel and current events). I can communicate with people on common, everyday topics. [86.2007-ARM/6-10]
I can play a part in a role-play, e.g. a part in a drama at a school presentation. [94.2008-AUS/6-10]
I can cope linguistically with many everyday situations. [2012.R007-TUR/6-12]
UNDERSTANDING THE INTERLOCUTOR UNDERSTANDING THE INTERLOCUTOR
B1 B1
Can follow clearly articulated speech directed at him/her in everyday Relevant. I can understand when people tell me what they’ve done (e.g. on a trip, on a weekend,…) [116.2010-POR/6-10]
conversation, though will sometimes have to ask for repetition of I can easily understand my teachers and my friends. [11.2001-IE/PRI]
particular words and phrases. I can understand the other pupils in my class. [11.2001-IE/PRI]
I can understand exactly what the teacher says to me. [11.2001-IE/PRI]
I can understand my conversation partner, when he/she speaks on familiar topics clearly, not very fast and in
standard dialect. [86.2007-ARM/6-10]
I can understand personal questions, e.g. where I go to school and what my hobbies are. [94.2008-AUS/6-10]
I can basically understand when someone talks about his/her free-time activities, e.g. about a hobby. [94.2008-
AUS/6-10]
I can understand when someone explains the order of events, e.g. end of year celebration at school. [94.2008-
AUS/6-10]
I can basically understand when someone talks about past or future events, e.g. about plans for a school outing.
[94.2008-AUS/6-10]
I can basically understand when somebody talks about how he/she is, e.g. when someone tells about his/her
illness. [94.2008-AUS/6-10]
CONVERSATION CONVERSATION
B1+ B1+
Can start up a conversation and help it to keep going by asking people Partially relevant: if subject matter
relatively spontaneous questions about a special experience or event, is familiar.
expressing reactions and opinion on familiar subjects.
Can have relatively long conversations on subjects of common Partially relevant: if subject matter
interest, provided that the interlocutor makes an effort to support is familiar.
understanding.
B1 B1
Can enter unprepared into conversations on familiar topics. Relevant. I can answer simple unprepared questions in a conversation or following a presentation, e.g. on a TV or radio
programme, on everyday topics, a story I have read or heard… [70.2006-UK/PRI]

►Page 113
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
I can on the spot, join in conversation on topics that are familiar and explain what the conversation is about.
[86.2007-ARM/6-10]
I can take part in a conversation on a familiar topic without preparation, though sometimes I ask for repetition or
explanation of a word. [86.2007-ARM/6-10]
I can join in a conversation about free-time activities that are familiar to me, e.g. ask questions about a sports
activity. [94.2008-AUS/6-10]
I can join in conversations about familiar places and countries, e.g. about a city I have already visited. [94.2008-
AUS/6-10]
I can talk to someone about how an event has happened. [2012.R007-TUR/6-12]
Can follow clearly articulated speech directed at him/her in everyday Partially relevant: if subject matter I can understand when people tell me what they’ve done (e.g. on a trip, on a weekend,…) [116.2010-POR/6-10]
conversation, though will sometimes have to ask for repetition of is familiar. I can easily understand my teachers and my friends. [11.2001-IE/PRI]
particular words and phrases. I can understand the other pupils in my class. [11.2001-IE/PRI]
I can understand exactly what the teacher says to me. [11.2001-IE/PRI]
I can understand my conversation partner, when he/she speaks on familiar topics clearly, not very fast and in
standard dialect. [86.2007-ARM/6-10]
I can understand personal questions, e.g. where I go to school and what my hobbies are. [94.2008-AUS/6-10]
I can basically understand when someone talks about his/her free-time activities, e.g. about a hobby. [94.2008-
AUS/6-10]
I can understand when someone explains the order of events, e.g. end of year celebration at school. [94.2008-
AUS/6-10]
I can basically understand when someone talks about past or future events, e.g. about plans for a school outing.
[94.2008-AUS/6-10]
I can basically understand when somebody talks about how he/she is, e.g. when someone tells about his/her
illness. [94.2008-AUS/6-10]
Can maintain a conversation or discussion but may sometimes be Relevant. I can keep a conversation going, give opinion and ask questions, even with occasional difficulty. [116.2010-
difficult to follow when trying to say exactly what he/she would like to. POR/6-10]
Can express and respond to feelings such as surprise, happiness, Relevant. I can tell my teachers about what worries me. [116.2010-POR/6-10]
sadness, interest and indifference. I can express my happiness, sadness, surprise, and interest and respond to the feelings expressed by the
person I speaking to (happiness, sadness, surprise, etc.). [86.2007-ARM/6-10]
I can express surprise, happiness, sadness, interest, and indifference, and react to the respective expressions of
other people's emotions. [2012.R007-TUR/6-12]
INFORMAL DISCUSSION (with friends) INFORMAL DISCUSSION (with friends)
B1+ B1+
Can follow much of what is said around him/her on general topics
provided interlocutors avoid very idiomatic usage and articulate
clearly.
Can explain why something is a problem. Partially relevant: if subject matter
is familiar.

Page 114 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can give brief comments on the views of others. Partially relevant: could work
towards this with age appropriate
tasks, such as classroom debates.
Can compare and contrast alternatives, discussing what to do, where Partially relevant: if subject matter
to go, who or which to choose etc. is familiar.
B1 B1
Can generally follow the main points in an informal discussion with Relevant.
friends provided speech is clearly articulated in standard language.
Can give or seek personal views and opinions in discussing topics of Relevant. I can give and account for my opinion. [116.2010-POR/6-10]
interest. I can ask and answer about many subjects. [116.2010-POR/6-10]
I can discuss common interests / hobbies with my schoolmates (music, football, books…). [116.2010-POR/6-10]
I can talk to my schoolmates about different countries. [116.2010-POR/6-10]
I can talk about the environment, a piece of news I have heard, an event. [116.2010-POR/6-10]
I can talk with my friends about the clothes I like. [11.2001-IE/PRI]
I can talk to my friends about things in the area outside school. [11.2001-IE/PRI]
I can take part in a discussion, giving and justifying my opinions and ideas, e.g. on a subject discussed in class,
on a book, film or TV programme… [70.2006-UK/PRI]
I can provide information and express my opinion on familiar matters, if the people I speak with help me to think
about what I want to say or repeat what I haven’t understood. [86.2007-ARM/6-10]
I can explain a topic or a problem, express my opinion about the topic of discussion, and listen to others’
opinions. [86.2007-ARM/6-10]
I can talk to people and exchange ideas on more abstract topics (e.g. music, films and books). [86.2007-ARM/6-
10]
I can take part in a class discussion provided it is a familiar topic, e.g. a conversation about a game in PE lesson.
[94.2008-AUS/6-10]
I can actively take part in talks about nature topics I am interested in, e.g. about life in water. [94.2008-AUS/6-10]
I can take part in a conversation about clothing, e.g. which items of clothing we like. [94.2008-AUS/6-10]
I can talk about activities which interest me in my environment, e.g. about a festival in the city. [94.2008-AUS/6-
10]
I can state and justify my opinions; I can agree, disagree politely and make suggestions. [2012.R007-TUR/6-12]
Can make his/her opinions and reactions understood as regards Relevant. I can help to solve routine problems (e.g. when doing a project in class, saying what I think and asking others
solutions to problems or practical questions of where to go, what to what they think. [86.2007-ARM/6-10]
do, how to organise an event (e.g. an outing). I can make suggestions, discuss with friends what we are going to do and where we are going, as well as make
time and place arrangements. [86.2007-ARM/6-10]
I can plan a celebration with others, e.g. a birthday party. [94.2008-AUS/6-10]
Can express belief, opinion, agreement and disagreement politely. Partially relevant: could work
towards this with support and
guidance.

►Page 115
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
FORMAL DISCUSSION (meetings) FORMAL DISCUSSION (meetings)
B1+ B1+
Can follow much of what is said that is related to his/her field, provided Partially relevant: e.g.on topics
interlocutors avoid very idiomatic usage and articulate clearly. related to school subjects,
interests, etc.
Can put over a point of view clearly, but has difficulty engaging in Partially relevant: e.g.on topics I can clearly express my opinion, but have difficulties participating in a debate. [86.2007-ARM/6-10]
debate. related to school subjects,
interests, etc.
B1 B1
Can take part in routine formal discussion of familiar subjects which is Partially relevant: could work
conducted in clearly articulated speech in the standard dialect and which towards this with age appropriate
involves the exchange of factual information, receiving instructions or the topics such as rules of behaviour.
discussion of solutions to practical problems.
Can follow argumentation and discussion on a familiar or predictable Partially relevant: e.g. on topics
topic, provided the points are made in relatively simple language and/or related to school subjects,
repeated, and opportunity is given for clarification. interests, etc.
GOAL-ORIENTED CO-OPERATION (e.g. assembling a furniture kit, GOAL-ORIENTED CO-OPERATION (e.g. assembling a furniture kit, discussing a document, organising an event
discussing a document, organising an event etc.) etc.)
B1+ B1+
Can follow what is said, though he/she may occasionally has to ask Partially relevant: if subject matter
for repetition or clarification if the other people's talk is rapid or is familiar.
extended.
Can explain why something is a problem, discuss what to do next, Partially relevant: if subject matter
compare and contrast alternatives. is familiar.
Can give brief comments on the views of others. Partially relevant: could work
towards this with age appropriate
tasks, such as classroom debates.
B1 B1
Can generally follow what is said and, when necessary, can repeat Partially relevant: if subject matter
back part of what someone has said to confirm mutual understanding. is familiar.
Can make his/her opinions and reactions understood as regards Relevant. I can help to solve routine problems (e.g. when doing a project in class, saying what I think and asking others
possible solutions or the question of what to do next, giving brief what they think. [86.2007-ARM/6-10]
reasons and explanations. I can plan a celebration with others, e.g. a birthday party. [94.2008-AUS/6-10]
Can invite others to give their views on how to proceed. Partially relevant: if subject matter
is familiar.

