READING WRITING A1 Alpha A1 Pre A1 A1 ttempts) Begins to

1 © Loescher Editore – Torino 2016

TTA – PROGRESSION READING–WRITING PrealphaA1

RecognizesAlphaA1

Succeeds(earlyattempts)PreA1

BeginstoA1

CandoWrittencomprehension

Recognizes a limited number of familiar words relating to familiar topics. Recognizes familiar elements in simple forms and personal documents. Recognizes names and words of personal interest, provided that they are written in familiar formats on signs, plaques and signposts, comparing them with notes given by others. Recognizes some familiar documents from the format and graphic elements. Recognizes and, if guided, uses illustrations and symbols as aids to extract meaning.

Succeeds in reading familiar, isolated words or when inserted in very short texts relating to familiar topics. Succeeds in reading familiar words in simple forms and personal documents. Succeeds in orienting him/herself when looking at documents, by recognizing, for example, some logos, symbols and abbreviations. Succeeds in reading the names and words of personal interest on signs, plaques and signposts, if necessary comparing them with notes. Succeeds in identifying short familiar texts with the help of logos and typography, drawing some indications from the content. Succeeds in using illustrations and symbols as aids to extract meaning.

Begins to read isolated sentences, picking up familiar names, words and basic expressions relating to familiar topics. Begins to read simple words commonly used within modules, and personal documents. Begins to recognize recurring formulas. Begins to read short and simple instructions. Begins to use different reading methods in relation to the text and the purpose of the reading.

Can read very short texts, mostly made up of isolated sentences, picking up familiar names, words and basic expressions relating to familiar topics. Can read familiar words and very basic phrases that occur in forms and documents related to familiar topics. Can identify recurring formulas. Can read short instructions. Can select different reading methods in dealing with short, familiar texts.


Writteninteraction

Can copy familiar words. Can copy personal data into simple forms. Can write name, surname and signature in printed uppercase.

Succeeds in writing familiar words, if necessary with the help of notes, or asking for help. Succeeds in entering personal data onto simple forms, if necessary with the help of a document to copy from or asking for help. Succeeds in writing a custom signature and using it according to social conventions.

Begins to write short isolated sentences to express familiar content. Begins to enter information into forms and questionnaires about familiar topics. Begins to use memorised formulas. Begins to write very short routine sentences, if supported. Begins to transfer the assessment strategies acquired to evaluate and correct a written task.

Can write simple sentences, almost always isolated, using basic grammatical structures, sentence patterns and using a basic repertoire of words. Can enter information into forms and questionnaires about familiar topics. Can use memorised formulas appropriately. Can transfer the assessment strategies acquired to plan evaluate and correct a written task.


SPEAKING PrealphaA1

Succeeds(earlyattempts)

AlphaA1Beginsto

PreA1Cando(firstphase)

A1Cando(secondphase)

Spokeninteraction

Succeeds in answering simple questions by providing basic information in relation to familiar topics, but needs the continued support of the other person. Succeeds in interacting in an elementary way in relation to emotions and feelings. Succeeds in using a few basic social formulas to greet and respond to greetings. Succeeds in getting someone's attention.

Begins to understand questions related to familiar topics, provided they are spoken slowly and pronounced with great precision. Needs the continued support of the other person to repeat when necessary. Begins to answer such questions. Begins to interact in a simple way in relation to emotions, feelings and requests. Begins to understand and follow short instructions. Begins to use some simple social formulas. Begins to communicate, if necessary, not having understood.

Can understand questions related to familiar topics, provided they are spoken slowly and pronounced with great precision, including long pauses to allow for the meaning comprehension. Can answer such questions, and at times ask them. Rarely takes the initiative. Can produce very short sentences, usually in response to questions. Such phrases are almost always memorised, isolated and characterized by the presence of long pauses which are necessary to think of expressions and to pronounce less familiar words. Can make simple sentences, using basic grammatical structures, sentence patterns and using a basic repertoire of words. Can interact in a simple way in relation to emotions and feelings. Can use simple social formulas in a relatively appropriate way. Can understand and follow short instructions. Can, if necessary, ask other person for help, asking them to repeat, to speak more slowly or asking the meaning or confirmation of words and expressions.

Can understand questions related to familiar topics, provided they are spoken slowly and pronounced clearly. Can answer such questions and ask them Sometimes takes the initiative. Can produce short sentences. Such phrases are often memorised, isolated or joined by very simple connectors and characterized by the presence of pauses. Can make simple sentences, using basic grammatical structures, sentence patterns and using a limited repertoire of words. Can express the desire, intent or obligation to do something. Can use simple social formulas in an appropriate way. When speaking can sometimes correct him/ herself and recover. Can, if necessary, ask other person for help, asking them to repeat, to speak more slowly or asking the meaning or confirmation of words, expressions or even the definition of a given term.

© Loescher Editore – Torino 2016 1

STA.1 – PROGRESSION – Myself READING–WRITING PrealphaA1

RecognizesAlphaA1


BeginstoA1


Succeeds in identifying the correspondence, recognising for example his/her address and some typographic elements.

Begins to orient him/herself in the reading of correspondence, received on paper or electronically.

Can orient the reading of personal and institutional correspondence, received on paper or electronically.

Writteninteraction

Begins to write short personal messages on paper or electronically.

Can write short personal messages on paper or electronically.

