The document outlines 7 levels of progress in listening skills. Each level provides examples of skills and abilities students should demonstrate at that level, such as activating background knowledge, understanding global meaning, recognizing sounds, and applying cognitive strategies. The levels progress from very basic skills like understanding short texts supported by visuals, to more advanced skills like interpreting complex inferences and evaluating arguments. Can-do statements are also provided for each level as examples of what a student achieving that level can demonstrate.

1. PROGRESS MAP – LISTENING<br />Level 7Activates background knowledge to listen to oral texts related to concrete and abstract themes and topics, which allow him/her to build different world views. Interprets global meaning of the oral text based on complex inferences and information that arouse from its socio-cultural background. Recognizes the sounds of the language that are essential for effective communication. Identifies rhetorical devices which enhance the global meaning and emotions conveyed by the speaker. Evaluates the quality of arguments and perspectives presented in the oral texts. Level 6III - IVActivates background knowledge to listen to oral texts related to concrete and abstract topics, integrating simple and complex grammar structures. Recognizes the sounds of the language that are essential for effective communication. Interprets global meaning of the text according to the possible intentions of the speaker. Evaluates what is heard comparing it with his point of view and others regarding the theme, applying cognitive and meta-cognitive strategies.Level 5I - IIActivates background knowledge to listen to oral texts related to concrete and abstract topics with simple and complex grammar structures. Recognizes the sounds of the language that are essential for effective communication. Uses complementary elements (linguistic and paralinguistic clues) in the text to expand his/her understanding. Interprets details and text structure relating them with the global meaning. Expresses opinions on topics and themes based on both the oral text and his/her own socio-cultural background and the national and international contingency, applying cognitive and meta-cognitive strategies. Level 47th – 8th Activates background knowledge to listen to texts related to concrete and familiar topics with simple and complex grammar structures with and without visual aid. Recognizes the sounds of the language that are essential for effective communication. Infers cause-effect relationships and chronological and non-chronological sequence integrating relevant details of the oral text. Expresses opinions on topics and themes heard integrating his/her specific knowledge on the theme. Understands the global meaning of the text identifying relevant explicit and implicit information, applying cognitive and meta-cognitive strategies. Level 35th - 6thActivates background knowledge to listen to fiction and non-fiction texts related to concrete and familiar topics with simple sentences supported by visuals. Infers cause-effect relationships and chronological and non-chronological sequence in relation to the gist of the text. Recognizes the sounds of the language that are essential for effective communication. Expresses opinions on topics and themes heard. Understands the global meaning of the text identifying relevant explicit and implicit information, applying cognitive and meta-cognitive strategies. Level 23rd – 4thActivates background knowledge with teacher’s support to listen to short texts related to concrete and familiar topics supported by visuals. Recognizes the sounds of the language that are essential for effective communication. Understands the global meaning of the text identifying relevant information, applying some cognitive and meta-cognitive strategies. Level 11st – 2ndActivates background knowledge with teacher’s support to listen to very short texts related to concrete and familiar topics supported by visuals. Recognizes the sounds of the language that are essential for effective communication. Understands the global meaning of the text and language patterns, applying basic cognitive and meta-cognitive strategies. <br />CAN-DO STATEMENTS<br />Level 11st – 2ndActivates background knowledge with teacher’s support to listen to very short texts related to concrete and familiar topics supported by visuals. Recognizes the sounds of the language that are essential for effective communication. Understands the global meaning of the text and language patterns, applying basic cognitive and meta-cognitive strategies. <br />Level 1- Can-do Statements<br />Achieving this level implies that the student:<br />Recognizes rhythm in a song.<br />Recognizes features of language use such as rhyme and rhythm.<br />Identifies people and objects.<br />Recognizes pronoun references.<br />Locates specific information in response to simple questions.<br />Answers simple questions.<br />Guesses the topic and its likely development by recalling personal experiences.<br />Locates simple information in pictures to <br />Identifies basic consonant sounds.<br />Distinguishes between different initial consonant sounds in words.<br />Deduces patterns from given aural information.<br />Identifies and discriminate the basic consonant initial sounds /d/ and /p/; /m/ and /n/; /f/ and /v/; /h/ and /l/; /j/, /k/ and /r/, /s/ and /z/, /q/ and /x/.<br />Identifies and distinguish between the beginning hard /g/ and soft /g/ sounds.<br />Comprehends short stories, short conversations and short descriptions.<br />Listens to distinguish the singular and plural forms of a countable noun, and identify uncountable nouns.<br /> Identifies basic vowel sounds and discriminate between them.<br />Identifies and distinguishes between the consonant ending sounds /t/ and /x/.; /f/ and /b/; /p/ and /g/; /n/ and /m/; /k/, /l/ and /d/.<br />Identifies the short beginning sounds /a/ and /e/; /i/, /o/ and /u/<br />Identifies main ideas and locates specific information in simple spoken texts.<br />Identifies key words in short texts.<br />Distinguishes between initial blend sounds in words.<br />Recognizes repeated expressions in simple spoken texts.<br />Level 23rd – 4thActivates background knowledge to listen to short texts related to concrete and familiar topics supported by visuals. Recognizes the sounds of the language that are essential for effective communication. Understands the global meaning of the text identifying relevant information, applying cognitive and meta-cognitive strategies. <br />Level 2 - Can-do Statements<br />Achieving this level implies that the student:<br />Recognizes features of language use such as alliteration, rhyme and rhythm.<br />Recognizes pronoun references.<br />Locates specific information in response to simple instructions.<br />Identifies and distinguish between diagraphs /ch/ and /sh/; /th/ and /wh/.<br />Identifies and distinguishes between the beginning blends /dr/ and /fr/; /pr/ and /gr/; /bl/ and /cl/; /sc/ and /sp/; /st/ and /sk/ ; /sn/ and /sw/.<br />Identifies and distinguishes between the ending blends /ng/ and /nt/; /ld/, /lt/ and /lp/ from each other.<br />Indentifies and distinguishes between long vowel sounds /a-e/ and /e-e/; /i-e/ and /o-e/<br />Works out the meaning of unknown words using visual clues.<br />Understands speaker’s feelings using visual and audio clues.<br />Recognizes the difference in use of intonation in simple questions and statements.<br />Recognizes language patterns and vocabulary items previously encountered in new spoken texts.<br />Recognizes the difference in use of intonation in simple sentences, commands and warnings.<br />Recognizes differences in the use of intonation to express feelings.