Page 116 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
OBTAINING GOODS AND SERVICES OBTAINING GOODS AND SERVICES
B1 B1
Can ask in a shop for an explanation of the difference between two or Partially relevant: if subject matter
more products serving the same purpose, in order to make a decision, is familiar.
posing follow up questions as necessary.
Can cope with less routine situations in shops, post office, bank, e.g. Partially relevant: could work I can cope with less routine situations in stores or post offices (e.g. returning an unsatisfactory purchase).
returning an unsatisfactory purchase. towards this with support and [86.2007-ARM/6-10]
guidance.
Can make a complaint. Partially relevant: if subject matter
is familiar.
Can deal with most situations likely to arise when making travel Partially relevant: could work I can cope with unexpected situations that happen during a holiday or a trip (e.g. sees a doctor, have a broken
arrangements through an agent or when actually travelling, e.g., asking towards this with support and bicycle repaired, etc.). [86.2007-ARM/6-10]
passenger where to get off for unfamiliar destination. guidance. I can ask people to help me when I am travelling (e.g. asking people how to get to a place, at what bus or metro
station to get off, etc.). [86.2007-ARM/6-10]
INFORMATION EXCHANGE INFORMATION EXCHANGE
B1+ B1+
Can exchange, check and confirm accumulated factual information on Partially relevant: e.g. on topics I can check information and explain something. [86.2007-ARM/6-10] (B1)
familiar routine and non-routine matters within his field with some related to school subjects,
confidence. interests, etc.
Can summarise and give his or her opinion about a short story, article, Partially relevant: e.g. on topics
talk, discussion interview, or documentary and answer further related to school subjects,
questions of detail. interests, etc.
B1 B1
Can find out and pass on straightforward factual information. Relevant. I can tell others what I have just heard about. [116.2010-POR/6-10]
I can explain how to play a game. [116.2010-POR/6-10]

Can ask for and follow detailed directions. Partially relevant: could work During a trip to a foreign country, I can ask how to get to a place, where it is situated, how to find a hotel, and
towards this with age appropriate follow detailed instructions. [86.2007-ARM/6-10]
tasks such as directions within
school environment.
Can obtain more detailed information. Relevant. I can ask the teacher questions in class. [11.2001-IE/PRI]
I can ask questions about people’s jobs. [11.2001-IE/PRI]
Can offer advice on simple matters within his/her field of experience. Partially relevant: if subject matter
is familiar.

►Page 117
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
INTERVIEWING AND BEING INTERVIEWED INTERVIEWING AND BEING INTERVIEWED
B1+ B1+
Can provide concrete information required in an interview/consultation Relevant.
(e.g. describe symptoms to a doctor) but does so with limited precision.
Can carry out a prepared interview, checking and confirming Partially relevant: e.g. on topics
information, though he/she may occasionally have to ask for repetition if related to school subjects or
the other person's response is rapid or extended. hobbies.
B1 B1
Can take some initiatives in an interview/consultation (e.g. to bring up Partially relevant: e.g. on topics
a new subject) but is very dependent on interviewer in the interaction. related to school subjects,
interests, etc.
Can describe symptoms in a simple way and ask for advice when Relevant.
using health services; can understand the answer, provided this is
given clearly in everyday language.
Can use a prepared questionnaire to carry out a structured interview, Partially relevant: e.g. on topics I can conduct an interview if I am prepared for it. [2012.R007-TUR/6-12]
with some spontaneous follow up questions. related to school subjects or
hobbies.
USING TELECOMMUNICATIONS USING TELECOMMUNICATIONS
B1+
Can use telecommunications for everyday personal or professional Partially relevant: could work
purposes, provided he/she can ask for clarification from time to time. towards this with age appropriate
tasks such as role-plays.
Can give important details over the phone concerning an unexpected Partially relevant: could work
incident (e.g. a problem in a hotel, with travel arrangements, with a towards this with age appropriate
hire car). tasks such as role-plays.
B1 B1
Can use telecommunications for routine messages (e.g. arrangements Relevant.
for a meeting) and to obtain basic services (e.g. book a hotel room or
make a medical appointment).
Can use telecommunications to have relatively simple but extended Relevant. I can handle routine telephone calls with people I know. [86.2007-ARM/6-10]
conversations with people he/she knows personally. I can have a telephone conversation with familiar persons, e.g. arrange to meet someone. [94.2008-AUS/6-10]
I can begin, follow, and end a conversation in an appropriate way, and give impulses with my contributions on
familiar topics face to face or on the telephone. [2012.R007-TUR/6-12]

Page 118 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Written Interaction
OVERALL WRITTEN INTERACTION OVERALL WRITTEN INTERACTION
B1 B1
Can write personal letters and notes asking for or conveying simple Relevant, if subject matter is
information of immediate relevance, getting across the point he/she feels familiar.
to be important.
CORRESPONDENCE CORRESPONDENCE
B1+ B1+
Can write letters expressing different opinions and giving detailed Relevant.
accounts of personal feelings and experiences.
Can reply to an advertisement in writing and ask for further information Partially relevant: could work
on items which interest him/her. towards this with age appropriate
tasks, and if he/she has necessary
background knowledge.
B1 B1
Can write personal letters describing experiences, feelings and events in Partially relevant: if subject matter I can write emails letters, letters, postcards. [116.2010-POR/6-10]
some detail. is familiar. I can write news or a postcard using colours, size or shapes to describe something. [11.2001-IE/PRI]
I can write a short letter describing the weather in Ireland and how we dress in different types of weather.
[11.2001-IE/PRI]
I can write a short letter or news about how I come to school every day. [11.2001-IE/PRI]
I can write personal letters to my friends and acquaintances, asking
questions, letting them know what I have been doing, describing current events, and explaining how I feel about
things. [86.2007-ARM/6-10]
I can write a personal letter, e.g. a letter to a friend. [94.2008-AUS/6-10]
I can write about the weather in my vacation area in a letter, e.g. about the weather during my ski holiday.
[94.2008-AUS/6-10]
Napišem kratko besedilo, na primer preprosto pismo, v katerem opišem svoje pocitnice, hobije, izlet, svoj kraj …
[118.2010-SLO/6-10] (A2+)
Can write basic emails/letters of a factual nature, for example to Relevant. I can write a simple text, e.g. a letter, giving and seeking information, e.g. about holidays, hobbies, outings,
request information or to ask for and give confirmation. where I live… [70.2006-UK/PRI] (A2)
I can produce formal and informal texts in appropriate styles, e.g. a letter requesting an item of shopping or
information about a region… [70.2006-UK/PRI]
NOTES, MESSAGES AND FORMS NOTES, MESSAGES AND FORMS
B1+ B1+
Can take routine messages that are likely to occur in a personal, Partially relevant: could work
professional or academic context. towards this with age appropriate
topics.

►Page 119
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can take messages communicating enquiries, explaining problems. Partially relevant: could work
towards this with age appropriate
topics.
B1 B1
Can write notes conveying simple information of immediate relevance Relevant.
to friends, service people, teachers and others who feature in his/her
everyday life, getting across comprehensibly the points he/she feels
are important.
Can take messages over the phone containing several points, Partially relevant: if subject matter
provided that the caller dictates these clearly and sympathetically. is familiar.
Online Interaction
ONLINE CONVERSATION AND DISCUSSION ONLINE CONVERSATION AND DISCUSSION
B1+ B1+
Can engage in real-time online exchanges with more than one Partially relevant: e.g. on topics
participant, recognising the communicative intentions of each related to school subjects,
contributor, but may not understand details or implications without interests, etc.
further explanation.
Can post online accounts of social events, experiences and activities Partially relevant: could work
referring to embedded links and media and sharing personal feelings. towards this in age appropriate
contexts.
B1 B1
Can post a comprehensible contribution in an online discussion on a Partially relevant: could work
familiar topic of interest, provided that he/she can prepare the text towards this in age appropriate
beforehand and use online tools to fill gaps in language and check contexts.
accuracy.
Can make personal online postings about experiences, feelings and Partially relevant: could work
events and respond individually to the comments of others in some towards this in age appropriate
detail, though lexical limitations sometimes cause repetition and contexts.
inappropriate formulation.
GOAL-ORIENTED ONLINE TRANSACTIONS AND
GOAL-ORIENTED ONLINE TRANSACTIONS AND COLLABORATION
COLLABORATION
B1+ B1+
Can engage in online transactions that require an extended exchange Partially relevant: could work
of information, provided the interlocutor(s) avoid complex language towards this with age appropriate
and are willing to repeat and reformulate when necessary. tasks and with support and
guidance given.

Page 120 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can interact online with a group that is working on a project, following Partially relevant: could work
straightforward instructions, seeking clarification and helping to towards this with age appropriate
accomplish the shared tasks. tasks.
B1 B1
Can engage in online collaborative or transactional exchanges that Partially relevant: could work
require simple clarification or explanation of relevant details, such as towards this with age appropriate
registering for a course, tour, event or applying for membership. tasks and if he/she has necessary
background knowledge.
Can interact online with a partner or small group working on a project, Partially relevant: could work
provided there are visual aids such as images, statistics and graphs to towards this with age appropriate
clarify more complex concepts. tasks and if he/she has necessary
background knowledge.
Can respond to instructions and ask questions or request clarifications Partially relevant: could work
in order to accomplish a shared task online. towards this with age appropriate
tasks.
Interaction Strategies
TURNTAKING TURNTAKING
B1+ B1+
Can intervene in a discussion on a familiar topic, using a suitable Partially relevant: e.g. on topics
phrase to get the floor. related to school subjects,
interests, etc.
B1 B1
Can initiate, maintain and close simple face-to-face conversation on Relevant. I can start, continue, and finish simple conversations, if the topics of are familiar and interesting to me. [86.2007-
topics that are familiar or of personal interest. ARM/6-10]
I can begin, follow, and end a conversation in an appropriate way, and give impulses with my contributions on
familiar topics face to face or on the telephone. [2012.R007-TUR/6-12]
COOPERATING COOPERATING
B1+ B1+
Can exploit a basic repertoire of language and strategies to help keep a Partially relevant: could work I can keep the conversation going and show that I am listening attentively by using phrases expressing my
conversation or discussion going. towards this with age appropriate attitude: surprise, approval, agreement, disagreement (“Really?”, “Of course”, “Certainly”, “Never” “Interesting…”,
tasks, and with support and “I see”, “I agree”, “I disagree” and so on). [86.2007-ARM/6-10] (NL)
guidance.
Can use questions, comments and simple reformulations to maintain Partially relevant: could work
the focus of a discussion. towards this with age appropriate
tasks, and with support and
guidance.