SPEAKING PrealphaA1

Succeeds(earlyattempts)AlphaA1Beginsto



Spokeninteraction

Begins to introduce him/herself in an elementary way, as long as they are continually supported by the other person.

Can introduce him/herself in a very simple way. Can speak about him/herself in a very simple way. Can answer simple direct questions about where he/she lives, people he/she knows, his/her possessions, the work he/she does, his/her home country, his/her family.

Can introduce him/herself in a simple way. Can describe him/herself simply, what they do and where they live. Can answer questions about where he/she lives, people he/she knows, his/her possessions, the work he/she does, his/her home country, his/her family.


STA.2 – PROGRESSION – My home READING-WRITING PrealphaA1

RecognizesAlphaA1


BeginstoA1


Recognising some words begins to orient him/herself in buildings. Recognizes familiar words in a known advertising.

Succeeds in reading single words related to housing and the names of some items of furniture or appliances in simple leaflets and brochures especially with visual support. Succeeds in identifying correspondence, recognizing for example his/her address and logographic and typographic elements. Succeeds in recognizing a very familiar bill, the amount to be paid and the due date.

Begins to orient him/ herself in the reading of simple leaflets and brochures especially with visual support. Begins to orient him/ herself in the reading of correspondence received on paper or electronically. Begins to orient him/ herself in the reading of bills, insignia and short shopping lists. Begins to orient him/herself in the reading of real estate listings making brief idea of the content, when provided with help.

Can read catalogues, leaflets and brochures especially with visual support. Can orient the reading of personal and institutional correspondence, received on paper or electronically. Can read bills, signs and shopping lists. Can read basic information and simple descriptions in short real estate listings.

Writteninteraction

Succeeds in copying names and addresses from notes prepared by others or from documents.

Begins to orient him/herself in the filling out of a utility bill. Begins to write short shopping lists with expressions of routine.

Begins to interact by correspondence in an elementary way, through short messages on paper or electronically, above all sms.

Can fill out a utility bill. Can write little notes and shopping lists with expressions of routine. Can interact in a simple way by correspondence, through short messages on paper or electronically, above all sms.


SPEAKING PrealphaA1


AlphaA1Beginsto



Spokeninteraction

Succeeds in welcoming someone.

Begins to interact on the phone in a very simple way.

Can very simply describe his/her house, the furniture, the location of objects in the space, using a very elementary repertoire of words. Can speak in an elementary way about his/her tastes and preferences in relation to the housing field, if requested by the other person. Can interact on the phone in a simple way.

Can simply describe his/her home, the furniture, the location of objects in the space, using a basic repertoire of words. Can speak in a very simple way about tastes and preferences in relation to the housing field. Can orient him/herself in the development of a communicative topic, explaining him/ herself in an elementary way.


STA.3 – PROGRESSION – My life in HC (Host Country): services and offices READING–WRITING PrealphaA1

RecognizesAlphaA1


BeginstoA1


Recognising a few words, he/she begin to find their way around public buildings, offices, clinics and hospitals.

Succeeds in reading single words in simple brochures on familiar topics especially with visual support. Succeeds in recognizing a very familiar bill the amount to be paid and the due date. Succeeds in orienting him/ herself in the identification of signs and placards of the main public services, offices, clinics and hospitals, reading words and / or in accordance with logographic and iconic clues. Succeeds in identifying by size, logographic and typographic elements some recurring documents in service provision. Succeeds in tracking down a service, thanks to a initial guidance related to the basic road signs. Succeeds in orienting him/herself in the reading of the opening times of a service.

Begins to read simple information booklets on familiar topics especially with visual support. Begins to orient him/herself in the reading of utility bills. Begins to orient him/herself in the reading of correspondence received on paper or electronically. Begins to read the signs and placards of the main public services, offices, clinics and hospitals. Begins to read the basic road signs. Begins to orientate him/herself in the reading of simple maps. Begins to understand timetables and tickets.

Can read information leaflets on familiar topics especially with visual support. Can read bills, signs and placards of public services, offices, clinics and hospitals. Can orient him/herself in the reading of personal and institutional correspondence, received on paper or electronically. Can read the basic road signs. Can orient him/herself in the reading of simple maps. Can read timetables and tickets. Can orient him/herself in observing short notices, instructions and regulations, when provided with help.


Succeeds in orienting him/herself when in possession of the relative documents for example a travel document.

Writteninteraction

Succeeds in copying names and addresses from notes prepared by others or from documents. Succeeds in copying the office hours of a doctor's office or a service.

Begins to orient him/herself in the filling out of a bill. Begins to interact by correspondence in an elementary way, through short messages on paper or electronically, above all texting. Begins to know how to write down the office hours of a clinic or service.

Can fill out a utility bill. Can interact in a simple way by correspondence through short messages on paper or electronically, above all texting. Can write down simple information about services.

SPEAKING PrealphaA1

Succeeds(earlyattempts)AlphaA1Beginsto



Spokeninteraction

Succeeds in asking for basic information about a service. Succeeds in expressing in a simple way their physical suffering.

Begins to answer questions about the location of pain. Begins to interact on the phone in a very simple way.

Can answer questions about the location of the pain and the most common symptoms. Can interact on the phone in a simple way.

Can answer questions about the location of the pain, the main symptoms, and describe them in an elementary way. He can introduce him/ herself formulating simple phrases.