<br />Arranges a set of instructions in sequence.<br />Pays attention to the sequence of events in a personal recount.<br />Pays attention to the use of adjectives in descriptions.<br />Identifies people and activities described.<br />Understands the connection between ideas.<br />Deciphers feelings and emotions.<br />Locates information in a dialogue with narrative.<br />Level 35th - 6thActivates background knowledge to listen to fiction and non-fiction texts related to concrete and familiar topics with simple sentences supported by visuals. Infers cause-effect relationships and chronological and non-chronological sequence in relation to the gist of the text. Recognizes the sounds of the language that are essential for effective communication. Expresses opinions on topics and themes heard. Understands the global meaning of the text identifying relevant explicit and implicit information, applying cognitive and meta-cognitive strategies. <br />Level 3 - Can-do Statements<br />Achieving this level implies that the student:<br />Identifies text structure and features of e-mails, reports, explanations, postcards, letters, instructions, journal entries and fiction texts such as short stories and alliterative sentences according to the framework.<br />Recognizes the sounds of the target language.<br />Recognizes, and interpret correctly, the rhythms of the language necessary to meaning.<br />Understands the language spoken at average pace.<br />Identifies the speaker`s communicative purpose.<br />Uses predictive strategies to activate previous knowledge.<br />Identifies main idea and supporting details of fiction and non-fiction oral texts.<br />Uses the context (clues in sentences or nearby sentences) to convey meaning of unknown words.<br />Infers content from the title, pictures, vocabulary and questions.<br />Follows exchanges in conversation.<br />Understands and responds appropriately to a series of questions.<br />Reconstructs main ideas and their relationships through a visual organizer.<br />Identifies and uses a variety of cognitive and metacognitive techniques presented by the teacher.<br />Identifies paralinguistic clues (tone, gestures, body language) as a relevant and important source of information<br />CAN-DO STATEMENTS<br />Level 47th - 8thActivates background knowledge to listen to texts related to concrete and familiar topics with simple and complex grammar structures with and without visual aid. Recognizes the sounds of the language that are essential for effective communication. Infers cause-effect relationships and chronological and non-chronological sequence integrating relevant details of the oral text. Expresses opinions on topics and themes heard integrating his/her specific knowledge on the theme. Understands the global meaning of the text identifying relevant explicit and implicit information, applying cognitive and meta-cognitive strategies. <br />Level 4 - Can-do Statements<br />Achieving this level implies that the student:<br />Listens to fiction and non-fiction texts identifying text framework and features to convey communicative intention and organization of ideas.<br />Recognizes the sounds of the target language.<br />Recognizes, and interpret correctly, the rhythms of the language necessary to meaning.<br />Understands the language spoken at average pace.<br />Understands grammatical structures that belong to natural, idiomatic speech.<br />Identifies main idea and supporting details of fiction and non-fiction texts.<br />Identifies key vocabulary related to the oral text`s content.<br />Uses the context (clues in sentences or nearby sentences) to convey meaning of unknown words.<br />Follows exchanges in conversation.<br />Understands and responds appropriately to a series of questions.<br />Expresses opinions and comments on a certain topic considering information from the text and his/her own knowledge.<br />Infers the implicit meanings present in spoken language.<br />Predicts consequences of events presented in the oral text.<br />Identifies paralinguistic clues (tone, gestures, body language) as a relevant and important source of information.<br />Identifies the main points emerging from discussion<br />Reflects on what has been heard to ask searching questions, make comments, or challenge the views expressed. <br />CAN-DO STATEMENTS<br />Level 5I – II MEDIOActivates background knowledge to listen to oral texts related to concrete and abstract topics with simple and complex grammar structures. Recognizes the sounds of the language that are essential for effective communication. Uses complementary elements (linguistic and paralinguistic clues) in the text to expand his/her understanding. Interprets details and text structure relating them with the global meaning. Expresses opinions on topics and themes based on both the oral text and his/her own socio-cultural background and the national and international contingency, applying cognitive and meta-cognitive strategies. <br />Level 5 - Can-do Statements<br />Achieving this level implies that the student:<br />Listens to fiction and non-fiction texts identifying text framework and features to convey communicative intention and organization of ideas.<br />Recognizes the sounds of the target language.<br />Recognizes, and interpret correctly, the rhythms of the language necessary to meaning.<br />Understands the language spoken at average pace.<br />Understands grammatical structures that belong to natural, idiomatic speech.<br />Infers the implicit meanings present in spoken language.<br />Understands language appropriate to a range of commonly encountered contexts.<br />Follows exchanges in conversation.<br />Participates in a conversation, as it is appropriate to the social and cultural context.<br />Understands and responds appropriately to a series of questions.<br />Compares and contrasts elements from the text with the surrounding world.<br />Proposes different solutions to problems posed by the text according to the contingent socio-cultural background.<br />CAN-DO STATEMENTS<br />Level 6III – IV MEDIOActivates background knowledge to listen to oral texts related to concrete and abstract topics, integrating simple and complex grammar structures. Recognizes the sounds of the language that are essential for effective communication. Interprets global meaning of the text according to the possible intentions of the speaker. Evaluates what is heard comparing it with his point of view and others regarding the theme, applying cognitive and meta-cognitive strategies.<br />Level 6 - Can-do Statements<br />Achieving this level implies that the student:<br />Listens to fiction and non-fiction texts identifying text framework and features to convey communicative intention and organization of ideas for understanding.<br />Recognizes the sounds of the target language.<br />Recognizes, and interpret correctly, the rhythms of the language necessary to meaning.<br />Understands the language spoken at average pace.<br />Understands grammatical structures that belong to natural, idiomatic speech.<br />Infers the implicit meanings present in spoken language.<br />Understands language appropriate to a range of commonly encountered contexts.<br />Understands language appropriate to a range of commonly encountered contexts.<br />Follows exchanges in conversation.<br />Participates in a conversation, as it is appropriate to the social and cultural context.<br />Explains how certain rhetorical devices (metaphor, imagery, etc.) enhances the figurative meaning of the text.<br />Describes the world view presented by oral texts, considering values and contents within the texts.