►Page 121
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can summarise the point reached in a discussion and so help focus the Partially relevant: could work
talk. towards this with age appropriate
tasks, and with support and
guidance.
B1 B1
Can repeat back part of what someone has said to confirm mutual Partially relevant: could work I can repeat in my own words what my partner said, or stress words and sentences to make sure I understand
understanding and help keep the development of ideas on course.. towards this with age appropriate correctly. [86.2007-ARM/6-10] (NL)
tasks, and with support and I can repeat statements made by the person I am speaking to, in order to be sure I understand him/her correctly.
guidance. [86.2007-ARM/6-10]
Can invite others into the discussion Relevant. I can invite my friend to join the conversation and express his/her opinion, when he/she is silent. [86.2007-
ARM/6-10]
ASKING FOR CLARIFICATION ASKING FOR CLARIFICATION
B1 B1
Can ask someone to clarify or elaborate what he or she has just said. Relevant. I can ask questions to clarify the meaning when listening. [86.2007-ARM/6-10] (NL)
I can ask my partner to explain what he/she has said. [86.2007-ARM/6-10] (NL)
I can ask the person speaking to repeat some words or thoughts, or ask the person to say everything more clearly
during a conversation. If the person speaks very fast or for a long time, I can ask the person to repeat what was said
or to speak slower. [86.2007-ARM/6-10]
Mediation Activities
OVERALL MEDIATION
B1+
Can collaborate with people from other backgrounds, showing interest Partially relevant: could work
and empathy by asking and answering simple questions, formulating towards this with age appropriate
and responding to suggestions, asking whether people agree, and topics such as school subjects,
proposing alternative approaches. Can convey the main points made interests, etc.
in long texts expressed in uncomplicated language on topics of
personal interest, provided that he/she can check the meaning of
certain expressions.
B1
Can introduce people from different backgrounds, showing awareness Partially relevant: could work
that some questions may be perceived differently, and invite other towards this with age appropriate
people to contribute their expertise and experience, their views. Can topics such as school subjects,
convey information given in clear, well-structured informational texts interests, etc.
on subjects that are familiar or of personal or current interest, although
his/her lexical limitations cause difficulty with formulation at times.

Page 122 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Mediating a text
RELAYING SPECIFIC INFORMATION IN SPEECH
B1
Can relay (in Language B) the content of public announcements and Partially relevant: if subject matter
messages spoken in clear, standard (Language A) at normal speed. is familiar.
Can relay (in Language B) the contents of detailed instructions or Partially relevant: if subject matter
directions, provided these are clearly articulated (in Language A). is familiar.
Can relay (in Language B) specific information given in straightforward Partially relevant: if subject matter
informational texts (such as leaflets, brochure entries, notices and is familiar.
letters or emails) (written in Language A).
RELAYING SPECIFIC INFORMATION IN WRITING
B1
Can relay in writing (in Language B) specific information points Partially relevant: could work
contained in texts (spoken in Language A) on familiar subjects (e.g. towards this with age appropriate
telephone calls, announcements, and instructions). tasks (e.g. with help on formulation,
with sufficient time given, etc.).
Can relay in writing (in Language B) specific, relevant information Partially relevant: could work
contained in straightforward informational texts (written in Language towards this with age appropriate
A) on familiar subjects. tasks (e.g. with help on formulation,
with sufficient time given, etc.).
Can relay in writing (in Language B) specific information given in a Partially relevant: could work
straightforward recorded message (left in Language A), provided that towards this with age appropriate
the topics concerned are familiar and the delivery is slow and clear. tasks (e.g. with help on formulation,
with sufficient time given, etc.).
EXPLAINING DATA (E.G. IN GRAPHS, DIAGRAMS, CHARTS ETC.)
IN SPEECH
B1+
Can interpret and describe (in Language B) detailed information in Partially relevant: could work
diagrams in his/her fields of interest (with text in Language A), even towards this with age appropriate
though lexical gaps may cause hesitation or imprecise formulation. materials or texts.
B1
Can interpret and describe (in Language B) overall trends shown in Partially relevant: could work
simple diagrams (e.g. graphs, bar charts) (with text in Language A), towards this with age appropriate
even though lexical limitations cause difficulty with formulation at materials or texts.
times.

►Page 123
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
EXPLAINING DATA (E.G. IN GRAPHS, DIAGRAMS, CHARTS ETC.)
IN WRITING
B1+
Can interpret and present in writing (in Language B) the overall trends Partially relevant: could work
shown in simple diagrams (e.g. graphs, bar charts) (with text in towards this with age appropriate
Language A), explaining the important points in more detail, given the tasks and with support and
help of a dictionary or other reference materials. guidance given.
B1
Can describe in simple sentences (in Language B) the main facts Partially relevant: could work
shown in visuals on familiar topics (e.g. a weather map, a basic flow towards this with age appropriate
chart) (with text in Language A). tasks.
PROCESSING TEXT IN SPEECH
B1+
Can summarise (in Language B) the main points made in long spoken Partially relevant: could work
texts (in Language A) on topics in his/her fields of interest, provided towards this with age appropriate
that standard language is used and that he/she can check the tasks and with support and
meaning of certain expressions. guidance given.
Can summarise (in Language B) a short narrative or article, a talk, Partially relevant: could work
discussion, interview or documentary (in Language A) and answer towards this with age appropriate
further questions about details. topics such as school subjects,
interests, etc.
Can collate short pieces of information from several sources (in Partially relevant: could work
Language A) and summarise them (in Language B) for somebody towards this with age appropriate
else. tasks and with support and
guidance given.
B1
Can summarise (in Language B) the main points made in clear, well- Partially relevant: could work
structured spoken and written texts (in Language A) on subjects that towards this with age appropriate
are familiar or of personal interest, although his/her lexical limitations materials or texts.
cause difficulty with formulation at times.
Can summarise (in Language B) the main points made during a Partially relevant: if subject matter
conversation (in Language A) on a subject of personal or current is familiar.
interest, provided that the speakers articulated clearly in standard
language.
Can summarise simply (in Language B) the main information content Partially relevant: if subject matter
of straightforward texts (in Language A) on familiar subjects (e.g. a is familiar.
short written interview or magazine article, a travel brochure).

Page 124 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can summarise (in Language B) the main points made in long texts Partially relevant: if subject matter
(delivered orally in Language A) on topics in his/her fields of interest, is familiar.
provided that standard language is used and that he/she can listen
several times.
Can summarise (in Language B) the main points or events in TV Partially relevant: if subject matter
programmes and video clips (in Language A), provided he/she can is familiar.
view them several times.
PROCESSING TEXT IN WRITING
B1+
Can summarise in writing (in Language B) the information and Partially relevant: could work
arguments contained in texts (in Language A) on subjects of general towards this with age appropriate
or personal interest. tasks and with support and
guidance given.
B1
Can summarise in writing (in Language B) the main points made in Partially relevant: could work
straightforward informational spoken and written texts (in Language A) towards this with age appropriate
on subjects that are of personal or current interest, provided spoken tasks and with support and
texts are delivered in clearly articulated standard speech. guidance given.
Can paraphrase short written passages in a simple fashion, using the Partially relevant: could work
original text wording and ordering. towards this with age appropriate
tasks and with support and
guidance given.
TRANSLATING A WRITTEN TEXT IN SPEECH
B1+
Can provide spoken translation into (Language B) of texts written in Partially relevant: could work
(Language A) containing information and arguments on subjects towards this with age appropriate
within his/her fields of professional, academic and personal interest, tasks and with support and
provided that they are written in uncomplicated, standard language. guidance given.
B1
Can provide an approximate spoken translation into (Language B) of Relevant.
clear, well-structured informational texts written in (Language A) on
subjects that are familiar or of personal interest, although his/her
lexical limitations cause difficulty with formulation at times.

►Page 125
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
TRANSLATING A WRITTEN TEXT IN WRITING
B1+
Can produce approximate translations from (Language A) into Partially relevant: could work
(Language B) of straightforward, factual texts that are written in towards this with age appropriate
uncomplicated, standard language, closely following the structure of tasks and with support and
the original; although linguistic errors may occur the translation guidance given.
remains comprehensible.
B1
Can produce approximate translations from (Language A) into Partially relevant: e.g. on topics
(Language B) of information contained in short, factual texts written in related to school subjects,
uncomplicated, standard language; despite errors, the translation interests, etc.
remains comprehensible.
NOTE-TAKING (LECTURES, SEMINARS, MEETINGS ETC.)
B1
Can note down routine instructions in a meeting on a familiar subject, Partially relevant: e.g. on topics
provided they are formulated in simple language and he/she is given related to school subjects,
sufficient time to do so. interests, etc.
EXPRESSING A PERSONAL RESPONSE TO CREATIVE TEXTS
(including literature)
B1
Can explain why certain parts or aspects of a work especially Relevant.
interested him/her.
Can explain in some detail which character he/she most identified with Partially relevant: could work
and why. towards this with support and
guidance given.
Can relate events in a story, film or play to similar events he/she has Relevant.
experienced or heard about.
Can relate the emotions experienced by a character in a work to Partially relevant: could work
emotions he/she has experienced. towards this with support and
guidance given.
Can describe the emotions he/she experienced at a certain point in a Relevant.
story, e.g. the point(s) in a story when he/she became anxious for a
character, and explain why.
Can explain briefly the feelings and opinions that a work provoked in Relevant.
him/her.