STA.4 – PROGRESSION – My life in HC (Host Country): things I buy READING–WRITING PrealphaA1

RecognizesAlphaA1


BeginstoA1


Recognising a few words, they begin to find their way around shops, bars, supermarkets, pharmacies and shopping centres. Recognizes the format some trade documents and service and health documents.

Succeeds in reading single words on billboards, simple brochures and leaflets especially with visual support. Succeeds in orienting him/herself in the identification of signs of major retail outlets. Succeeds in reading the opening times of a shop, bar, pharmacy, supermarket and shopping centre. Succeeds in orienting him/herself in shops, bars, supermarkets, drugstores and shopping centres with the help of logographic and iconic clues, reading words and following the signs and interior signage. Succeeds in the reading of a receipt, a price list or a label.

Begins to read billboards, simple brochures and leaflets especially with visual support. Begins to read the signs of the major retail outlets. Begins to read the opening times of shops, bars, supermarkets, pharmacies and shopping centres. Begins to read signs and internal signage, particularly in supermarkets and shopping centres. Begins to read menus, price lists, receipts, labels, recognizing size and / or measure. Begins to read short, simple shopping lists.

Can read billboards, simple brochures and leaflets especially with visual support. Can read the signs of the major retail outlets. Can read the opening times of shops, bars, supermarkets, pharmacies and shopping centres. Can read signs and internal signage, particularly in supermarkets and shopping centres. Can read menus, price lists, receipts, labels, recognizing size and / or measure. Can read shopping lists. Can orient him/herself in observing short, simple emails, notices, instructions and catalogs when provided with help. Can read the essential information in a prescription, when provided with help.


Writteninteraction

Can copy the name of the product to be purchased, provided brief and familiar. Can copy the price of products that he/she recognizes.

Succeeds in writing the names of familiar products. Succeeds in writing the price of products that he/she recognizes. Succeeds in writing the opening times of shops and services (day and time).

Begins to write short shopping lists with expressions of routine. Begins to interact in an elementary way, through short messages on paper or electronically, above all sms.

Can write short notes and shopping lists with expressions of routine. Can interact in a simple way, through short messages on paper or electronically, above all sms.

SPEAKING PrealphaA1


AlphaA1Beginsto



Spokeninteraction

Succeeds in managing a simple interaction during the purchase of products for personal use. Succeeds in expressing in a simple way his/her physical suffering.

Begins to interact in verbal exchanges that take place during commercial operations expressing requests in a simple way. Begins to ask questions relating to the price and quantity. Begins to express habits and tastes in relation to places to purchase if asked by the other person. Begins to express the level of satisfaction related to familiar products. Begins to answer questions about the location of pain.

Can interact in verbal exchanges that take place during commercial operations expressing requests in a simple way. Can ask questions relating to the price, quantity and size. Can ask about and express habits and tastes related to products and places to purchase, if asked by the other person. Can express the level of satisfaction related to familiar products. Can answer questions about the location of the pain and the most common symptoms.

Can interact in verbal exchanges that take place during commercial operations expressing requests in a simple way. Can ask questions relating to the price, possible offers, quantity and size. Can ask about and express habits and tastes related to products and places to purchase. Can answer questions about the location of the pain, the main symptoms and is able to describe them in an elementary way. Can orient him/herself in the development of a communicative topic, being able to describe in an elementary way the objects that they want to buy.


STA.5 – PROGRESSION – Me and the workplace READING–WRITING PrealphaA1

RecognizesAlphaA1


PreA1Beginsto

A1Cando

Writtencomprehension

Recognising certain words and / or internal signage, they begin to orient him/herself within the workplace.

Succeeds in orienting him/ herself in the identification of signs, placards and internal signage in the workplace. Succeeds in orienting him/ herself in reading the timetable in the workplace. Succeeds in identifying some acronyms and abbreviations.

Begins to read simple leaflets and brochures especially with visual support. Begins to read the signs, posters and internal signage in the workplace. Begins to orient him/herself in reading short advertisements related to the work making an idea of the content, when provided with help. Begins to read the timetable within the workplace. Begins to understand the meaning of some acronyms and abbreviations related to the working world.

Can read notices, regulations, leaflets and brochures especially with visual support. Can read instructions in the workplace. Can read the signs, posters and internal signage in the workplace. Can read the main information in brief ads related to the work. Can read the timetable within the workplace. Can understand the meaning of some acronyms and abbreviations related to the world of work.


Writteninteraction

Succeeds in writing his/her profession and that of family members in simple forms, possibly copying from notes prepared by others or from documents.

Begins to fill out forms and questionnaires which require information about the work environment, managing to express in writing the ability to do something. Begins to fill out simple reports and registration documents relating to activities carried out in the workplace, as long as they are familiar.

Can write simple phrases related to his/her work. In these expressions he/she is able to describe the workplace, what he/she does and what he/she can do in a simple way. Can fill in simple reports and registration documents related to activities carried out in the workplace.

SPEAKING PrealphaA1


AlphaA1Beginsto



Spokeninteraction

Begins to express him/ herself in an elementary way about their level of satisfaction in relation to work, if asked by the other person. Begins to interact on the phone in a very simple way.

Can describe his/her work environment, what he/she does and what he/she can do in a very simple way, using an elementary repertoire of words. Can express him/herself in a simple way about their level of satisfaction in relation to work, if asked by the other person. Can interact on the phone in a simple way.