<br />CAN-DO STATEMENTS<br />Level 7EXCELLENCEActivates background knowledge to listen to oral texts related to concrete and abstract themes and topics, which allow him/her to build different world views. Interprets global meaning of the oral text based on complex inferences and information that arouse from its socio-cultural background. Recognizes the sounds of the language that are essential for effective communication. Identifies rhetorical devices which enhance the global meaning and emotions conveyed by the speaker. Evaluates the quality of arguments and perspectives presented in the oral texts. <br />Level 7 - Can-do Statements<br />Achieving this level implies that the student:<br />Listens to fiction and non-fiction texts and elicits judgments on their formal features, based on his own knowledge and appropriate sources of information. <br />Recognizes the sounds of the target language.<br />Recognizes, and interpret correctly, the rhythms of the language necessary to meaning.<br />Understands the language spoken at average pace.<br />Understands grammatical structures that belong to natural, idiomatic speech.<br />Identifies different accents of the same target language.<br />Infers the implicit meanings present in spoken language.<br />Understands language appropriate to a range of commonly encountered contexts.<br />Understands language appropriate to a range of commonly encountered contexts.<br />Follows exchanges in conversation.<br />Participates in a conversation, as it is appropriate to the social and cultural context.<br />Identifies bias (omissions and intended emphasis) within a text to reveal the speaker’s perspective.<br />Evaluates how certain rhetorical devices (metaphor, imagery, etc.) enhances the figurative meaning of the text.<br />Judges the world view presented by oral literary and non-literary texts, considering values and contents within the texts.<br /> PROGRESS MAP – READING<br />Level 7Activates background knowledge to read texts related to concrete, and abstract themes and topics, which allow him/her to build different world views. Interprets global meaning of the text based on complex inferences and information that arouse from its socio-cultural background. Identifies rhetorical devices which enhance the global meaning of the written work. Evaluates the quality of arguments and perspectives presented in the texts.Level 6III - IVActivates background knowledge to read texts related to concrete, and abstract topics, integrating simple and complex grammar structures. Interprets global meaning of the text according to the possible intentions of the writer or the reader. Evaluates what is read comparing it with his point of view and others regarding the theme, applying cognitive and meta-cognitive strategies.Level 5I - IIActivates background knowledge to read texts related to concrete, and abstract topics with simple and complex grammar structures. Uses complimentary elements in the text to expand his/her understanding. Interprets details and text structure relating them with the global meaning.Expresses opinions on topics and themes based on both the text and his/her own socio-cultural background and the national and international contingency, applying cognitive and meta-cognitive strategies. Level 47th – 8th Activates background knowledge to read texts related to concrete and familiar topics with simple and complex grammar structures with and without visual aid. Infers cause-effect relationships and chronological and non-chronological sequence integrating relevant details of the text. Expresses opinions on topics and themes read integrating his/her specific knowledge on the theme. Understands the global meaning of the text identifying relevant explicit and implicit information, applying cognitive and meta-cognitive strategies. Level 35th - 6thActivates background knowledge to read fiction and non-fiction texts related to concrete and familiar topics with simple sentences supported by visuals. Infers cause-effect relationships and chronological and non-chronological sequence in relation to the gist of the text. Expresses opinions on topics and themes read. Understands the global meaning of the text identifying relevant explicit and implicit information, applying cognitive and meta-cognitive strategies. Level 23rd – 4thActivates background knowledge to read fiction and non-fiction texts related to familiar topics supported by visuals. Understands the purpose, format and language conventions of some texts. Expresses opinions on topics and themes read. Understands the global meaning of the text identifying relevant explicit and implicit information, applying some cognitive and meta-cognitive strategies.Level 11st – 2ndActivates background knowledge to respond to simple, imaginative texts related supported by visuals. Follows left to right directionality. Recognize familiar words in new texts. Locates specific information to answer questions. Predicts the meaning of unfamiliar words by using contextual or visual clues applying basic cognitive and meta-cognitive strategies.<br />CAN-DO STATEMENTS<br />Level 11st-2ndActivates background knowledge to respond to simple, imaginative texts related supported by visuals. Follows left to right directionality. Recognizes familiar words in new texts. Locates specific information to answer questions. Predicts the meaning of unfamiliar words by using contextual or visual clues applying basic cognitive and meta-cognitive strategies.<br />Level 1 - Can-do Statements<br />Achieving this level implies that the student:<br />Identifies features of poems, simple narratives, rhymes, stories, songs, postcards<br />Reads aloud simple texts.<br />Reads and comprehends given instructions in order to complete an activity-<br />Recognizes the beginning and end of sentences.<br />Recognizes previously learnt words in a new text.<br />Uses predictive strategies to activate previous knowledge.<br />Identifies main idea and some supporting details of some fiction and non fiction texts.<br />Understands the use of cohesive devices.<br />Draws logical conclusions from given information and illustrations.<br />Recognizes parts of speech to infer meaning such as nouns, adjectives and verbs.<br />Expresses his/her own opinion on facts presented in a text.<br />Identifies and uses basic cognitive and metacognitive techniques presented by the teacher.<br />Level 2 - Can-do Statements<br />Achieving this level implies that the student:<br />Level 23rd – 4thActivates background knowledge to read fiction and non-fiction texts related to familiar topics supported by visuals. Understands the purpose, format and language conventions of some texts. Expresses opinions on topics and themes read. Understands the global meaning of the text identifying relevant explicit and implicit information, applying some cognitive and meta-cognitive strategies.<br />Identifies text structure and features of poems, diary entries, invitations, information reports, fables, thank you letters, articles and book reviews.<br />Reads a poem aloud with rhythm and expression.<br />Identifies author`s communicative purpose and register according to the text type. <br />Uses predictive strategies to activate previous knowledge.<br />Identifies main idea and supporting details of fiction and non-fiction texts.<br />Recognizes parts of speech to infer meaning such as nouns, pronouns, suffixes and verbs.<br />Infers main character’s or people’s motivations within a text.<br />Makes predictions and draws conclusions about the development of events and characters in a story using visual and contextual clues.<br />Expresses his/her own opinion on facts presented in a text.<br />Identifies and uses some cognitive and metacognitive techniques presented by the teacher.<br />Identifies images as a relevant and important source of information, extracting data from graphs, charts and graphic organizers.