Page 126 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can describe the personality of a character. Partially relevant: could work
towards this with support and
guidance given.
ANALYSIS AND CRITICISM OF CREATIVE TEXTS (INCLUDING
LITERATURE)
B1
Can describe the key themes and characters in short narratives Relevant.
involving familiar situations that are written in high frequency everyday
language.
Can point out the most important episodes and events in a clearly Partially relevant: could work
structured narrative in everyday language and explain the significance towards this with age appropriate
of events and the connection between them. tasks and with support and
guidance given.
Mediating concepts
Collaborating in a group
FACILITATING COLLABORATIVE INTERACTION WITH PEERS
B1+
Can collaborate on a shared task, for example formulating and Partially relevant: e.g. on topics
responding to suggestions, asking whether people agree, and related to school subjects,
proposing alternative approaches. interests, etc.
Can collaborate in simple, shared tasks and work towards a common Partially relevant: if subject matter
goal in a group by asking and answering straightforward questions. is familiar.
Can define the task in basic terms in a discussion and ask others to Partially relevant: could work
contribute their expertise and experience. towards this with age appropriate
tasks.
B1
Can invite other people in a group to speak. Relevant.
COLLABORATING TO CONSTRUCT MEANING
B1+
Can organise the work in a straightforward collaborative task by Partially relevant: could work
stating the aim and explaining in a simple manner the main issue that towards this with age appropriate
needs to be resolved. tasks and with support and
guidance given.
Can use questions, comments and simple reformulations to maintain Partially relevant: could work
the focus of a discussion. towards this with age appropriate
tasks.

►Page 127
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can ask for further details and clarifications from other group Partially relevant: could work
members in order to move a discussion forward. towards this with age appropriate
tasks.
B1
Can ask a group member to give the reason(s) for their views. Relevant.
Can repeat back part of what someone has said to confirm mutual Relevant.
understanding and help keep the development of ideas on course.
Leading group work
MANAGING INTERACTION
B1+
Can allocate the turn in a discussion, inviting a participant to say Partially relevant: could work
something. towards this with age appropriate
tasks.
B1
Can give simple, clear instructions to organise an activity. Partially relevant: could work
towards this with age appropriate
tasks.
ENCOURAGING CONCEPTUAL TALK
B1+
Can ask people to elaborate on specific points they made in their Partially relevant: could work
initial explanation. towards this with age appropriate
tasks.
Can ask appropriate questions to check understanding of concepts Partially relevant: could work
that have been explained. towards this with age appropriate
tasks and with support and
guidance given.
Can ask questions to invite people to clarify their reasoning. Partially relevant: e.g. on topics
related to school subjects,
interests, etc.
B1
Can ask why someone thinks something, or how they think something
would work.

Page 128 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
FACILITATING PLURICULTURAL SPACE
B1+
Can support communication across cultures by initiating conversation, Partially relevant: could work
showing interest and empathy by asking and answering simple towards this with age appropriate
questions, and expressing agreement and understanding. tasks.
Can act in a supportive manner in intercultural encounters, Partially relevant: could work
recognising the feelings and different world views of other members of towards this with age appropriate
the group. tasks, at the higher end of the age
group.
B1
Can support an intercultural exchange using a limited repertoire to Partially relevant: could work
introduce people from different cultural backgrounds and to ask and towards this with age appropriate
answer questions, showing awareness that some questions may be tasks and if he/she has necessary
perceived differently in the cultures concerned. background knowledge.
Can help to develop a shared communication culture, by exchanging Partially relevant: could work
information in a simple way about values and attitudes to language towards this with age appropriate
and culture. topics such as school subjects,
interests, etc.
ACTING AS INTERMEDIARY IN INFORMAL SITUATIONS (with
friends and colleagues)
B1+
Can communicate in (Language B) the main sense of what is said in Partially relevant: could work
(Language A) on subjects within his/her fields of interest, conveying towards this with age appropriate
straightforward factual information and explicit cultural references, tasks.
provided that he/she can prepare beforehand and that the speakers
articulate clearly in everyday language.
B1
Can communicate in (Language B) the main sense of what is said in Partially relevant: if subject matter
(Language A) on subjects of personal interest, whilst following is familiar.
important politeness conventions, provided that the speakers
articulate clearly in standard language and that he/she can ask for
clarification and pause to plan how to express things.
FACILITATING COMMUNICATION IN DELICATE SITUATIONS AND
DISAGREEMENTS
B1+
Can ask parties in a disagreement to explain their point of view, and Relevant.
can respond briefly to their explanations, provided the topic is familiar
to him/her and the parties speak clearly.

►Page 129
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
B1
Can demonstrate his/her understanding of the key issues in a Relevant.
disagreement on a topic familiar to him/her and make simple requests
for confirmation and/or clarification.
Mediation Strategies
Strategies to explain a new concept
LINKING TO PREVIOUS KNOWLEDGE
B1+
Can explain how something works by providing examples which draw Partially relevant: could work
upon people’s everyday experiences. towards this with age appropriate
tasks and with support and
guidance given.
B1
Can show how new information is related to what people are familiar Partially relevant: could work
with by asking simple questions. towards this with age appropriate
tasks and with support and
guidance given.
ADAPTING LANGUAGE
B1+
Can paraphrase more simply the main points made in short, Partially relevant: could work
straightforward spoken or written texts on familiar subjects (e.g. short towards this with age appropriate
magazine articles, interviews) to make the contents accessible for tasks and with support and
others. guidance given.
B1
Can paraphrase short written passages in a simple fashion, using the Relevant
original order of the text.

BREAKING DOWN COMPLICATED INFORMATION

B1+
Can make a short instructional or informational text easier to Partially relevant: could work
understand by presenting it as a list of separate points. towards this with age appropriate
tasks and with support and
guidance given.

Page 130 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
B1
Can make a set of instructions easier to understand by saying them Relevant.
slowly, a few words at a time, employing verbal and non-verbal
emphasis to facilitate understanding.
Strategies to simplify a text
AMPLIFYING DENSE TEXT
B1+
Can make an aspect of an everyday topic clearer and more explicit by Partially relevant: if subject matter
conveying the main information in another way. is familiar.
B1
Can make an aspect of an everyday topic clearer by providing simple Partially relevant: if subject matter
examples. is familiar.
STREAMLINING A TEXT
B1
Can identify and mark (e.g. underline, highlight etc.) the essential Partially relevant: could work
information in a straightforward, informational text, in order to pass this towards this with age appropriate
information on to someone else. tasks and with support and
guidance given.

Communicative Language Competences

Linguistic
GENERAL LINGUISTIC RANGE GENERAL LINGUISTIC RANGE
B1+ B1+
Has a sufficient range of language to describe unpredictable Partially relevant: could work
situations, explain the main points in an idea or problem with towards this with age appropriate
reasonable precision and express thoughts on abstract or cultural tasks, and if he/she has necessary
topics such as music and films. background knowledge.
B1 B1
Has enough language to get by, with sufficient vocabulary to express Relevant.
him/herself with some hesitation and circumlocutions on topics such
as family, hobbies and interests, work, travel, and current events, but
lexical limitations cause repetition and even difficulty with formulation
at times.

►Page 131
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
VOCABULARY RANGE VOCABULARY RANGE
B1 B1
Has a good command of a range of vocabulary related to familiar Relevant.
topics and everyday situations.
Has a sufficient vocabulary to express him/herself with some Relevant.
circumlocutions on most topics pertinent to his/her everyday life such as
family, hobbies and interests, work, travel, and current events.
GRAMMATICAL ACCURACY GRAMMATICAL ACCURACY
B1+ B1+
Communicates with reasonable accuracy in familiar contexts; generally Relevant. I can communicate ideas accurately and in an appropriate style over a range of topics, e.g. using a range of
good control though with noticeable mother tongue influence. Errors tenses and adapting language I have learnt previously… [70.2006-UK/PRI] (B1)
occur, but it is clear what he/she is trying to express.
B1 B1
Uses reasonably accurately a repertoire of frequently used ‘routines’ Relevant.
and patterns associated with more predictable situations.
VOCABULARY CONTROL VOCABULARY CONTROL
B1+ B1+
Shows good control of elementary vocabulary but major errors still occur Relevant.
when expressing more complex thoughts or handling unfamiliar topics
and situations.
B1 B1
Uses a wide range of simple vocabulary appropriately when talking Relevant.
about familiar topics.
OVERALL PHONOLOGICAL CONTROL OVERALL PHONOLOGICAL CONTROL
B1 B1
Pronunciation is generally intelligible; can approximate intonation and Relevant.
stress at both utterance and word levels. However, accent is usually
influenced by other language(s) he/she speaks.
SOUND ARTICULATION SOUND ARTICULATION
B1+ B1+
As B1
B1 B1
Is generally intelligible throughout, despite regular mispronunciation of Relevant.
individual sounds and words he/she is less familiar with.

Page 132 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
PROSODIC FEATURES PROSODIC FEATURES
B1+ B1+
As B1
B1 B1
Can convey his/her message in an intelligible way in spite of a strong Relevant.
influence on stress, intonation and/or rhythm from other language(s)
he/she speaks.
ORTHOGRAPHIC CONTROL ORTHOGRAPHIC CONTROL
B1 B1
Can produce continuous writing, which is generally intelligible Relevant.
throughout.
Spelling, punctuation and layout are accurate enough to be followed Relevant.
most of the time.
Sociolinguistic
SOCIOLINGUISTIC APPROPRIATENESS SOCIOLINGUISTIC APPROPRIATENESS
B1 B1
Can perform and respond to a wide range of language functions, Relevant.
using their most common exponents in a neutral register
Is aware of the salient politeness conventions and acts appropriately Relevant. I can follow the rules of polite speech that are accepted in the country where the language is spoken. [86.2007-
ARM/6-10]
Is aware of, and looks out for signs of, the most significant differences Partially relevant: e.g. when
between the customs, usages, attitudes, values and beliefs prevalent interacting with peers.
in the community concerned and those of his or her own community.
Pragmatic
FLEXIBILITY FLEXIBILITY
B1+ B1+
As B1
B1 B1
Can adapt his/her expression to deal with less routine, even difficult, Relevant.
situations.
Can exploit a wide range of simple language flexibly to express much Relevant.
of what he/she wants.