Can describe his/her work environment, what he/she does and what he/she can do in a very simple way, using a basic repertoire of words. Can express him/herself in a simple way about their level of satisfaction in relation to work. Can orient him/herself in the development of a communicative topic, being able to describe in an elementary way the things they do at work.


STA.6 – PROGRESSION – Me and the HC (Host Country) language READING–WRITING Prealpha

A1Recognizes

AlphaA1Succeeds(earlyattempts)

PreA1Beginsto

A1Cando

Writtencomprehension

Recognizes the name of his/her school and the names and surnames of fellow students and teachers.

Succeeds in reading single words related to the offer of HC language courses in simple leaflets and brochures especially with visual support. Succeeds in orienting him/herself in the identification of signs and internal signage present in a school building. Succeeds in orienting him/herself in the reading of the timetable of the lessons and the school calendar Succeeds in identifying the name of the school or the type of educational institution of him/herself or his/her family members. Succeeds in reading the name of his/her school and the names and surnames of fellow students and teachers. Succeeds in identifying some acronyms and abbreviations. Succeeds in understanding, with the help of icons, most of the instructions in the L2 manual or paper-based

Begins to read different types of texts related to the provision of HC language courses: questionnaires, notice board information, simple leaflets and brochures especially with visual support. Begins to orient him/herself in the reading of signs and internal signage present in a school building. Begins to read the timetable of the lessons and the school calendar. Begins to read the name of the school or the type of educational institution of him/herself or his/her family members. Begins to understand the meaning of some acronyms and abbreviations. Begins to read most of the instructions in the L2 manual or paper-based handouts used by the teacher. Begins to orient him/ herself in the use of a dictionary.

Can read different types of texts related to the provision of HC language courses: questionnaires, notice board information, simple leaflets and brochures especially with visual support. Can read the signs and internal signage present in a school building. Can read the timetable of the lessons and the school calendar. Can read the timetable of the lessons and the school calendar. Can understand the meaning of some acronyms and abbreviations. Can read the instructions in the L2 manual or paper-based handouts used by the teacher. Can read the files frequently used in examinations including the instructions for a language test. Can use a dictionary.


handouts used by the teacher.

Writteninteraction

Can copy the timetable of lessons (day and time) as a memo for him/ herself.

Succedes in writing the timetable of lessons.

Begins to fill out forms and questionnaires to enrol in courses and educational activities.

Can fill out forms and questionnaires to enrol in courses and educational activities. Can interact in writing with answer sheets routinely used in teaching and in the administration of a language test.

SPEAKING PrealphaA1

Succeeds(early

attempts)

AlphaA1Beginsto



Spokeninteraction

Begins to give feedback relating to his/her level of satisfaction of the attended course.

Can ask simple information about the courses he/she intends to attend (place, calendar, schedule, cost). Can give feedback relating to his/her level of satisfaction of the attended course. Can understand and follow brief instructions, in particular concerning the completion of tasks during class.

Can describe him/ herself simply, what he/she does during the day, his/her environment, in a very short monologue. Can express a simple opinion about the attended course. Can give very simple explanations for the causes of possible absences from the language course. Can interact with materials and input frequently in use in the administration of the speaking component of a language test.

1©LoescherEditore–Torino2016

1. TTB1–FUNCTIONSPrealphaA1 AlphaA1 PreA1 A1

Reactingtoinformation

Identify. State. Answer a question with a confirmation or denial. Answer a question by giving information on a place. Answer a question by pointing.

Identify. State. Answer a question with a confirmation or denial. Answer a question by giving information about a place. Answer a question by pointing. Inquire about an object or a person. Inquire about a place. Inquire about the time. Inquire about quantity. Answer a question by giving information about a place. Answer a question by giving information about the time. Answer a question by giving information on the degree and amount.

Identify. State. Answer a question with a confirmation or denial. Answer a question by giving information about a place. Answer a question by pointing. Inquire about an object or a person. Inquire about a place. Inquire about the time. Inquire about quantity. Answer a question by giving information about a place. Answer a question by giving information about the time. Answer a question by giving information on the degree and amount. Answer a question by giving information on how.

Identify. State. Answer a question with a confirmation or denial. Answer a question by giving information about a place. Answer a question by pointing. Inquire about an object or a person. Inquire about a place. Inquire about the time. Inquire about quantity. Answer a question by giving information about a place. Answer a question by giving information about the time. Answer a question by giving information on the degree and amount. Answer a question by giving information on how. Answer a question by giving information about the cause. Describe.


Reactingtoopinionsandbehaviour

Express the agreement in relation to a statement.

Express the agreement in relation to a statement. Apologise.

Express the agreement in relation to a statement. Apologise. Express disagreement with a statement. Express the ability to do something.

Express the agreement in relation to a statement. Apologise. Express disagreement with a statement. Express the ability to do something. Express ignorance. Express the desire to do something. Expressthe intention to do something. Express an obligation.

Reactingtoemotionsandfeelings

Express pleasure, joy, happiness. Express gratitude, recognition, and thanks. Express concern, fear. Express physical suffering.

Express pleasure, joy, happiness. Express gratitude, recognition, and thanks. Express concern, fear. Express physical suffering. Express the fact of loving or appreciating something or someone. Express satisfaction.

Express pleasure, joy, happiness. Express gratitude, recognition, and thanks. Express concern, fear. Express physical suffering. Express the fact of loving or appreciating something or someone. Express satisfaction. Answer a thank you Express the fact of not loving.

