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Download Spanish KS3 Grade Descriptors
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Listening (Strand 1) D e s c r i p t o r Speaking (Strand 2) D e s c r i p t o r Reading (Strand 3) Beginning Stage I can demonstrate understanding of familiar words, spoken clearly and repeated if necessary. I am beginning to demonstrate understanding of a range of familiar phrases and opinions, spoken clearly. Grade 1 I can demonstrate understanding of main points and simple opinions from short passages using familiar vocabulary, short phrases and common verbs in the present tense, spoken clearly. I can transcribe familiar words. Grade 2 I can demonstrate understanding of main points, opinions and some details in short passages which include reference to either the present or another tense. I can recognise and understand some of the Grade 2 grammatical structures. I can transcribe short phrases. Grade 3 I can demonstrate understanding of a variety of short passages which include opinions with basic reasons and details. There may be reference to either the present and the past, or the present and the future, spoken clearly. I can recognise some Grade 3 grammatical structures and use them to accurately determine the meaning of spoken language. I can transcribe short sentences. Grade 4 I can demonstrate understanding of short and longer passages which include opinions with reasons and a range of basic grammatical structures. There may be reference to the present, the past and the future, spoken clearly. I can recognise and understand some Grade 4 grammatical structures and use them to accurately determine the meaning of spoken language. I can transcribe sentences. Grade 5 I can deduce meaning and demonstrate understanding of the overall message and key points in a variety of passages which may contain three different tenses. I can identify justified opinions that use familiar and unfamiliar vocabulary. I can recognise and understand some of the Grade 5 grammatical structures and use them to accurately determine the meaning of spoken language. Grade 6 I can deduce meaning and demonstrate understanding of detail in longer passages, including some authentic sources, which include a range of at least three different tenses and justified opinions. I will use strategies to cope with unfamiliar language and grammatical structures, including some Grade 6 grammatical structures, spoken clearly. Grade 7 I can deduce meaning and demonstrate understanding of overall message and detail in longer passages including authentic sources which include a range of at least three different tenses, opinions and some more complex grammatical structures, including some Grade 7 grammatical structures and less familiar vocabulary, spoken clearly. Grade 8 I can recognise themes and ideas in longer passages, including authentic sources, covering some contemporary and cultural themes. These longer passages will include some different types of spoken language, a combination of complex tenses and Grade 8 grammatical structures and some less common vocabulary. Beginning Stage I can say single words and short phrases with support. I can use correct pronunciation and intonation based on what the teacher models for me. I am beginning to answer simple questions and give basic information about myself using familiar vocabulary. Grade 1 I can answer simple questions and present simple opinions. I can take part in short dialogues, using short phrases in the present tense. I am starting to understand how to pronounce new vocabulary independently. Grade 2 I can take part in simple conversations by asking and answering questions. I can exchange opinions and give simple reasons using familiar vocabulary and common Grade 2 grammatical structures. I am beginning to understand how to speak spontaneously in response to familiar questions. Grade 3 I can take part in short conversations on a range of familiar topics, expressing opinions and giving reasons. I may be able to refer to the past or future, as well as the present, using familiar vocabulary and some Grade 3 grammatical structures. My pronunciation and intonation are becoming more accurate. Grade 4 I can take part in more detailed conversations which refer to more than one tense. I am able to express and justify opinions. I can use a range of common vocabulary and some Grade 4 grammatical structures. My pronunciation and intonation are becoming more accurate. I am beginning to understand how to develop conversation by thinking of my own questions to ask. Grade 5 I can start and develop conversations. I can use a wide range of common vocabulary and some Grade 5 grammatical structures which may contain three different tenses. I can ask questions and give detailed answers. I can also respond to unexpected questions and expand answers where appropriate. My pronunciation and intonation are becoming more accurate. Grade 6 I can speak with confidence on a variety of topics. I can use and adapt language for new purposes and narrate events. I am beginning to use some less common vocabulary and some more complex Grade 6 grammatical structures which refer to the past, present and future. I can ask questions, respond to unexpected questions and give detailed answers where appropriate. My pronunciation and intonation are mostly accurate. Grade 7 I can start and develop discussions on a wide variety of topics. I understand which register to use depending on who I am speaking to. I can narrate events coherently. I can use some less common vocabulary and more complex Grade 7 grammatical structures which refer to the past, present and future. I can ask spontaneous questions, respond to unexpected questions and points of view, and expand on my answers where appropriate. I have a range of strategies to deal with unknown words and phrases. My pronunciation and intonation are mostly accurate. Grade 8 I can confidently start and sustain a detailed conversation and / or discussion. I can narrate events and express my views on a wide range of topics. I can use a range of less common vocabulary and some more complex Grade 8 grammatical structures which employ a range of tenses including less common tenses such as the conditional. I can interact naturally with little hesitation