►Page 133
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
TURNTAKING TURNTAKING
B1+ B1+
Can intervene in a discussion on a familiar topic, using a suitable Partially relevant: on topics related
phrase to get the floor. to school subjects, interests, etc.
B1 B1
Can initiate, maintain and close simple face-to-face conversation on Relevant. I can start, continue, and finish simple conversations, if the topics of are familiar and interesting to me. [86.2007-
topics that are familiar or of personal interest. ARM/6-10]
I can begin, follow, and end a conversation in an appropriate way, and give impulses with my contributions on
familiar topics face to face or on the telephone. [2012.R007-TUR/6-12]
THEMATIC DEVELOPMENT THEMATIC DEVELOPMENT
B1+ B1+
Can clearly signal chronological sequence in narrative text. Partially relevant: e.g. on topics
related to school subjects or
hobbies.
Can develop an argument well enough to be followed without difficulty Partially relevant: e.g. on topics
most of the time. related to school subjects or
hobbies.
B1 B1
Shows awareness of the conventional structure of the text type Partially relevant: restricted to only I can write a clear, organised essay on a topic I am familiar with or interested in. [86.2007-ARM/6-10]
concerned, when communicating his/her ideas. a few simple text types.

Can reasonably fluently relate a straightforward narrative or Relevant. I can describe a thing or a phenomenon from familiar lessons in sequence. [86.2007-ARM/6-10]
description as a linear sequence of points. I can retell the plot of a simple story quite fluently, logically, and chronologically. [86.2007-ARM/6-10]
I can write narrative stories describing events in logical order. [86.2007-ARM/6-10]
COHERENCE AND COHESION COHERENCE AND COHESION
B1+ B1+
Can introduce a counter-argument in a simple discursive text (e.g. Partially relevant: could work
with ‘however’). towards this with age appropriate
tasks, and if he/she has necessary
background knowledge.
B1 B1
Can link a series of shorter, discrete simple elements into a Relevant.
connected, linear sequence of points.
Can form longer sentences and link them together using a limited Relevant.
number of cohesive devices, e.g. in a story.

Page 134 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can make simple, logical paragraph breaks in a longer text. Relevant.
PROPOSITIONAL PRECISION PROPOSITIONAL PRECISION
B1+ B1+
Can explain the main points in an idea or problem with reasonable Partially relevant: if subject matter
precision. is familiar.
B1 B1
Can convey simple, straightforward information of immediate relevance, Relevant.
getting across which point he/she feels is most important.
Can express the main point he/she wants to make comprehensibly. Relevant. `
SPOKEN FLUENCY SPOKEN FLUENCY
B1+ B1+
Can express him/herself with relative ease. Despite some problems Partially relevant: if subject matter
with formulation resulting in pauses and ‘cul-de-sacs’, he/she is able is familiar.
to keep going effectively without help.
B1 B1
Can keep going comprehensibly, even though pausing for Relevant.
grammatical and lexical planning and repair is very evident, especially
in longer stretches of free production.

Plurilingual and Pluricultural Competences

BUILDING ON PLURICULTURAL REPERTOIRE
B1+ B1+
As B1
B1 B1
Can generally act according to conventions regarding posture, eye Partially relevant: could work
contact, and distance from others. towards this with age appropriate
tasks and with support and
guidance given.
Can generally respond appropriately to the most commonly used Partially relevant: could work
cultural cues. towards this with age appropriate
tasks and with support and
guidance given.
Can explain in simple terms how his/her own values and behaviours Partially relevant: could work
influence his/her views of other people’s values and behaviours. towards this with age appropriate

►Page 135
 Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
tasks and with support and
guidance given.
Can discuss in simple terms the way in which things that may look Partially relevant: could work
‘strange’ to him/her in another sociocultural context may well be towards this with age appropriate
‘normal’ for the other people concerned. tasks and with support and
guidance given.
Can explain features of his/her own culture to members of another Partially relevant: could work
culture or explain features of the other culture to members of his/her towards this with age appropriate
own culture. tasks and with support and guidance
given.
Can discuss in simple terms the way his/her own culturally-determined Partially relevant: could work
actions may be perceived differently by people from other cultures. towards this with age appropriate
tasks and with support and guidance
given.
PLURILINGUAL COMPREHENSION
B1+ B1+
As B1
B1
Can use parallel translations of texts (e.g. magazine articles, stories, Partially relevant: could work
passages from novels) to develop comprehension in different towards this with age appropriate
languages. tasks and with support and guidance
given.
Can extract information from documents written in different languages Partially relevant: could work
in his/her field, e.g. to include in a presentation. towards this with age appropriate
tasks and with support and guidance
given.
Can recognise similarities and contrasts between the way concepts Partially relevant: could work
are expressed in different languages, in order to distinguish between towards this with age appropriate
identical uses of the same word root and ‘false friends’. tasks and with support and guidance
given.
Can use his/her knowledge of contrasting grammatical structures and Partially relevant: could work
functional expressions of languages in his/her plurilingual repertoire in towards this with age appropriate
order to support comprehension. tasks and with support and guidance
given.
Can use what he/she has understood in one language to understand Partially relevant: could work
the topic and main message of a text in another language (e.g. when towards this with age appropriate

Page 136 ►
Levels B1 / B1+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
reading short newspaper articles on the same theme written in tasks and with support and
different languages). guidance given.
Can deduce the message of a text by exploiting what he/she has Partially relevant: could work
understood from texts on the same theme written in different towards this with age appropriate
languages (e.g. news in brief, museum brochure, online reviews). tasks and with support and
guidance given.
BUILDING ON PLURILINGUAL REPERTOIRE
B1+ B1+
As above
B1 B1
Can exploit creatively his limited repertoire in different languages in Partially relevant: could work
his/her plurilingual repertoire for everyday contexts, in order to cope towards this with age appropriate
with an unexpected situation. tasks and with support and
guidance given.

►Page 137
 Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Communicative Language Activities and Strategies
Reception Activities
Spoken Reception
OVERALL LISTENING COMPREHENSION OVERALL LISTENING COMPREHENSION
B2+ B2+
Can understand standard spoken language, live or broadcast, on both Partially relevant: with topics
familiar and unfamiliar topics normally encountered in personal, social, “normally encountered” likely to be
academic or vocational life. Only extreme background noise, fairly restricted.
inadequate discourse structure and/or idiomatic usage influence the
ability to understand.
B2 B2
Can understand the main ideas of propositionally and linguistically Partially relevant: on concrete
complex speech on both concrete and abstract topics delivered in topics.
standard speech, including technical discussions in his/her field of
specialisation.
UNDERSTANDING CONVERSATION BETWEEN OTHER UNDERSTANDING CONVERSATION BETWEEN OTHER SPEAKERS
SPEAKERS
B2+ B2+
Can keep up with an animated conversation between highly proficient Partially relevant: e.g. in
speakers. discussions with peers or at school,
on topics related to everyday life,
interests, etc.
B2 B2
Can with some effort catch much of what is said around him/her, but Partially relevant: could work I can follow a complicated conversation if the speakers adapt themselves to my level. [2012.R007-TUR/6-12]
may find it difficult to participate effectively in discussion with several towards this with age appropriate
highly proficient speakers who do not modify their language in any way. tasks, e.g. in discussions with
peers or at school, on topics
related to everyday life, interests,
etc.
Can identify the main reasons for and against an argument or idea in Partially relevant: could work
a discussion conducted in clear standard speech. towards this with age appropriate
tasks, e.g. in discussions with
peers or at school, on topics
related to everyday life, interests,
etc.

Page 138 ►
Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can follow chronological sequence in extended informal speech, e.g. in Partially relevant: could work
a story or anecdote. towards this with age appropriate
tasks.
LISTENING TO ANNOUNCEMENTS AND INSTRUCTIONS LISTENING TO ANNOUNCEMENTS AND INSTRUCTIONS
B2 B2
Can understand announcements and messages on concrete and Partially relevant: on concrete
abstract topics spoken in standard speech at normal speed. topics related to his/her everyday
life/interests.
Can understand detailed instructions well enough to be able to follow Partially relevant: e.g. detailed
them successfully. instructions in class.
LISTENING TO AUDIO MEDIA AND RECORDINGS LISTENING TO AUDIO MEDIA AND RECORDINGS
B2 B2
Can understand most radio documentaries and most other recorded or Partially relevant: with audio I can follow the contents of contemporary literary texts. [2012.R007-TUR/6-12] (medium not specified)
broadcast audio material delivered in the standard form of the language material on concrete topics, related I can follow radio and TV programmes, and feature films if they are spoken at a normal speed and in the
and can identify the speaker's mood, tone etc. to everyday life, interests, etc. standard language. [2012.R007-TUR/6-12]

Audio-visual Reception
WATCHING TV AND FILM WATCHING TV AND FILM
B2 B2
Can understand documentaries, live interviews, talk shows, plays and Partially relevant: could work I can follow radio and TV programmes, and feature films if they are spoken at a normal speed and in the
the majority of films in the standard form of the language. towards this with age appropriate standard language. [2012.R007-TUR/6-12]
tasks and topics.

Written Reception
READING CORRESPONDENCE READING CORRESPONDENCE
B2+ B2+
B2 B2
Can read correspondence relating to his/her field of interest and readily Partially relevant: could work
grasp the essential meaning. towards this with age appropriate
tasks,
Can understand what is said in a personal email or posting even Partially relevant: could work
where some colloquial language is used. towards this with age appropriate
tasks, such as penfriending.