Express pleasure, joy, happiness. Express gratitude, recognition, and thanks. Express concern, fear. Express physical suffering. Express the fact of loving or appreciating something or someone. Express satisfaction.

Express the fact of not loving. Expresssadness,dejection.


Reactingtoactivitiesandactions

Respond to a request by accepting unreservedly. Respond to a proposal by accepting it. Respond to a proposal by refusing. Give authorization without reservations. Refuse.

Respond to a request by accepting unreservedly. Respond to a proposal by accepting it. Respond to a proposal by refusing. Give authorization without reservations. Refuse. Apply for an authorization or an approval. Ask someone to do something.

Respond to a request by accepting unreservedly. Respond to a proposal by accepting it. Respond to a proposal by refusing. Give authorization without reservations. Refuse. Apply for an authorization or an approval. Ask someone to do something.

Respond to a request by accepting unreservedly. Respond to a proposal by accepting it. Respond to a proposal by refusing. Give authorization without reservations. Refuse. Apply for an authorization or an approval. Ask someone to do something. Queryontheintentionsofotherswarn.

Reactinginthecontextofsocialrituals

Greet. Respond to a greeting. Introduce him/herself. Respond to an introduction. Take leave.

Greet. Respond to a greeting. Introduce him/herself. Respond to an introduction. Take leave. Introduce someone. Attract attention. Welcome someone. Answer the phone Introducing him/herself. Inquire about the identity of the other person on the phone.




Wish someone something. Ask to speak with someone on the phone.

Wish someone something. Ask to speak with someone on the phone. Congratulate someone. Ask the other person to wait while on the phone. Communicate by correspondence.

Thestructureofspokeninteraction

Communicate to the other person they have not understood.

Communicate to the other person he/she has have not understood. Make sure he/she understands the other person and communicate not having understood.

Communicate to the other person he/she has have not understood. Make sure he/she understands the other person and communicate not having understood. Make sure he/she: understands the other person: asking to repeat asking to speak slowly asking the meaning of words/expressions asking confirmation

Communicate to the other person he/she has not understood. Make sure he/she understands the other person and communicate not having understood.Make sure he/she: understands the other person: asking to repeat asking to speak slowly asking the meaning of words/expressions asking confirmation Makes sure he/she understands the other person asking for a definition. Makes sure the other person has understood spelling out words syllable by syllable.


Thestructureofspeech

Search for a word. Ask for help about a word/ expression. Correct him/herself and recover.

Search for a word. Ask for help about a word/ expression. Correct him/herself and recover. Develop a topic using description.


TTB2–GENERALNOTIONS PrealphaA1 AlphaA1 PreA1 A1

Presence/absence There is / there isn't + noun phrase

There is / there isn't + noun phrase



Location To be, here, where There

To be, here, where There

To be, here, where There

To be, here, where There Stay Place, space

Relativeposition

Up, down, outside In front, behind, inside



Up, down, outside In front, behind, inside Above, below, around

Distance Far, near Far, near Far, near Far, near

Movement

Go

Go Go out Leave, come

Go Go out Leave, come Arrive, enter

Go Go out Leave, come Arrive, enter Walk, run, jump, go back, come back, travel, fly, get up, cross, hit, move, push, follow Start, race

Direction

Up, down, forward, to, in, for

Up, down, forward, to, in, for Back

Up, down, forward, to, in, for Back

Up, down, forward, to, in, for Back, North, South, West, East


Right, left

Right, left Stop Straight, direction

Origin From + city/country From + city/country From + city/country From + city/country Divisionoftime

Numbers for the hours (cardinal 1 to 24) Day, week, month, year Evening, night Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Numbers for the hours (cardinal 1 to 24) Day, week, month, year Evening, night Monday Tuesday Wednesday Thursday Friday Saturday Sunday hour

Numbers for the hours (cardinal 1 to 24) Day, week, month, year Evening, night Monday Tuesday Wednesday Thursday Friday Saturday Sunday hour Numbers for the minutes (Cardinals 1 to 59) Half an hour, quarter of an hour Morning January, February, March, April, May, June, July, August, September, October, November, December

Numbers for the hours (cardinal 1 to 24) Day, week, month, year Evening, night Monday Tuesday Wednesday Thursday Friday Saturday Sunday hour Numbers for the minutes (Cardinals 1 to 59) Half an hour, quarter of an hour Morning January, February, March, April, May, June, July, August, September, October, November, December Midnight, noon Afternoon Second, minute Season, spring, summer, autumn, winter Part time / full time Time, moment

Evolutionoftime

Start, finish, after

Start, finish, after Before




Then, last Start, end, past, present, last, time, usual

Numericquantity

Number (cardinal from 1 to 50)

Number (cardinal from 1 to 50) Number (cardinal from 1 to 100)



Number (ordinal from first to tenth) Pair

Relativequantity

All, A lot, much, a bit, nothing

All, A lot, much, a bit, nothing A little

All, A lot, much, a bit, nothing A little More, less

All, A lot, much, a bit, nothing A little More, less Half, almost, a part Light, heavy Full, empty

Size

Tall, short, big, small, near, far

Tall, short, big, small, near, far Hot, cold

Tall, short, big, small, near, far Hot, cold

Tall, short, big, small, near, far Hot, cold Long, short, wide, narrow, hard, fast, slow Weight, shape, way, type Kilogram (kg), kilometre (Km)