<br />Level 3 - Can-do Statements<br />Level 35th - 6thActivates background knowledge to read fiction and non-fiction texts related to concrete and familiar topics with simple sentences supported by visuals. Infers cause-effect relationships and chronological and non-chronological sequence in relation to the gist of the text. Expresses opinions on topics and themes read. Understands the global meaning of the text identifying relevant explicit and implicit information, applying cognitive and meta-cognitive strategies. <br />Achieving this level implies that the student:<br />Identifies text structure and features of e-mails, reports, explanations, postcards, letters, instructions, journal entries and fiction texts such as short stories and alliterative sentences according to the framework.<br />Identifies author`s communicative purpose and register according to the text type. <br />Uses predictive strategies to activate previous knowledge.<br />Identifies main idea and supporting details of fiction and non-fiction texts.<br />Recognizes parts of speech to infer meaning such as nouns, pronouns, if clauses, modals.<br />Relates social context proper to specific writers and their period within a literary work.<br />Identify the common themes presented in three different literary texts by the same author.<br />Differentiates facts from opinions.<br />Reconstructs main ideas and their relationships through a visual organizer.<br />Infers main character’s or people’s motivations within a text.<br />Expresses his/her own opinion on facts presented in a text.<br />Identifies and uses a variety of cognitive and metacognitive techniques presented by the teacher.<br />Identifies images as a relevant and important source of information, extracting data from graphs, charts and graphic organizer.<br />CAN-DO STATEMENTS<br />Level 47th - 8thActivates background knowledge to read texts related to concrete and familiar topics with simple and complex grammar structures with and without visual aid. Infers cause-effect relationships and chronological and non-chronological sequence integrating relevant details of the text. Expresses opinions on topics and themes read integrating his/her specific knowledge on the theme. Understands the global meaning of the text identifying relevant explicit and implicit information, applying cognitive and meta-cognitive strategies. <br />Level 4 - Can-do Statements<br />Achieving this level implies that the student:<br />Reads fiction and non-fiction texts identifying text framework and features to convey communicative intention and organization of ideas.<br />Shows where and when the action takes place in a narrative text to consider the influence sociocultural background.<br />Identifies main idea and supporting details of fiction and non-fiction texts.<br />Identifies key vocabulary related to text content.<br />Uses the context to convey meaning of unknown words.<br />Analyzes and understands the use of similes, metaphors and other literary devices.<br />Expresses opinions and comments on a certain topic considering information from the text and his/her own knowledge.<br />Predicts consequences of events presented in the text.<br />Uses appropriate reading strategies to extract particular information<br />Recognises how writer’s language choices can enhance meaning. <br />Revises the stylistic conventions of the main types of non-fiction: informative texts, recounts, instructions, persuasive texts, discursive texts, <br />Infers and deduces meanings using evidence from the text in the text, identifying when and where and how meanings are implied<br />Makes links between reading fiction, plays, and poetry and making choices as writers. <br />Explores how form contributes to meaning in poems from different times and cultures.<br />Reads a range of recent fiction texts independently as the basis for developing critical reflection and personal response<br />CAN-DO STATEMENTS<br />Level 5I – II MEDIOActivates background knowledge to read texts related to concrete, and abstract topics with simple and complex grammar structures. Uses complimentary elements in the text to expand his/her understanding. Interprets details and text structure relating them with the global meaning.Expresses opinions on topics and themes based on both the text and his/her own socio-cultural background and the national and international contingency, applying cognitive and meta-cognitive strategies. <br />Level 5 - Can-do Statements<br />Achieving this level implies that the student:<br />Reads fiction and non-fiction texts identifying text framework and features to convey communicative intention and organization of ideas.<br />Shows where and when the action takes place in a narrative text to consider the influence sociocultural background.<br />Describes subtopics derived from the main topic of a text.<br />Explains the implicit intention of a persuasive text, using images, stereotypes and slogans.<br />Compares and contrasts elements from the text with the surrounding world.<br />Proposes different solutions to problems posed by the text according to the contingent sociocultural background.<br />CAN-DO STATEMENTS<br />Level 6III – IV MEDIOActivates background knowledge to read texts related to concrete, and abstract topics, integrating simple and complex grammar structures. Interprets global meaning of the text according to the possible intentions of the writer or the reader. Evaluates what is read comparing it with his point of view and others regarding the theme, applying cognitive and meta-cognitive strategies.<br />Level 6 - Can-do Statements<br />Achieving this level implies that the student:<br />Reads fiction and non-fiction texts identifying text framework and features to convey communicative intention and organization of ideas for understanding.<br />Compares the effects of the rhetorical devices used by different writers according to the way a same piece of information is presented.<br />Explains how certain rhetorical devices (metaphor, imagery, etc.) enhances the figurative meaning of the text.<br />Describes the world view presented by literary texts, considering values and contents within the texts.<br />Modifies his first interpretation of the global content of a literary text, considering the historical and social context of the work and the author’s life or interpretations by a third party. <br />CAN-DO STATEMENTS<br />Level 7EXCELLENCEActivates background knowledge to read texts related to concrete, and abstract themes and topics, which allow him/her to build different world views. Interprets global meaning of the text based on complex inferences and information that arouse from its socio-cultural background. Identifies rhetorical devices which enhance the global meaning of the written work. Evaluates the quality of arguments and perspectives presented in the texts.<br />Level 7 - Can-do Statements<br />Achieving this level implies that the student:<br />Reads fiction and non-fiction texts and elicits judgments on their formal features, based on his own knowledge and appropriate sources of information. <br />Identifies bias (omissions and intended emphasis) within a text to reveal the author’s perspective.<br />Identifies ideas expressing ambiguity, contradiction and/or unclear positions.<br />Evaluates how certain rhetorical devices (metaphor, imagery, etc.) enhances the figurative meaning of the text.<br />Judges the world view presented by literary texts, considering values and contents within the texts.