►Page 139
 Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
READING FOR INFORMATION AND ARGUMENT READING FOR INFORMATION AND ARGUMENT
B2 B2
Can understand articles and reports concerned with contemporary Partially relevant: could work I can read and understand specialised articles in my special field of interest if I can consult the dictionary now
problems in which the writers adopt particular stances or viewpoints. towards this with age appropriate and then. [2012.R007-TUR/6-12]
texts such as stories. I can understand subject and the main content of somewhat more complex texts, and extract relevant information
from them. [2012.R007-TUR/6-12]
I can understand longer argumentative texts, i.e. follow thoughts and determine points of view. [2012.R007-
TUR/6-12]
READING AS A LEISURE ACTIVITY READING AS A LEISURE ACTIVITY
B2 B2
Can read novels that have a strong, narrative plot and that are written Partially relevant: if subject matter I can study individual aspects while reading literary texts. [2012.R007-TUR/6-12]
in straightforward, unelaborated language, provided that he/she can is familiar.
take his/her time and use a dictionary.
Production Activities
Spoken Production
OVERALL SPOKEN PRODUCTION OVERALL SPOKEN PRODUCTION
B2 B2
Can give clear, detailed descriptions and presentations on a wide range Partially relevant: could work I can recite a text effectively, and sometimes I can also spontaneously continue and deviate from the manuscript.
of subjects related to his/her field of interest, expanding and supporting towards this with age appropriate [2012.R007-TUR/6-12]
ideas with subsidiary points and relevant examples. tasks, such as ‘show and tell’.
SUSTAINED MONOLOGUE: Describing Experience SUSTAINED MONOLOGUE: Describing Experience
B2 B2
Can give clear, detailed descriptions on a wide range of subjects related Partially relevant: could work I can describe and explain more complex connections and courses of events. [2012.R007-TUR/6-12]
to his/her field of interest. towards this with age appropriate
tasks, such as ‘show and tell’.
Can describe the personal significance of events and experiences in Partially relevant: could work
detail. towards this with age appropriate
tasks, such as ‘show and tell’.
SUSTAINED MONOLOGUE: Giving information SUSTAINED MONOLOGUE: Giving information
B2 B2
Can give a clear, detailed description of how to carry out a procedure. Partially relevant: e.g. on topics
related to school subjects or
hobbies.

Page 140 ►
Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can communicate the essential points in a straightforward way even Partially relevant: e.g. on topics I can summarise lengthy texts in such a way that people listening to me clearly understand the most essential
in more demanding situations. related to school subjects or parts, and I can state individual aspects more precisely. [2012.R007-TUR/6-12]
hobbies.
SUSTAINED MONOLOGUE: Putting a Case (e.g. in a debate) SUSTAINED MONOLOGUE: Putting a Case (e.g. in a debate)
B2 B2
Can explain a viewpoint on a topical issue giving the advantages and Partially relevant: could work I can present my point of view on a current topic or problem, and support it with suitable examples. [2012.R007-
disadvantages of various options. towards this with age appropriate TUR/6-12]
tasks, at the higher end of the age
group.
ADDRESSING AUDIENCES ADDRESSING AUDIENCES
B2 B2
Can give a clear, prepared presentation, giving reasons in support of or Partially relevant: could work
against a particular point of view and giving the advantages and towards this with age appropriate
disadvantages of various options. tasks, such as a classroom
presentation.
Can take a series of follow up questions with a degree of fluency and Partially relevant: e.g. on topics
spontaneity which poses no strain for either him/herself or the audience. related to school subjects or
hobbies.
Written Production
OVERALL WRITTEN PRODUCTION OVERALL WRITTEN PRODUCTION
B2 B2
Can write clear, detailed texts on a variety of subjects related to Partially relevant: could work I can write clearly structured and detailed texts on various subjects from my fields of interest. [2012.R007-TUR/6-
his/her field of interest, synthesising and evaluating information and towards this with simple age 12]
arguments from a number of sources. appropriate tasks, such as
describing a hobby.
CREATIVE WRITING CREATIVE WRITING
B2+ B2+
Can write clear, detailed descriptions of real or imaginary events and Partially relevant: if he/she has I can write simple literary texts according to a model text if somebody helps me. [2012.R007-TUR/6-12] (B2)
experiences marking the relationship between ideas in clear connected necessary background
text, and following established conventions of the genre concerned. knowledge/is given e.g. a template.
B2 B2
Can write clear, detailed descriptions on a variety of subjects related to Partially relevant: could work
his/her field of interest. towards this with age appropriate
tasks, such as stories or describing
a hobby.

►Page 141
 Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can write a review of a film, book or play. Partially relevant: could work
towards this with age appropriate
tasks, and if he/she has necessary
background knowledge.
WRITTEN REPORTS AND ESSAYS WRITTEN REPORTS AND ESSAYS
B2+ B2+
Can write a detailed description of a complex process. Partially relevant: could work
towards this with age appropriate
tasks and with support and
guidance given.
Can evaluate different ideas or solutions to a problem. Partially relevant: could work
towards this with age appropriate
simple tasks on familiar topics.
B2 B2
Can write an essay or report which develops an argument, giving Partially relevant: could work I can discuss a subject in detail and present arguments for and against a specific point of view, as well as explain
reasons in support of or against a particular point of view and towards this with age appropriate advantages and disadvantages. [2012.R007-TUR/6-12]
explaining the advantages and disadvantages of various options. simple tasks such as essays on
topics related to school subjects or
hobbies.
Can synthesise information and arguments from a number of sources. Partially relevant: e.g. on topics I can summarise or create a new text based on information gathered from reading or listening. [2012.R007-
related to school subjects or TUR/6-12]
hobbies.

Production Strategies
COMPENSATING COMPENSATING
B2 B2
Can address most communication problems by using circumlocutions, Partially relevant: e.g. in a lively
or by avoiding difficult expressions. discussion with peers.
MONITORING AND REPAIR MONITORING AND REPAIR
B2 B2
Can correct slips and errors if he/she becomes conscious of them or if Relevant. I can notice and correct errors I make while speaking. [86.2007-ARM/6-10] (NL)
they have led to misunderstandings.
Can make a note of "favourite mistakes" and consciously monitor Relevant. I learn from my mistakes: I am careful not to make the same mistake again. [86.2007-ARM/6-10] (NL)
speech for it/them.

Page 142 ►
Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Interaction Activities
Spoken Interaction
OVERALL SPOKEN INTERACTION OVERALL SPOKEN INTERACTION
B2 B2
Can interact with a degree of fluency and spontaneity that makes regular Partially relevant: e.g. on topics I can communicate spontaneously and fluently so that it is possible to have a conversation without a great
interaction, and sustained relationships with proficient speakers of the related to school subjects or amount of effort for both partners. [2012.R007-TUR/6-12]
language quite possible without imposing strain on either party. Can hobbies.
highlight the personal significance of events and experiences, account
for and sustain views clearly by providing relevant explanations and
arguments.
UNDERSTANDING THE INTERLOCUTOR UNDERSTANDING THE INTERLOCUTOR
B2 B2
Can understand in detail what is said to him/her in the standard Partially relevant: could work
spoken language even in a noisy environment. towards this with age appropriate
tasks, and if he/she has necessary
background knowledge.
CONVERSATION CONVERSATION
B2+ B2+
Can indicate reservations and reluctance, state conditions when Partially relevant: could work
agreeing to requests or granting permission, and ask for understanding towards this in age appropriate
of his/her own position. contexts limited to personal needs
and everyday situations.
INFORMAL DISCUSSION (with friends) INFORMAL DISCUSSION (with friends)
B2+ B2+
Can keep up with an animated discussion between highly proficient Partially relevant: could work
speakers. towards this with age appropriate
tasks, and if he/she has necessary
background knowledge.
Can express his/her ideas and opinions with precision, present and Partially relevant: could work
respond to complex lines of argument convincingly. towards this with age appropriate
tasks and if he/she has necessary
background knowledge.

►Page 143
 Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
FORMAL DISCUSSION (meetings) FORMAL DISCUSSION (meetings)
B2+ B2+
Can keep up with an animated discussion, identifying accurately Partially relevant: e.g. on topics
arguments supporting and opposing points of view. related to school subjects or
hobbies.
Can express his/her ideas and opinions with precision, present and Partially relevant: could work
respond to complex lines of argument convincingly. towards this with age appropriate
tasks, if he/she has necessary
background knowledge.
B2 B2
Can follow the discussion on matters related to his/her field, understand Partially relevant: could work
in detail the points given prominence by the speaker. towards this with age appropriate
tasks and topics.
Can contribute, account for and sustain his/her opinion, evaluate Partially relevant: could work
alternative proposals and make and respond to hypotheses. towards this with support and
guidance.
GOAL-ORIENTED CO-OPERATION (e.g. assembling a furniture kit, GOAL-ORIENTED CO-OPERATION (e.g. assembling a furniture kit, discussing a document, organising an event
discussing a document, organising an event etc.) etc.)
B2+ B2+
As B2
B2 B2
Can understand detailed instructions reliably. Partially relevant: could work
towards this with age appropriate
topics, such as school subjects,
interests, etc.
Can help along the progress of the work by inviting others to join in, say Partially relevant: could work
what they think etc. towards this with age appropriate
topics, such as school subjects,
interests, etc.
Can outline an issue or a problem clearly, speculating about causes or Partially relevant: could work
consequences, and weighing advantages and disadvantages of different towards this with age appropriate
approaches. topics, such as school subjects,
interests, etc.

Page 144 ►
Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
INFORMATION EXCHANGE INFORMATION EXCHANGE
B2 B2
Can pass on detailed information reliably. Partially relevant: could work
towards this with age appropriate
tasks, and if he/she has necessary
background knowledge.
USING TELECOMMUNICATION USING TELECOMMUNICATION
B2 B2
Can participate in extended casual conversation over the phone with a Partially relevant: could work I can refer to the interlocutor, and cope with linguistically complex situations even on the telephone. [2012.R007-
known person on a variety of topics. towards this with age appropriate TUR/6-12]
tasks such as role-plays.
Can participate in casual conversation over the phone with a known Partially relevant: if subject matter I can understand my interlocutor on the telephone if we talk about my personal, everyday life. [2012.R007-
person on a variety of topics. is familiar. TUR/6-12]
Written Interaction
B2 B2
Can write letters conveying degrees of emotion and highlighting the Partially relevant: if subject matter
personal significance of events and experiences and commenting on the is familiar.
correspondent's news and views.
Can write formal emails/letters of invitation, thanks or apology with Partially relevant: could work
appropriate register and conventions. towards this with age appropriate
tasks, and if he/she has necessary
background knowledge.
Can obtain, by letter or e-mail, information required for a particular Partially relevant: could work
purpose, collate it and forward it by mail to other people. towards this with age appropriate
tasks, and if he/she has necessary
background knowledge.
Online Interaction
ONLINE CONVERSATION AND DISCUSSION ONLINE CONVERSATION AND DISCUSSION
B2 B2
Can participate actively in an online discussion, stating and Partially relevant: could work
responding to opinions on topics of interest at some length, provided towards this with age appropriate
contributors avoid unusual or complex language and allow time for tasks and if he/she has necessary
responses. background knowledge.
Can recognise misunderstandings and disagreements that arise in an Partially relevant: could work
online interaction and can deal with them, provided that the towards this in age appropriate
interlocutor(s) are willing to cooperate. contexts and if he/she has
necessary background knowledge.