Colour

Colour, blue, green, yellow, red, black, white



Colour, blue, green, yellow, red, black, white Dark, light, brown, light blue, gray

Age Noun phrase + is + age

Noun phrase + is + age Large, small, young, old




Age, elderly

Physicalcondition

Good

Good Sick, bad

Good Sick, bad

Alive, dead

Good Sick, bad

Alive, dead Tired, strong, healthy Life

Cleanliness Clean Clean To clean(v), wash

Clean To clean(v), wash

Clean To clean(v), wash Dirty

Valutation

Cost Good, nice Yes, no

Cost Good, nice Yes, no Good, bad Price Easy, difficult

Cost Good, nice Yes, no Good, bad Price Easy, difficult Expensive Ok, fine New Important To like

Cost Good, nice Yes, no Good, bad Price Easy, difficult Expensive Ok, fine New Important To like Bad, ugly, cute, sweet No problem, simple


Error, right, make a mistake, wrong True, false Normal, special Possible Useful, necessary Chance, luck Offer Great, perfect, better Prefer, choose

Relationship Same, different, another


TTB3–SPECIFICNOTIONS PrealphaA1 AlphaA1 PreA1 A1

PERSONALDOMAINPersonalidentification

Name, surname Address Married Name of the country / city Man, woman Sir, Miss, Mrs Family Phone / Tel. Signature

Name, surname Address Married Name of the country / city Man, woman Sir, Miss, Mrs Family Phone / Tel. Signature Male / M female / F Name of the city Foreigner Child

Name, surname Address Married Name of the country / city Man, woman Sir, Miss, Mrs Family Phone / Tel. Signature Male / M female / F Name of the city Foreigner Child Nationality (open field) Date of birth Sign House number Mobile phone Boy, girl

Name, surname Address Married Name of the country / city Man, woman Sir, Miss, Mrs Family Phone / Tel. Signature Male / M female / F Name of the city Foreigner Child Nationality (open field) Date of birth Sign House number Mobile phone Boy, girl Adult, minor Sex Immigrant, immigration, migrant,


Call Traditional, tradition

Houseanddomesticenvironment

Bathroom

Bathroom Floor, staircase, computer

Bathroom Floor, staircase, computer Room

Bathroom Floor, staircase, computer Room Lift, building, wall, roof Object

Routineanddailylife

Eat, drink Eat, drink Internet

Eat, drink Internet SMS

Eat, drink Internet SMS E-mail (email address), website, advertising

Freetime,leisureandentertainment

TV TV TV Cinema, film, party

TV Cinema, film, party Gift, news, program, idea Weekend

Relationswithotherpeople

Hello, good morning friend, help

Hello, good morning friend, help Good evening Question, ask a question

Hello, good morning friend, help Good evening Question, ask a question Goodbye Meet, call, ask, answer,

Hello, good morning friend, help Good evening Question, ask a question Goodbye Meet, call, ask, answer, reply Thank you, you're welcome


reply Thank you, you're welcome

Appointment, greeting, greet, forget, remember, communicate, communication, tell, call, hello Enough, be quiet Good afternoon, good night Information, advice, promise, meeting People, person Thank (v), surprise

Actionsandfeelings

Open, close, do, have, live, make

Open, close, do, have, live, make Give, say, see

Open, close, do, have, live, make Give, say, see Look for, take Look, feel Play Wait Send Happy, nice

Open, close, do, have, live, make Give, say, see Look for, take Look, feel Play Wait Send Happy, nice Find, put, die, change, become, happen, continue, check, cover, believe, send, think, seem, love, decide, stop, cry, point, touch, leave, lose, keep, prepare, lend, try, succeed, remain, steal, sit, serve, arrange, dream, hope, smile, cut, break, use, win, smoke I need, I want Sad, lonely, nervous, happy, kind, boring, intelligent, interesting Love, action, calm, fear, pleasure, memory, dream, smile


Fact, problem

Surroundings Street, city, square Open

Street, city, square Open Sea, mountains Centre, town Entrance, exit Closed

Street, city, square Open Sea, mountains Centre, town Entrance, exit Closed Stop, parking Countryside Forbidden

Street, city, square Open Sea, mountains Centre, town Entrance, exit Closed Stop, parking Countryside Forbidden Hill Plain, lake, river, tree, wood, stone, environment, nature, air, sky, clouds, wind, fire, dark, moon, sun, rain, snow, temperature, smoke Material (open field), wood, plastic, glass Bridge Danger, dangerous Toilet

PUBLICDOMAIN Travel

Document, Form, residence permit, photo (-graph) Bus, auto (-mobile)

Document, Form, residence permit, photo (-graph) Bus, auto (-mobile) Sheet, photocopy Car, train

Document, Form, residence permit, photo (-graph) Bus, auto (-mobile) Sheet, photocopy Car, train Bike, underground, station

Document, Form, residence permit, photo (-graph) Bus, auto (-mobile) Sheet, photocopy Car, train Bike, underground, station


Travel, bag

Travel, bag Motorcycle, coach, transport Helmet, wheel Petrol, diesel Motorway, traffic light, platform Distance Drive, Traffic Delay

Healthandbodycare

Doctor Doctor Doctor, medicine

Doctor Doctor, medicine Illness

Doctor Doctor, medicine Illness Health Rest, break, sleep, rest (v)