<br />Modifies his first interpretation of the global content of a literary text, considering the historical and social context of the work and the author’s life or interpretations by a third party. <br /> PROGRESS MAP – SPEAKING<br />Level 7Negotiates and initiates spontaneous social conversations and formal and informal presentations by questioning, restating, soliciting information, and paraphrasing the communication of others, and generating highly original spoken language. Consistently uses standard English grammatical forms with appropriate lexis and phonology and demonstrates extensive target language cultural interaction. Level 6III - IVNegotiates and initiates spontaneous social conversations and formal and informal presentations by questioning, restating, soliciting information, paraphrasing the communication of others, and generating original spoken language. Consistently uses standard English grammatical forms with appropriate lexis and phonology and demonstrates target language cultural interaction. Level 5I - IINegotiates and initiates spontaneous social conversations and formal and informal presentations by questioning, restating, soliciting information, paraphrasing the communication of others, and producing original spoken language. Consistently using standard English grammatical forms with appropriate lexis and phonology and demonstrates limited target language cultural interaction. Level 47th – 8th Comprehensibly speaks in a variety of academic and social (both prepared presentations/recitations and spontaneous interactions) situations. Consistently using standard English grammatical forms with appropriate lexis and phonology. Level 35th - 6thComprehensibly speaks in a variety of academic and social (both prepared presentations/recitations and spontaneous interactions) situations. Uses mostly consistent standard English grammatical forms with appropriate lexis and phonology. Level 23rd – 4thComprehensibly speaks in some academic and social (both prepared presentations/recitations and spontaneous interactions) situations. Uses standard English grammatical forms with appropriate lexis and phonology. Level 11st – 2ndInteracts with teachers and classmates. Provides, uses and interprets simple information on familiar topics. Asks and responds to questions. Imitates appropriate rhythm, stress and intonation.<br />CAN-DO STATEMENTS<br />Level 11st – 2ndInteracts with teachers and classmates. Provides, uses and interprets simple information on familiar topics. Asks and responds to questions. Imitates appropriate rhythm, stress and intonation.<br />Level 1 - Can-do Statements<br />Achieving this level implies that the student:<br />Uses formulaic expressions to greet someone politely and introduce oneself briefly.<br />Imitates appropriate stress, rhythm and intonation.<br />Pronounces correctly words in isolation and in connected speech.<br />Maintains an interaction by providing information in response to factual questions.<br />Enjoys and responds to a short story.<br />Provides information in response to factual questions.<br />Seeks information by asking questions.<br />Asks and responds to questions.<br />Uses the appropriate vocabulary to name rooms in the house, as well as objects commonly associated with those rooms.<br />Gives simple descriptions using a given sentence structure.<br />Pronounces the beginning sounds /w/ and /y/; /s/ and /z/; /q/ and /x/: /c/ and soft /c/<br />Pronounces new words correctly.<br />Refers to objects as countable or uncountable nouns.<br />Uses simple phrases and sentences to communicate with others with teachers support.<br />Converses about feelings, interests and experiences.<br />Uses connectors ‘before’ and ‘after’ to accurately describes sequences of events.<br />Participates actively in oral interaction in class.<br />Connects ideas using cohesive devices.<br />Presents information, ideas and opinions clearly and coherently.<br />Participates effectively in class discussions.<br />Seeks information about someone’s occupation.<br />Level 23rd – 4thComprehensibly speaks in some academic and social (both prepared presentations/recitations and spontaneous interactions) situations. Uses standard English grammatical forms with appropriate lexis and phonology. <br />Level 2 - Can-do Statements<br />Achieving this level implies that the student:<br />Asks and replies to questions to gather information.<br />Asks for permission using conventional phrases.<br />Asks questions about quantity using the appropriate grammatical phrases.<br />Asks yes/no questions and gives the corresponding short/complete answer.<br />Assumes different roles in role-play. Works in groups.<br />Connects ideas using connective devices.<br />Conveys feelings through the use of words that end in ‘ing’ and ‘ed’.<br />Describes animals using adjectives.<br />Develops vocabulary related to occupations.<br />Expresses ideas and thoughts.<br />Expresses opinions and shares ideas in group discussions.<br />Expresses wishes and gives reasons.<br />Forms sentences using will to express intentions.<br />Imitates appropriate stress, rhythm and intonation.<br />Maintains an interaction by providing information in response to factual questions.<br />Maintains and closes an interaction using formulaic expressions.<br />Makes a presentation on a given topic.<br />Makes suggestions and responds to them appropriately.<br />Offers help and makes invitations using modal verbs.<br />Offers the appropriate word for praise, consolation and encouragement.<br />Opens an interaction by greeting someone in an appropriate manner.<br />Participates meaningfully in an structured situation.<br />Participates meaningfully in games.<br />Presents information using the correct phrases.<br />Presents the findings and results of a group discussion using appropriate sentence structures and vocabulary.<br />Produces simple sentences and phrases involving repetition.<br />Pronounces correctly words beginning with /sn/ and /sw/; /sp/ and /st/<br />Pronounces the long vowel sounds /i-e/ and /o-e/.<br />Pronounces correctly words with the ending blends /ng/ and /nt/; /nk/ and /nd/<br />Refers to and compares quantity using the appropriate determiners.<br />Shares personal experiences and preferences.<br />Understands and uses contractions in speech.<br />Uses appropriate structures, vocabulary, tone and register to describe feelings in a conversation.<br />Uses appropriate adjectives to communicate opinions.<br />Uses appropriate intonation, volume and tone of voice to convey meaning and emotions.<br />Uses appropriate verb forms for singular and plural noun forms.<br />Uses appropriate vocabulary to describe different types of parties.<br />Uses comparative adjectives appropriately.<br />Uses conventional phrases to ask and respond to questions about the cost of items clearly and coherently.<br />Uses indefinite pronouns appropriately.<br />Uses phrasal verbs to describe actions.<br />Uses possessive nouns to state ownership.<br />Uses simple sentences and phrases and sentences to communicate with others.<br />Uses suitable adjectives to describe characters in a story.<br />Uses the correct ‘ing’ nouns and noun phrases to talk about activities.<br />Uses the simple present tense appropriately.<br />CAN-DO STATEMENTS<br />Level 35th - 6thComprehensibly speaks in a variety of academic and social (both prepared presentations/recitations and spontaneous interactions) situations. Uses mostly consistent standard English grammatical forms with appropriate lexis and phonology. <br />Level 3 - Can-do Statements<br />Achieving this level implies that the student:<br />Be understood when speaking but may have some inconsistencies of standard English grammatical forms, sounds, intonation, pitch, and modulation. <br />e.g., plurals, simple past tense, prepositions of place/movement/time, can/can’t, comparatives/superlatives, pronouns such as he or she).