►Page 145
 Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
GOAL-ORIENTED ONLINE TRANSACTIONS AND
GOAL-ORIENTED ONLINE TRANSACTIONS AND COLLABORATION
COLLABORATION
B2 B2
Can collaborate online with a group that is working on a project, Partially relevant: could work
justifying proposals, seeking clarification and playing a supportive role towards this with age appropriate
in order to accomplish shared tasks. tasks and with support and
guidance given.
Interaction Strategies
TURNTAKING TURNTAKING
B2 B2
Can intervene appropriately in discussion, exploiting appropriate Partially relevant: could work
language to do so. towards this with age appropriate
tasks, and with support and
guidance.
Can initiate, maintain and end discourse appropriately with effective Partially relevant: could work
turn taking. towards this with age appropriate
tasks, and with support and
guidance.
Can initiate discourse, take his/her turn when appropriate and end Partially relevant: could work
conversation when he/she needs to, though he/she may not always do towards this with age appropriate
this elegantly. tasks, and with support and
guidance.
Can use stock phrases (e.g. "That's a difficult question to answer") to Partially relevant: could work
gain time and keep the turn whilst formulating what to say. towards this with age appropriate
tasks, and with support and
guidance.
COOPERATING COOPERATING
B2 B2
Can help the discussion along on familiar ground, confirming Partially relevant: could work I can clear up misunderstandings during conversations and also formal discussions. [2012.R007-TUR/6-12]
comprehension, inviting others in, etc. towards this with age appropriate
tasks, and with support and
guidance.
Can summarise the point reached at a particular stage in a discussion Partially relevant: could work
and propose the next steps. towards this with age appropriate
tasks, and with support and
guidance.

Page 146 ►
Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Mediation Activities
OVERALL MEDIATION
B2
Can work collaboratively with people from different backgrounds, Partially relevant: could work
creating a positive atmosphere by giving support, asking questions to towards this with age appropriate
identify common goals, comparing options for how to achieve them topics such as school subjects,
and explaining suggestions for what to do next. Can further develop interests, etc.
other people’s ideas, pose questions that invite reactions from
different perspectives and propose a solution or next steps. Can
convey detailed information and arguments reliably, e.g. the
significant point(s) contained in complex but well-structured texts
within his/her fields of professional, academic and personal interest.
Mediating a text
TRANSLATING A WRITTEN TEXT IN WRITING
B2
Can produce translations into (Language B, which closely follow the Partially relevant: could work
sentence and paragraph structure of the original text in (Language A), towards this with age appropriate
conveying the main points of the source text accurately, though the tasks and with support and
translation may read awkwardly. guidance given.
EXPRESSING A PERSONAL RESPONSE TO CREATIVE TEXTS
(including literature)
B2
Can give a clear presentation of his/her reactions to a work, Partially relevant: could work
developing his/her ideas and supporting them with examples and towards this with age appropriate
arguments. tasks and with support and
guidance given.
Can describe his/her emotional response to a work and elaborate on Partially relevant: could work
the way in which it has evoked this response. towards this with age appropriate
tasks and with support and
guidance given.
Can express in some detail his/her reactions to the form of Partially relevant: could work
expression, style and content of a work, explaining what he/she towards this with age appropriate
appreciated and why. tasks and with support and
guidance given.

►Page 147
 Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Mediating concepts
Collaborating in a group
FACILITATING COLLABORATIVE INTERACTION WITH PEERS
B2
Can ask questions to stimulate discussion on how to organise Partially relevant: could work
collaborative work. towards this with age appropriate
tasks, at the higher end of the age
group.
Can help to define goals for teamwork and compare options for how to Partially relevant: could work
achieve them. towards this with age appropriate
tasks and with support and
guidance given.
Partially relevant: could work
Can refocus a discussion by suggesting what to consider next, and towards this with age appropriate
how to proceed. tasks and with support and
guidance given.
COLLABORATING TO CONSTRUCT MEANING
B2+
Can contribute to collaborative decision-making and problem-solving, Partially relevant: could work
expressing and co-developing ideas, explaining details and making towards this with age appropriate
suggestions for future action. tasks and with support and
guidance given.
Can help organise the discussion in a group by reporting what others Partially relevant: could work
have said, summarising, elaborating and weighing up different points towards this with age appropriate
of view. tasks and with support and
guidance given.
B2
Can further develop other people’s ideas and opinions. Partially relevant: could work
towards this with age appropriate
tasks and with support and
guidance given.
Can present his/her ideas in a group and pose questions that invite Partially relevant: could work
reactions from other group members’ perspectives. towards this with age appropriate
tasks and with support and
guidance given.

Page 148 ►
Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can consider two different sides of an issue, giving arguments for and Partially relevant: could work
against, and propose a solution or compromise. towards this with age appropriate
tasks and with support and
guidance given.
Leading group work
MANAGING INTERACTION
B2
Can explain the different roles of participants in the collaborative Partially relevant: could work
process, giving clear instructions for group work. towards this with age appropriate
tasks and with support and
guidance given.
Can explain ground rules for collaborative discussion in small groups Partially relevant: could work
that involves problem-solving or the evaluation of alternative towards this with age appropriate
proposals. tasks and with support and
guidance given.
Can intervene when necessary to set a group back on task with new Partially relevant: could work
instructions or to encourage more even participation. towards this with age appropriate
tasks and with support and
guidance given.
ENCOURAGING CONCEPTUAL TALK
B2
Can ask people to explain how an idea fits with the main topic under Partially relevant: could work
discussion. towards this with age appropriate
topics such as school subjects,
interests, etc.
Mediating Communication
FACILITATING PLURICULTURAL SPACE
B2+
Can, in intercultural encounters, demonstrate appreciation of Partially relevant: could work
perspectives other than his/her own normal worldview, and express towards this with age appropriate
him/herself in a way appropriate to the context. tasks, at the higher end of the age
group.
B2
Can encourage a shared communication culture by expressing Partially relevant: could work
understanding and appreciation of different ideas, feelings and towards this with age appropriate
viewpoints, and inviting participants to contribute and react to each tasks and if he/she has necessary
other’s ideas. background knowledge.

►Page 149
 Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can work collaboratively with people who have different cultural Partially relevant: could work
orientations, discussing similarities and differences in views and towards this with age appropriate
perspectives. tasks.
Can, when collaborating with people from other cultures, adapt the Partially relevant: could work
way he/she works in order to create shared procedures. towards this with age appropriate
tasks and if he/she has necessary
background knowledge.
ACTING AS INTERMEDIARY IN INFORMAL SITUATIONS (with
friends and colleagues)
B2
Can communicate in (Language B) the sense of what is said in a Partially relevant: could work
welcome address, anecdote or presentation in his/her field given in towards this with age appropriate
(Language A), interpreting cultural cues appropriately and giving tasks.
additional explanations when necessary, provided that the speaker
stops frequently in order to allow time for him/her to do so.
Can communicate in (Language B) the sense of what is said in Partially relevant: could work
(Language A) on subjects within his/her fields of interest, conveying towards this with age appropriate
and when necessary explaining the significance of important tasks.
statements and viewpoints, provided speakers give clarifications if
needed.
FACILITATING COMMUNICATION IN DELICATE SITUATIONS AND
DISAGREEMENTS
B2
Can outline the main points in a disagreement with reasonable Partially relevant: could work
precision and explain the positions of the parties involved. towards this with age appropriate
tasks and with support and
guidance given.
Can, by asking questions, identify areas of common ground and invite Partially relevant: could work
each side to highlight possible solutions. towards this with age appropriate
tasks, at the higher end of the age
group.
Can summarise the statements made by the two sides, highlighting Partially relevant: could work
areas of agreement and obstacles to agreement. towards this with age appropriate
tasks and with support and
guidance given.

Page 150 ►
Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Mediation Strategies
Strategies to explain a new concept
ADAPTING LANGUAGE
B2
Can make accessible for others the main contents of a spoken or Partially relevant: could work
written text on a subject of interest (e.g. an essay, a forum discussion, towards this with age appropriate
a presentation) by paraphrasing in simpler language. tasks and with support and
guidance given.
BREAKING DOWN COMPLICATED INFORMATION
B2
Can make a complicated process easier to understand by breaking it Partially relevant: could work
down into a series of smaller steps. towards this with age appropriate
tasks and with support and
guidance given.

Communicative Language Competences

Linguistic
GENERAL LINGUISTIC RANGE GENERAL LINGUISTIC RANGE
B2+ B2+
Can express him/herself clearly and without much sign of having to Partially relevant: on topics related
restrict what he/she wants to say. to school subjects, interests, etc.
B2 B2
Has a sufficient range of language to be able to give clear Partially relevant: on topics related
descriptions, express viewpoints and develop arguments without to school subjects, interests, etc.
much conspicuous searching for words, using some complex
sentence forms to do so.
VOCABULARY RANGE VOCABULARY RANGE
B2 B2
Has a good range of vocabulary for matters connected to his/her field Partially relevant: on topics related
and most general topics. to school subjects, interests, etc.
Can vary formulation to avoid frequent repetition, but lexical gaps can Partially relevant: on topics related
still cause hesitation and circumlocution. to school subjects, interests, etc.
Can produce the appropriate collocations of many words in most Partially relevant: on topics related
contexts fairly systematically. to school subjects, interests, etc.