Shopping Euro (€) Euro (€) Money

Euro (€) Money

Euro (€), names of other currencies Money Free

Foodanddrink Water

Water

Water

Water Food, hunger, thirst, taste

Services Municipality, police post, office

Municipality, police post, office Municipality

Municipality, police post, office Municipality

Municipality, police post, office Municipality Immigration office,


Certificate, Agency

Socio-politicalstructures

HC (Host Country) HC (Host Country) State

HC (Host Country) State Nazione

HC (Host Country) State Nation People, companies, domestic, foreign, international, capital, European, law, Ministry Politics, war, peace, order EU, CoE

PROFESSIONALDOMAIN Professionalactivities(Openfield)

Work (v), work (open field)

Work (v), work (open field) I am + profession

Work (v), work (open field) I am + profession

Work (v), work (open field) I am + profession Employee, profession

EDUCATIONALDOMAIN

Activities Speak, read, listen, study

Speak, read, listen, study Know

Speak, read, listen, study Know Write, learn I can + infinite verb Homework, word Full stop, comma

Speak, read, listen, study Know Write, learn I can + infinite verb Homework, word Full stop, comma Copy, draw, describe, explain, correct


Image, example, explanation, memory Questionnaire Alphabet Teach, understand, know informatics Pronounce, pronunciation, mean, meaning, , translate, translation block letters, title

Roles Student Student Student Student Subjects HC language HC language HC language

HC language

Facilities School School School School Equipment Pen, sheet Pen, sheet

Page, book

Pen, sheet Page, book File


TTB4–GENRESPrealphaA1 AlphaA1 PreA1 A1

Forms Personal documents Communication exchange

Forms Personal documents Communication exchange

Forms Personal documents Communication exchange Questionnaires

Forms Personal documents Communication exchange Questionnaires


STB4.1–GENRES–MyselfPrealphaA1 AlphaA1 PreA1 A1

Identification Cards

Identification Cards Correspondence

Identification Cards Correspondence

Identification Cards Correspondence E-Mail Fax


STB4.2–GENRES–MyHomePrealphaA1 AlphaA1 PreA1 A1

Promotional Material

Promotional Material Correspondence Bills Leaflets Information Brochures

Promotional Material Correspondence Bills Leaflets Information Brochures Sms Shopping Lists Advertisements

Promotional Material Correspondence Bills Leaflets Information Brochures Sms Shopping Lists Advertisements E-Mail Catalogues


STB4.3–GENRES–MylifeinHC:servicesandofficesPrealphaA1 AlphaA1 PreA1 A1

Signs Plaques Posters

Signs Plaques Posters Timetables Bills Correspondence Tickets Road signs Brochures

Signs Plaques Posters Timetables Bills Correspondence Tickets Road signs Brochures Maps

Signs Plaques Posters Timetables Bills Correspondence Tickets Road signs Brochures Maps

Instructions Regulations Notifications E-mail Fax


STB4.4–GENRES–MylifeinHC:thingsIbuyPrealphaA1 AlphaA1 PreA1 A1

Door name plaques Receipts Signs Posters

Door name plaques Receipts Signs Posters Timetables Internal signage Price lists Labels Leaflets Advertising leaflets Information brochures Short notes

Door name plaques Receipts Signs Posters Timetables Internal signage Price lists Labels Leaflets Advertising leaflets Brochures Short notes Menus Billboards Shopping lists Sms

Door name plaques Receipts Signs Posters Timetables Internal signage Price lists Labels Leaflets Advertising leaflets Brochures Short notes Menus Billboards Shopping lists Sms Catalogues Instructions Notifications E-mail


STB4.5–GENRES–MeandtheworkplacePrealphaA1 AlphaA1 PreA1 A1

Signs Posters

Signs Posters Timetables Internal signage Leaflets Brochures

Signs Posters Timetables Internal signage Leaflets Brochures Advertisements

Signs Posters Timetables Internal signage Leaflets Brochures Advertisements Notifications Regulations Instructions E-mail Reports / worksheets


STB4.6–GENRES–MeandtheHC(HostCountry)languagePrealphaA1 AlphaA1 PreA1 A1

Posters

Posters Timetables Calendars Internal signage Brochures Leaflets Manual L2 / paper handouts

Posters Timetables Calendars Internal signageBrochures Leaflets Manual L2 / paper handouts Information present on the board Vocabulary

Posters Timetables Calendars Internal signage Brochures Leaflets Manual L2 / paper handouts Information present on the board Vocabulary Notifications Regulations Fax Booklets Answer sheets and the input to the speaking component in the context of a formal test Monologue


TTC–Preliteracyandbasicliteracyskills(technicalskills)1

PrealphaA1 AlphaA1 PreA1

Literacyrequirements2

Begins to understand the relationship between the spoken and written language. Begins to understand that writing carries meaning. Succeeds in distinguishing linguistic signs from other signs. Is developing visual-motor skills.

Understands the relationship between the spoken and the written language. Understands that writing carries meaning. Begins to distinguish linguistic signs from other signs. Has developed visual-motor skills

Has understood the relationship between the spoken and the written language. Has understood that writing carries meaning. Can distinguish linguistic signs from other signs.