<br />Can demonstrate Accurate usage of pronunciation of age-appropriate lexis<br />Use of contractions where appropriate<br />Appropriate weak forms in connected speech <br />Intonation patterns of basic complex question forms <br />Asks and answers questions by using phrases, simple sentences, and medium-length turns. Mostly Accurate usage of simple present, present continuous, simple past tense (regular and irregular), future tenses (going to and will):<br />Generates and executes multiple-step oral directions.<br />Imperatives (e.g., pour, cut)<br />first, then, after, later, finally<br />Relates events in sequence, including details of people, places, time and things.<br />e.g., talking about a recent vacation<br />Participates in spontaneous social conversations with peers and adults on familiar topics by asking and answering questions, soliciting information, expressing agreement/disagreement, and expressing opinions.<br />Ordering food in a restaurant<br />Making suggestions<br />Making an emergency call<br />Giving an invitation<br />Expressing concern for someone<br />Prepares and delivers short presentations on ideas, premises, or images obtained from various common sources, using abbreviated notes.<br />e.g., on an ocean animal<br />Prepares and asks basic interview questions and respond to them politely.<br />Could you tell me more about …?<br />Where were you born?<br />Recites written texts with Accurate intonation, pronunciation, and rhythm.CAN-DO STATEMENTS<br />Level 47th - 8thComprehensibly speaks in a variety of academic and social (both prepared presentations/recitations and spontaneous interactions) situations. Consistently using standard English grammatical forms with appropriate lexis and phonology. <br />Level 4 - Can-do Statements<br />Achieving this level implies that the student:<br />Orally summarizes major ideas and retell stories in greater detail by including the characters, setting, and plot. <br />Is understood when speaking by consistently using Standard English grammatical forms, sounds, intonation, pitch and modulation but may make random errors. <br />Accurate usage of grammar of previous levels <br />Accurate usage of present perfect tense, “Will” referring to the future for informing and predicting, present continuous tense of future use, open, first, and second conditional, “used to” to express habits, simple passive, adjectives and adverbials of quantity (e.g. a lot (of), not very much, many), modals and phrases to give advice, make suggestions, and express possibility and uncertainty, infinitive of purpose (e.g. should/ought to, could, you’d better, must, have to, need to, might), expressing preference (e.g. I prefer, I’d rather)<br />Accurate pronunciation of necessary vocabulary <br />Sentence stress to clarify meaning <br />Basic intonation and features of connected speech at sentence level <br />Intonation and features of connected speech beyond sentence level <br />Participates in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information. <br />Intonation patterns of more complex question forms <br />Rising intonation to indicate interest and surprise when appropriate <br />Falling intonation to indicate the end of a turn <br />Recognizes appropriate ways of speaking that vary according to the purpose, audience, and subject matter.<br />Formal presentation, informal presentation, conversing with adults, conversing with peers, role-playing, performing plays<br />Asks and answers instructional questions with more extensive supporting elements<br />“Could you please explain what you mean by ‘having a strange childhood’?”<br />Uses simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences. <br /> e.g. “It’s raining cats and dogs”, “To feel blue”, “To be as white as a ghost”<br />Prepares and delivers presentations on abstract ideas, global issues, obtained from various sources, using abbreviated notes.<br />Presentations on Education, Pollution and recycling, Local Customs, etc. <br />Uses talk as a tool for clarifying ideas.<br />Gives instructions and directions which are specific, easy to follow, and clearly sequenced. <br />Develops drama techniques to explore in role a variety of situations to respond to stimuli.<br />CAN-DO STATEMENTS<br />Level 5I – II MEDIONegotiates and initiates spontaneous social conversations and formal and informal presentations by questioning, restating, soliciting information, paraphrasing the communication of others, and producing original spoken language. Consistently using standard English grammatical forms with appropriate lexis and phonology and demonstrates limited target language cultural interaction. <br />Level 5 - Can-do Statements<br />Achieving this level implies that the student:<br />Orally summarizes literary pieces and authentic journalistic material in greater detail by including the characters, setting, plot, themes, mood and other literary elements.<br />is understood when speaking by consistently using standard English grammatical forms, sounds, intonation, pitch and modulation but may make random errors. <br />Accurate usage of grammar of previous levels <br />Accurate usage of the third conditional, Reported speech, Linking expressions ( e.g. even though, in spite of, unless, although), Cohesive devices (e.g. so to continue, in other words, for example), verbs followed by gerund and/or infinitive (e.g. forget, stop, go on, remember), <br />Rising and falling intonation for keeping, giving up, and offering turns<br />Stress and highlight rhythm to highlight and emphasize main points and ideas <br />Intonation and pitch to convey attitude<br />Participates in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information, providing relevant and imaginative responses. <br />“Could you please clarify the point you made on global warming?”<br />“You said that you disagree with a nuclear weapons ban.”<br />Recognizes appropriate ways of speaking that vary according to the purpose, audience, and subject matter.<br />Formal presentation, informal presentation, conversing with adults, conversing with peers, role-playing, performing radio-dramas, debates<br />Responds to messages by asking questions, challenging statements, or offering example that affirm the message. <br />(e.g. “That’s a good point but…”, “Perhaps I didn’t explain my point clearly…”)<br />Uses simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences. <br />(e.g. “heavy as a ton of bricks”, “soaking wet”)<br />Prepares and delivers more extended presentations on abstract ideas, global issues, and literary works/analysis obtained from various sources, using abbreviated notes following a process of organization, and demonstrating L2 cultural interaction. <br />Accurate use of signposting words (e.g. firstly, finally) <br />CAN-DO STATEMENTS<br />Level 6III – IV MEDIONegotiates and initiates spontaneous social conversations and formal and informal presentations by questioning, restating, soliciting information, paraphrasing the communication of others, and generating original spoken language. Consistently uses standard English grammatical forms with appropriate lexis and phonology and demonstrates target language cultural interaction. <br />Level 6 - Can-do Statements<br />Achieving this level implies that the student:<br />Orally summarizes literary pieces and authentic journalistic material in greater detail by including the characters, setting, plot, themes, mood and other literary elements. <br />Makes himself understood when speaking by consistently using standard English grammatical forms, sounds, intonation, pitch, and modulation but may a few make random errors. <br />Accurate usage of grammar of previous levels and use of the previously mentioned grammar structures though errors may occur when attempting to use combinations of these structures across sentence boundaries. <br />Accurate usage of stress and intonation patterns, pitch and volume to: <br />engage and maintain interest <br />signal the provision of new information <br />indicate discourse structure <br />Pronunciation of varied lexis with minimal L1 transfer <br />Participates in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information while assuming responsibility for long turns and fluidity of conversation. <br />Recognizes appropriate ways of speaking that vary according to the purpose, audience, and subject matter.