and little rephrasing. My pronunciation and intonation would be understood by a native speaker with some clarification or repetition. Beginning Stage I can understand familiar written words and can read them aloud. I am beginning to understand a range of familiar written phrases and opinions. Grade 1 I can understand the main points in short texts which use familiar language. I can translate familiar words and short phrases into English. I can use my knowledge of phonics to try and pronounce words / phrases that I read correctly. Grade 2 I can understand the main points in short written texts, including opinions. I can understand a variety of short texts, such as menus, short adverts and simple songs and poems. I am beginning to use a bilingual dictionary or glossary to look up unfamiliar words. I can translate simple sentences which contain familiar vocabulary and some Grade 2 grammatical structures into English. Grade 3 I can understand a range of short and longer texts. There may be reference to more than one tense. I can use reading strategies to work out the main message in short authentic texts (e.g. adapted adverts, poems and songs). I can translate longer sentences into English, showing awareness of familiar grammar, including some Grade 3 grammatical structures and especially tenses. Grade 4 I can understand the main points in a range of short and longer texts which include opinions and may refer to more than one tense. I can read short authentic texts (e.g. adapted adverts, information leaflets, poems and songs). I can translate short passages, including some Grade 4 grammatical structures, into English. Grade 5 I can understand the overall message and key points in a range of texts, including extracts from literary texts. These texts will include opinions as well as less familiar vocabulary and more complex Grade 5 grammatical structures. I can use a range of reading strategies to work out the meaning in a variety of short and longer authentic texts (e.g. emails and short magazine extracts, and adapted or abridged short stories). I can translate short passages into English with increasing accuracy. Grade 6 I can work out the meaning of longer texts in greater detail, including extracts from literary texts. These may include three or more different tenses, opinions and some familiar and unfamiliar language, including some more complex Grade 6 grammatical structures. I can understand longer authentic texts (e.g. longer blogs, letters, extracts from novels and short articles). I can translate short passages into English on a range of topics which employ more complex structures and less common vocabulary, though there may be occasional errors. Grade 7 I can work out the meaning of longer texts, including extracts from literary texts, which include a combination of different tenses, opinions, some more complex Grade 7 grammatical structures and some less common vocabulary. I can understand longer authentic texts (e.g. news magazine articles, email exchanges and extracts from plays). I can translate short passages accurately into English, containing more complex language and grammar, with occasional errors. Grade 8 I can draw inferences from longer texts, including extracts from literary texts. I can organise and present the relevant details. I can respond to information in texts, which include authentic sources containing occasional unfamiliar material and which include a combination of complex tenses, complex grammatical Grade 8 structures and less common vocabulary (e.g. international news articles, factual websites). I can translate longer passages accurately into English , containing complex grammatical structures and less common vocabulary, with occasional errors. Beginning Stage I can write or copy simple words correctly. I can label items. I can write a few short sentences with support, giving basic information. I can write some familiar words from memory. Spelling and accents may not be accurate, but the meaning is clear. Grade 1 I can write several short sentences with support to give information. I can translate familiar words and short phrases into the target language. My writing may lack accuracy, however the message is clear. I can use straightforward language and am beginning to use the present tense of frequentlyused verbs with increasing accuracy. Grade 2 I can write short texts for different purposes using familiar language. I am beginning to express opinions and give simple reasons. I can translate simple sentences into the target language which include some Grade 2 grammatical structures and contain familiar words. My writing may contain errors, however the meaning is clear when I use straightforward language. Grade 3 I can write short texts which give information and opinions. There may be reference to more than one tense. I can translate longer sentences into the target language which include some Grade 3 grammatical structures. Although I am developing my accuracy and the meaning of my writing is clear I may make some minor errors (e.g. spellings, genders, agreements) and some errors with verbs and tenses. Grade 4 I can write more detailed texts giving information and opinions. I am able to translate longer sentences containing linked ideas into the target language which include some Grade 4 grammatical structures. My writing is mostly accurate and the meaning is clear, but I may make some minor errors (e.g. spellings, genders, agreements) and an occasional major error (e.g. with verbs). I am beginning to use a variety of tenses, although there may be some ambiguity. Grade 5 I can write longer texts for different purposes and in different settings, which may include descriptions, narrations and personal opinions with some justification in a range of tenses. I can translate longer sentences into the target language which contain linked ideas, a variety of vocabulary and some Grade 5 grammatical structures. My writing is increasingly accurate and the meaning is clear, but I may make some minor errors (e.g. spellings, genders, agreements) and some errors with more complex structures. Grade 6 I can write longer texts on a variety of topics. These include descriptions and narrations in the past, present and future. I can express my opinion and can give reasons for the things