►Page 151
 Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
GRAMMATICAL ACCURACY GRAMMATICAL ACCURACY
B2+ B2+
Good grammatical control. Occasional “slips” or non-systematic errors Relevant.
and minor flaws in sentence structure may still occur, but they are rare
and can often be corrected in retrospect.
B2 B2
Shows a relatively high degree of grammatical control. Does not make Relevant.
mistakes which lead to misunderstanding.
Has a good command of simple language structures and some Relevant.
complex grammatical forms, although he/she tends to use complex
structures rigidly with some inaccuracy.
VOCABULARY CONTROL VOCABULARY CONTROL
B2 B2
Lexical accuracy is generally high, though some confusion and incorrect Relevant.
word choice does occur without hindering communication.
OVERALL PHONOLOGICAL CONTROL
B2 B2
Can generally use appropriate intonation, place stress correctly and Relevant.
articulate individual sounds clearly; accent tends to be influenced by
other language(s) he/she speaks, but has little or no effect on
intelligibility.
SOUND ARTICULATION SOUND ARTICULATION
B2 B2
Can generalise from his/her repertoire to predict the phonological Partially relevant: could work
features of most unfamiliar words (e.g. word stress) with reasonable towards this with support and
accuracy (e.g. whilst reading). guidance given.
Can articulate a high proportion of the sounds in the target language Relevant.
clearly in extended stretches of production; is intelligible throughout,
despite a few systematic mispronunciations.
PROSODIC FEATURES PROSODIC FEATURES
B2 B2
Can employ prosodic features (e.g. stress, intonation, rhythm) to Relevant.
support the message he/she intends to convey, though with some
influence from other languages he/she speaks.

Page 152 ►
Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
ORTHOGRAPHIC CONTROL ORTHOGRAPHIC CONTROL
B2+ B2+
B2 B2
Can produce clearly intelligible continuous writing, which follows Partially relevant: could work
standard layout and paragraphing conventions. towards this with age appropriate
tasks, and if he/she has necessary
background knowledge.
Spelling and punctuation are reasonably accurate but may show signs Relevant.
of mother tongue influence.

Sociolinguistic
SOCIOLINGUISTIC APPROPRIATENESS SOCIOLINGUISTIC APPROPRIATENESS
B2+ B2+
Can express him/ herself confidently, clearly and politely in a formal or Partially relevant: in a restricted
informal register, appropriate to the situation and person(s) way (e.g. use different register in
concerned. school contexts and at home).
B2 B2
Can adjust his/her expression to make some distinction between formal Partially relevant: in a restricted
and informal registers but may not always do so appropriately. way (e.g. use different register in
school contexts and at home).
Can sustain relationships with speakers of the target language without Partially relevant: could work
unintentionally amusing or irritating them or requiring them to behave towards this on age appropriate
other than they would with another proficient speaker. topics of mutual interest.
Pragmatic
FLEXIBILITY FLEXIBILITY
B2 B2
Can adjust to the changes of direction, style and emphasis normally Partially relevant: restricted to
found in conversation. familiar everyday situations.
Can vary formulation of what he/she wants to say. Partially relevant: restricted to
familiar everyday situations.
Can reformulate an idea to emphasise or explain a point. Partially relevant: could work
towards this with age appropriate
tasks and with support and
guidance given.

►Page 153
 Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
TURNTAKING TURNTAKING
B2 B2
Can intervene appropriately in discussion, exploiting appropriate Partially relevant: could work
language to do so. towards this with age appropriate
tasks, and with support and
guidance.
Can initiate, maintain and end discourse appropriately with effective Partially relevant: could work
turn taking. towards this with age appropriate
tasks, and with support and
guidance.
Can initiate discourse, take his/her turn when appropriate and end Partially relevant: could work
conversation when he/she needs to, though he/she may not always do towards this with age appropriate
this elegantly. tasks, and with support and
guidance.
Can use stock phrases (e.g. ‘That's a difficult question to answer’) to Partially relevant: could work
gain time and keep the turn whilst formulating what to say. towards this with age appropriate
tasks, and with support and
guidance.
THEMATIC DEVELOPMENT THEMATIC DEVELOPMENT
B2+ B2+
Can develop an argument systematically with appropriate highlighting Partially relevant: on topics related
of significant points, and relevant supporting detail. to school subjects or hobbies.
Can present and respond to complex lines of argument convincingly. Partiallly relevant: on topics related
to school subjects or hobbies.
B2 B2
Can follow the conventional structure of the communicative task Partially relevant: if he/she has
concerned, when communicating straightforward ideas. necessary background knowledge.
Can develop a clear description or narrative, expanding and Partially relevant: e.g. on topics
supporting his/her main points with relevant supporting detail and related to school subjects or
examples. hobbies.
Can develop a clear argument, expanding and supporting his/her points Partially relevant: e.g. on topics
of view at some length with subsidiary points and relevant examples. related to school subjects or
hobbies.
Can evaluate the advantages and disadvantages of various options. Partially relevant: e.g. on topics
related to school subjects or
hobbies.

Page 154 ►
Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Can clearly signal the difference between fact and opinion. Partially relevant: e.g. on topics
related to school subjects or
hobbies.
COHERENCE AND COHESION COHERENCE AND COHESION
B2 B2
Can use a limited number of cohesive devices to link his/her Partially relevant: could work
utterances into clear, coherent discourse, though there may be some towards this with age appropriate
"jumpiness" in a long contribution. tasks, and if he/she has necessary
background knowledge.
Can produce text that is generally well-organised and coherent, using Partially relevant: could work
a range of linking words and cohesive devices. towards this with age appropriate
tasks, and if he/she has necessary
background knowledge.
Can structure longer texts in clear, logical paragraphs. Partially relevant: could work
towards this with age appropriate
tasks, and if he/she has necessary
background knowledge.
PROPOSITIONAL PRECISION PROPOSITIONAL PRECISION
B2 B2
Can pass on detailed information reliably. Partially relevant: if subject matter
is familiar.
Can communicate the essential points even in more demanding Partially relevant: e.g. on topics
situations, though his/her language lacks expressive power and related to school subjects or
idiomaticity. hobbies.
SPOKEN FLUENCY SPOKEN FLUENCY
B2 B2
Can produce stretches of language with a fairly even tempo; although Partially relevant: if subject matter
he/she can be hesitant as he/she searches for patterns and is familiar.
expressions, there are few noticeably long pauses.
Can interact with a degree of fluency and spontaneity that makes Partially relevant: could work I can communicate spontaneously and fluently so that it is possible to have a conversation without a great
regular interaction with proficient speakers of the language quite towards this with age appropriate amount of effort for both partners. [2012.R007-TUR/6-12]
possible without imposing strain on either party. topics of mutual interest.

►Page 155
 Levels B2 / B2+
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Plurilingual and Pluricultural Competences
BUILDING ON PLURICULTURAL REPERTOIRE
B2
Can, in an intercultural encounter, recognise that what one normally Partially relevant: could work
takes for granted in a particular situation is not necessarily shared by towards this with age appropriate
others, and can react and express him/herself appropriately. tasks and with support and
guidance given.
Can generally interpret cultural cues appropriately in the culture Partially relevant: could work
concerned. towards this with age appropriate
tasks and with support and
guidance given.
Can reflect on and explain particular ways of communicating in his/her Partially relevant: could work
own and other cultures, and the risks of misunderstanding they towards this with age appropriate
generate. tasks and with support and
guidance given.
BUILDING ON PLURILINGUAL REPERTOIRE
B2+ B2+
As B2
B2 B2
Can make use of different languages in his/her plurilingual repertoire Partially relevant: could work
during collaborative interaction, in order to clarify the nature of a task, towards this with age appropriate
the main steps, the decisions to be taken, the outcomes expected. tasks and with support and
guidance given.
Can alternate between languages in his/her plurilingual repertoire in Partially relevant: could work
order to communicate specialised information and issues on a subject towards this with age appropriate
in his field of interest to different interlocutors. tasks and with support and
guidance given.
Can make use of different languages in his/her plurilingual repertoire Partially relevant: could work
to encourage other people to use the language in which they feel towards this with age appropriate
more comfortable. tasks.

Page 156 ►
Level C1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
Communicative Language Activities and Strategies
Spoken Reception
UNDERSTANDING CONVERSATION BETWEEN OTHER UNDERSTANDING CONVERSATION BETWEEN OTHER SPEAKERS
SPEAKERS
Can identify the attitude of each speaker in an animated discussion Partially relevant, e.g. in
characterised by overlapping turns, digressions and colloquialisms, discussions with peers or at school,
that is delivered at a natural speed in accents that are familiar to the on topics related to everyday life,
listener. interests, etc.
Written Reception
READING CORRESPONDENCE READING CORRESPONDENCE
Can understand slang, idiomatic expressions and jokes in private Partially relevant: could work
correspondence. towards this with age appropriate
tasks.

Communicative Language Competences

Linguistic
GRAMMATICAL ACCURACY GRAMMATICAL ACCURACY
Consistently maintains a high degree of grammatical accuracy; errors Relevant.
are rare and difficult to spot.
VOCABULARY CONTROL VOCABULARY CONTROL
Occasional minor slips, but no significant vocabulary errors. Partially relevant: if subject matter
is familiar.
OVERALL PHONOLOGICAL CONTROL OVERALL PHONOLOGICAL CONTROL
Can employ the full range of phonological features in the target Relevant.
language with sufficient control to ensure intelligibility throughout. Can
articulate virtually all the sounds of the target language; some features
of accent retained from other language(s) may be noticeable, but they
do not affect intelligibility.

SOUND ARTICULATION SOUND ARTICULATION

Can articulate virtually all of the sounds of the target language with a Partially relevant: could work
high degree of control. He/she can usually self-correct if he/she towards this with support and
noticeably mispronounces a sound. guidance given.

►Page 157
 Level C1
Relevance for adaptation to Accredited / registered ELP can-do statements
CEFR Descriptor (2017 Extended Set)
ages 7-10 ages 7-10
PROSODIC FEATURES PROSODIC FEATURES
Can produce smooth, intelligible spoken discourse with only Relevant.
occasional lapses in control of stress, rhythm and/or intonation, which
do not affect intelligibility or effectiveness.
Can vary intonation and place stress correctly in order to express Relevant.
precisely what he/she means to say.
ORTHOGRAPHIC CONTROL ORTHOGRAPHIC CONTROL
Spelling is accurate, apart from occasional slips of the pen. Relevant.
Sociolinguistic
SOCIOLINGUISTIC APPROPRIATENESS SOCIOLINGUISTIC APPROPRIATENESS
Can use language flexibly and effectively for social purposes, including Partially relevant: could work
emotional, allusive and joking usage. towards this with age appropriate
tasks, and with support and
guidance.

Page 158 ►