<br />Use of technical and/or business lexis when appropriate <br />Appropriate expression of critical thinking <br />Techniques for dramatic performance <br />Responds to messages by asking questions, challenging statements, or offering example that affirm the message, downplay and softens a statement, and/or expresses caution, . <br />(e.g. “It’s quite difficult…, If I could just ask..., It tends to be…, It seems as if…)<br />Uses advanced figurative language and idiomatic expressions to communicate ideas to a variety of audiences. <br />Prepares and delivers extended presentations/reports based on abstract ideas, global issues, and literary works/analysis obtained from various sources, concentrating on investigation, a problem and solution, and/or a cause and effect using very abbreviated notes, demonstrating L2 cultural interaction, and following a process of organization. <br />Presentation of literary passage analysis with/without extensive preparation <br />Exposition of global issue with critical analysis <br />Use of more complex signposting expressions “e.g. I’d like to begin with…, On the other hand, So to sum up…”<br />CAN-DO STATEMENTS<br />Level 7EXCELLENCENegotiates and initiates spontaneous social conversations and formal and informal presentations by questioning, restating, soliciting information, and paraphrasing the communication of others, and generating highly original spoken language. Consistently uses standard English grammatical forms with appropriate lexis and phonology and demonstrates extensive target language cultural interaction. <br />Level 7 - Can-do Statements<br />Achieving this level implies that the student:<br />Orally summarizes literary pieces, authentic journalistic material, and academic texts in greater detail by including the characters, setting, plot, themes, mood and other literary elements and/or persuasive devices, discourse structure, application of theory, etc. <br />Makes himself understood when speaking by consistently using standard English grammatical forms, sounds, intonation, pitch, and modulation. <br />Accurate usage of grammar of previous levels virtually error free. <br />A range of stress and intonation patterns, pitch and volume to convey subtle shifts in meaning and attitude. <br />Various features of pronunciation which only occasionally deviate from an internationally intelligible model. <br />Stress and intonation patterns which are recognisably specific without lapses in intelligibility. <br />Demonstrates a comprehensive and reliable mastery of a very wide range of language. (e.g. to formulate thoughts precisely, give emphasis and eliminate ambiguity) <br />Uses various linguistic forms to reformulate ideas to convey finer shades of meaning. <br />Uses more advanced figurative language and idiomatic expressions to communicate ideas to a variety of audiences.<br />Prepares and delivers extended presentations/reports in various content areas including a purpose, point of view, introduction, coherent transition, and appropriate conclusions obtained from various sources (fiction and non-fiction), concentrating on investigation, a problem and solution, and/or a cause and effect using very abbreviated notes following a process of organization, using relevant examples, and demonstrating critical thinking. <br />PROGRESS MAP – WRITING<br />Level 7Writes a comparative commentary analyzing and comparing similarities and differences between texts and their themes.Includes comments on the ways the authors use elements such as structure, tone, images and other stylistic devices to communicate their purposes.Chooses an appropriate text type to express and fulfill clearly his purpose and message regarding a specific theme.Writes an essay based on literary or cultural options studied, considering the rhetorical situation.Respects punctuation and spelling in the wording considering conventional and figurative meaning. Level 6III - IVWrites fiction and non-fiction texts with instructional, descriptive, persuasive and argumentative purposes. Organizes sentences around a specific topic, using simple and complex grammar structures in different verb tenses and using adequate and accurate vocabulary. Develops several ideas or information about a central theme/topic using some rhetorical devices in a critical and reflective manner. Respects punctuation and spelling in the wording considering conventional and figurative meaning. Plans, writes, edits and proofreads a text according to the restrictions of a specific writing task.Level 5I - IIWrites fiction and non-fiction texts related to concrete and familiar topics with instructional, descriptive, persuasive and argumentative purposes. Organizes sentences around a specific topic, using simple and complex grammar structures in different verb tenses and using adequate and appropriate vocabulary. Develops several ideas or information about a central theme/topic using some rhetorical devices. Respects punctuation and spelling in the wording considering conventional and figurative meaning.Level 47th – 8th Writes fiction and non-fiction texts related to concrete and familiar topics with instructional, descriptive and persuasive purposes. Organizes sentences around a specific topic, using simple and complex grammar structures in different verb tenses and using adequate and appropriate vocabulary. Respects punctuation and spelling in most of the wording.Level 35th - 6thWrites short fiction and non-fiction texts related to concrete and familiar topics with instructional and descriptive purposes. Organizes original sentences and/or others using formulaic expressions. Uses simple grammatical structures, using adequate and appropriate vocabulary. Respects basic punctuation and spelling in most of the wording.Level 23rd – 4thWrites short texts related to concrete and familiar topics with instructional and descriptive purposes. Uses simple grammatical structures, applying core vocabulary. Awareness of basic punctuation and spelling in most of the wording.Level 11st – 2ndDevelops and/or completes short written texts related to concrete and familiar topics with instructional and descriptive purposes. Uses simple grammatical structures, applying some core vocabulary. Awareness of basic punctuation and spelling in the wording.<br />CAN-DO STATEMENTS<br />Level 11st – 2ndDevelops and/or completes short written texts related to concrete and familiar topics with instructional and descriptive purposes. Uses simple grammatical structures, applying some core vocabulary. Awareness of basic punctuation and spelling in the wording.<br />Level 1- Can-do Statements<br />Achieving this level implies that the student:<br />Combines letters to form words.<br />Drafts, revises and edits written texts with teacher’s support.<br />Follows left to write directionality.<br />Gathers and shares information and ideas by brainstorming and observing.<br />Makes changes to incorrect punctuation.<br />Provides personal ideas and information based on a model or framework provided.<br />Puts words in a logical order to make meaningful sentences.<br />Puts words in a logical order to narrate a sequence of events.<br />Reproduces sentences based on a model.