that I like / dislike. I can link sentences and paragraphs and can structure my ideas coherently. I can translate a short passage containing linked longer sentences into the target language which use more complex Grade 6 grammatical structures. My writing is mostly accurate and the meaning is clear in familiar language, with a few errors when using more complex structures. Grade 7 Grade 8 I can write extended texts about a variety of topics, which contain detailed descriptions, narrations and personal opinions in the past, present and future. I can link sentences and paragraphs, structure my ideas and adapt previously-learned language. I can use a variety of grammatical structures accurately, including some more complex forms. I can use familiar language creatively. I can translate a short passage into the target language which contains more complex Grade 7 language structures. My writing is mostly accurate and the meaning is clear, though there may be some minor or occasional grammatical errors (e.g. spellings, genders, agreements and complex structures). I can coherently write at length about a wide variety of topics, using language effectively to narrate, inform, interest and convince. I can use language creatively to express my thoughts and opinions. I can use a range of grammatical structures, including a combination of tenses (incuding less common tenses such as the conditional) and structures. I can translate a passage into the target language whch contains a range of complex Grade 8 grammatical structures. My writing is mostly accurate and the meaning is clear though there may be some minor or occasional grammatical errors (e.g. spellings, genders, agreements and complex structures). Beginning Stage Understand the following grammatical terms in English: Grade 1 Understand and use: Grade 2 Understand and use: Grade 3 Understand and use: Grade 4 Understand and use: Grade 5 Understand and use: Grade 6 Understand and use: Grade 7 Understand and use: Grade 8 Understand and use: Common patterns of adjectival agreement (singular and plural): -o, -a, -os, -as plus -e or consonant in singular changing to es in plural Expressions of opinion followed by the infinitive ( e.g. me gusta mucho, me encanta, no me gusta nada ) The preterite tense of regular -ar, -er and -ir verbs The preterite tense of common irregular verbs (hacer, tener, ver ) and stem-changing verbs (jugar, sacar ) Direct object pronouns: lo/la/los/las The future tense of regular verbs (e.g. compraré ) The imperfect tense The perfect tense Possessive adjectives: mi/mis, tu/tus, su/sus Present tense verbs from 2nd and 3rd steps (plural as well as singular forms) The present tense of estar and use for location The preterite tense of ir and ser The present tense of poder Se debería + infinitive The future tense of irregular verbs (e.g. haré, podré ) Possessive pronouns (el mío , la mía ) Two tenses together (present and preterite or present and near/immediate future) Se puede + infinitive Use of desde hace with present tense Relative pronouns (quien, lo que, el que, cual ) The present tense of querer Me gustaría + infinitive Se debe/No se debe + infinitive The imperfect tense of haber, tener, estar and ser (3rd person singular only) plus estar and hacer in weather expressions Quisiera Si clauses using the present and the future (e.g. Si hace sol, iré a la playa. ) The perfect tense of regular verbs plus common irregulars (e.g. hecho , visto ) The present continuous tense (estar + gerund: estoy hablando ) Simple questions using ¿Qué?, ¿Cómo?, ¿Dónde?, ¿Te gusta? The near/immediate future tense (ir a + infinitive) Tener que and hay que + infinitive Soler + infinitive The present tense of reflexive verbs (full paradigm) Hay/No hay… I mpersonal verbs (most common) (e.g. llueve, nieva, hace sol/frío ) Comparative and superlative adjectives including, mejor, peor, mayor, menor Other negatives: nunca, no… nada I nvariable neuter article lo + adjective (lo fácil , lo bueno , lo mejor, lo justo ) acabar de… The imperative (tu form only) The different uses of ser/estar Demonstrative pronouns (éste, ése, aquél, esto, eso, aquello ) The present tense of regular -ar, er and -ir verbs (singular forms only) Other connectives (e.g. porque, cuando ) Modes of address: tú, vosostros/as, usted, ustedes The present tense of reflexive verbs (singular forms only) Reflexive constructions (se necesita, se habla ) Preposition: the personal a Time expressions, including future (e.g. los lunes, por la mañana, a las tres de la tarde, mañana por la tarde ) Past expressions (e.g. el año pasado, el sábado pasado ) Three tenses together (present, preterite and near/immediate future) Understand only: Comparative and superlative adverbs D e s r i p t o r Writing (Strand 4) D e s c r i p t o r Grammar Noun, article, adjective, pronoun, verb, tense Understand and use: Nouns (singular and plural) Gender and articles: definite and indefinite articles (masculine, feminine and plural) Simple opinions using me gusta and no me gusta D e s c r i p t o r Key high-frequency verb forms: tengo, soy, es The present tense of key irregular verbs (hacer, ir, ser, tener ) and the stem-changing verb jugar (singular forms only) Expressions of frequency (e.g. a veces, todos los días ) Common adjectival agreement (singular forms only): -o, -a Simple negative using no with regular verbs Simple connectives: y, pero, también I ndefinite pronouns: algo, alguien Me duele/Me duelen + noun Use of desde hace with present tense Understand only: I nvariable neuter article lo + adjective (lo fácil, lo bueno, lo mejor, lo justo ) I ntensifiers/Qualifiers: muy, bastante, un poco Adverbs of time and place (e.g. aquí , allí , ahora, ya ) Demonstrative adjectives: este/esta/estos/estas Disjunctive pronouns: conmigo, para mí Questions using a range of question words: ¿quién?, ¿adónde?, ¿por qué?, ¿cuándo?, ¿cuánto?, ¿cuál? I ndefinite adjectives: cada, otro, todo, mismo, alguno Prepositions por and para Understand only: I mperfect tense (full paradigm) Understand only: The pluperfect Understand only: The present subjunctive in exclamatory phrases (e.g. ¡Viva! ¡Dígame! ) Understand only: Relative pronouns (quien, lo que, el que, cual ) Understand only: The gerund Understand only: Possessive adjectives: long form (mío )