Generalliteracy

Begins to understand the word concept. Is developing phonological awareness. Begins to understand the alphabetic principle (the correspondence between graphemes and phonemes). Succeeds in applying the conventions of writing (from left to right, top to bottom, with written lines, separation of words, etc.). Begins to orient him/herself with the book as an object.

Understands the word concept and Begins to understand the sentence concept.. Has developed phonological awareness. Understands the alphabetic principle (the correspondence between graphemes and phonemes). Understands the morphemic principle. Begins to apply the conventions of writing albeit with errors (from left to right, top to bottom, with written lines, the separation of words, etc.). Can orient him/herself with the book as an object.

Has understood the sentence concept and understands the text concept. Can segment words based on their sounds, syllables and chunks. Has understood the morphemic principle. Can apply the conventions of writing albeit with errors (from left to right, top to bottom, with written lines, the separation of words, etc.). Can orient him/herself with the book as an object using the index.

1 For the reading-writing ability in terms of comprehension and production of written texts refer to the table TTA. 22 Relevant mainly to pre literate learners (see Guidelines).


Technicalreadingskills

Global reading Recognizes personal information. Recognizes a set of words of personal interest or commonly used in their environment, especially if printed in Uppercase (UC).

Analytic-synthetic reading Recognizes all the letters of the HC alphabet and the foreign letters. Reads the most commonly produced vowels and consonants in the HC language or recurring in familiar words. Begins to read the most frequent syllables in the HC language; Begins to read frequent 'chunks' in the HC language. Begins to read the simplest and most frequent words in the HC language, especially if he/she knows the meaning.

Global reading Begins to identify a word in a list when it is spoken aloud. Can read a set of words of personal interest or commonly used in his/her environment. Recognizes words written in printed uppercase letters, lowercase or in other formats provided they do not differ too much from the standard formats.

Analytic-synthetic reading

Can read all the letters of the HC alphabet and the foreign letters. Can read the less frequent syllables. Can read short words, even if they are not known, provided they are formed by familiar syllables or chunks and practiced. Recognizes dates, prices and other alphanumeric messages. Can read their own writing.

Global reading Can identify a word in a list. Can read the most common or familiar words. Can read words written in printed upper and lower case, even in non-standard formats, and recognize some words in lowercase cursive if in standard calligraphy.

Analytic-synthetic reading Can read simple words smoothly and with uncertainties in the longer words or words containing complex syllables. Can read a sentence by linking the components.

Can copy personal data. Can copy a few familiar words or words of personal interest. Begins to write his/her signature. If supported, succeeds in writing the most

Succeeds in writing their own personal data and that of their family or those close to them, in printed uppercase. Can write a custom signature. Can write single words of personal interest or if familiar.

Can write single words, even unknown using self-dictation, albeit with errors and omissions. Can write short sentences, albeit with errors. Begins to write short texts, if supported.


Writing

frequent syllables formed by known letters. If supported, succeeds in writing the most simple and frequent words in the HC language, especially if they are familiar.

If supported, begins to write short, unknown words albeit with mistakes and omissions of letters or syllables. If supported, succeeds in writing very short routine sentences. Succeeds in using some spelling rules.

Begins to use the major punctuation marks. Can use the main spelling rules.


TTC–Studyskills

PrealfaA1 AlphaA1 PreA1

Learningstrategies3

Begins to develop strategies to memorise vocabulary and spoken patterns. Begins to observe the arrangement of letters and words on the support (book, board etc.) to orient him/herself in reading. Begins to analyze and memorise word segments (groups of letters, syllables).

Is developing awareness of some strategies to memorise vocabulary and spoken patterns. Succeeds in using the arrangement of letters, words, and page numbers to orient him/herself in reading. Begins to analyze and memorise the spelling of words. Begins to connect spelling rules as an aid in reading and memorization of vocabulary.

Begins to consciously use strategies to memorise vocabulary and spoken patterns. Can use the arrangement of letters, words, page numbers to orient him/herself in reading. Can analyze and memorise the spelling of words. Can connect spelling rules as an aid in reading and memorization of vocabulary.

Useofteaching/learningtechniquesintheclassroom

Succeeds in using different writing materials and media including technical devices (PCs, media). Succeeds in orienting him/herself in the sequence of the lesson. Is developing familiarity with the study tools (notebook, pen, manual, photocopies, board). Recognizes the corrections. Succeeds in seeking help, often in the native tongue or through non-verbal signals.

Begins to use different writing materials and media including technical devices (PCs, media). Begins to use the keyboard for word processing, if trained. Begins to use the illustrations to orient him/herself around the topics being covered. Can keep notebooks (e.g. the sequential use of the pages) and can use writing tools. Succeeds in understanding the importance of corrections in the

Can use the keyboard for word processing, if trained. Can use the illustrations to orient him/herself around the topics being covered. Understands simple graphical representations. Has understood the importance of corrections in the learning process. Begins to correct him/herself. Begins to develop strategies for frequently used exercises and

3 The reading and writing strategies are described in Tables A.


Succeeds in recognizing the most frequent types of exercise.

learning process. Begins to consciously use the and the classmates for help in HC language. Begins to recognize the types of exercises and classroom activities. Begins to work alone, in pairs, in groups and in class groups in connection to the task.

classroom activities. Can work alone, in pairs, in groups and in the class in connection to the task. Begins to recognize the importance of self study outside the classroom. Can orient him/herself within the exam format.

Documents

READING WRITING A1 Alpha A1 Pre A1 A1 ttempts) Begins to