<br />Understands and creates lists.<br />Uses basic punctuation in sentences.<br />Uses capital and small letters.<br />Uses capital letters correctly.<br />Uses print script.<br />Writes riddles.<br />Level 23rd – 4thWrites short fiction and non-fiction texts related to concrete and familiar topics with instructional and descriptive purposes. Includes original sentences and/or others using formulaic expressions. Uses simple grammatical structures, applying some core vocabulary. Awareness of basic punctuation and spelling in most of the wording.<br />Level 2 - Can-do Statements<br />Achieving this level implies that the student:<br />Drafts, revises and edits texts with teacher’s guidance and peer support.<br />Formulates suitable instructions using connectors and imperatives.<br />Gathers and shares information by using strategies such as brainstorming and listing.<br />Gathers and organizes information using labels.<br />Organizes information in lists.<br />Plans and organizes information necessary for a book review.<br />Plans and organizes information.<br />Presents information in categories.<br />Provides information based on a given model or framework.<br />Puts instructions in a logical order.<br />Puts words in a logical order to make meaningful phrases or sentences.<br />Reproduces sentences based on teacher’s model.<br />Reviews and revises writing based on comments.<br />Sequences events in a fable.<br />Understands and applies conventions of punctuation.<br />Uses a narrative structure that comprises setting, characters, problems, events and solutions when writing about real and imaginary experiences.<br />Uses appropriate format and conventions of a thank-you letter or to take down a telephone message.<br />Uses full stops after letters in initials; uses initials for a person’s name.<br />Uses language conventions to write rhyming poems. <br />Uses the language conventions of an invitation.<br />Uses the language skills learnt to write a diary entry to express wishes, reasons and intentions.<br />Uses appropriate structures and vocabulary to describe feelings.<br />Uses basic sentence punctuation.<br />Uses exclamation marks; uses commas and ‘and’ in lists.<br />Writes notes for a presentation.<br />Level 35th - 6thWrites short fiction and non-fiction texts related to concrete and familiar topics with instructional and descriptive purposes. Organizes original sentences and/or others using formulaic expressions. Uses simple grammatical structures, using adequate and appropriate vocabulary. Respects basic punctuation and spelling in most of the wording.<br />Level 3 - Can-do Statements<br />Achieving this level implies that the student:<br />Plans, writes and edits non-fiction texts (e-mails, reports, explanations, postcards, letters, instructions, journal entries) and fiction texts (short stories, alliterative sentences) according to the framework.<br />Writes a brief narrative that includes characters, a setting, sequence and main events and express with simple written sentences.<br />Edits and corrects punctuation, capitalization, and spelling of high-frequency words.<br />Applies verb tenses such as present and past in imperative, simple and continuous form.<br />Uses adverbs of manner, time, place and frequency.<br />Uses a variety of word choice to express a clear message.<br />Select and use meta-cognitive strategies appropriately.<br />CAN-DO STATEMENTS<br />Level 47th - 8thWrites fiction and non-fiction texts related to concrete and familiar topics with instructional, descriptive and persuasive purposes. Organizes sentences around a specific topic, using simple and complex grammar structures in different verb tenses and using adequate and appropriate vocabulary. Respects punctuation and spelling in most of the wording.<br />Level 4 - Can-do Statements<br />Achieving this level, implies that the student:<br />Plans, writes, edits and proofreads non-fiction texts (reports, leaflet, explanation, instruction, recounts, journals, discursive and persuasive) and fiction texts (playscripts, poetry, short stories) according to the corresponding writing framework.<br />Applies verb tenses such as present and past in imperative, simple, continuous, perfect and passive forms.<br />Uses manner, place, time, frequency and degree adverbs.<br />Uses simple, complex, compound and complex-compound sentences with their corresponding linking devices.<br />Demonstrates the appropriate use of register to suit different circumstances.<br />Uses modal verbs to express different functions of the language.<br />Uses different types of adjectives to describe and compare objects, people and situations.<br />Uses different types of pronouns (subject, object, possessive, relative and reflexive) according to the referent in the text. <br />Uses prepositions of place, time, direction and movement.<br />Distinguishes and uses main, subordinate and relative clauses.<br />Increases vocabulary forming new words through affixes.<br />Punctuates adequately using periods, commas and apostrophe<br />Selects and uses metacognitive strategies appropriately.<br />Recognises the cues to start a new paragraph and uses the first sentence effectively to orientate de reader.<br />Organises texts in ways appropriate to their content and signpost this clearly to the reader.<br />Expresses a personal view, adding persuasive emphasis to key points <br />Identifies and reports the main points emerging from discussion <br />Finds and uses different ways to validate an argument<br />Describes an object, person or setting in a way that includes relevant details and is accurate and evocative.<br />Makes links between reading fiction, plays and poetry and making choices as writers <br />CAN-DO STATEMENTS<br />Level 5I – II MEDIOWrites fiction and non-fiction texts related to concrete and familiar topics with instructional, descriptive, persuasive and argumentative purposes. Organizes sentences around a specific topic, using simple and complex grammar structures in different verb tenses and using adequate and appropriate vocabulary. Develops several ideas or information about a central theme/topic using some rhetorical devices. Respects punctuation and spelling in the wording considering conventional and figurative meaning.<br />Level 5 - Can-do Statements<br />Achieving this level implies that the student:<br />Plans, writes, edits and proofreads non-fiction texts (informative, discursive, argumentative and persuasive) and fiction texts (playscripts, poetry, short stories) according to the corresponding writing framework.<br />Applies verb tenses such as present and past in imperative, simple, continuous, perfect and passive forms.<br />Uses simple, complex, compound and complex-compound sentences with their corresponding linking devices, demonstrating awareness of register.<br />Uses modal verbs to express different functions of the language.<br />Uses different types of pronouns (subject, object, possessive, relative and reflexive) according to the referent in the text. <br />Chooses sophisticated language according to a specific writing tasks.<br /> Applies all punctuation marks adequately.<br />Selects and uses metacognitive strategies appropriately.<br />CAN-DO STATEMENTS<br />Level 6III – IV MEDIOWrites fiction and non-fiction texts with instructional, descriptive, persuasive and argumentative purposes. Organizes sentences around a specific topic, using simple and complex grammar structures in different verb tenses and using adequate and accurate vocabulary. Develops several ideas or information about a central theme/topic using some rhetorical devices in a critical and reflective manner. Respects punctuation and spelling in the wording considering conventional and figurative meaning. Plans, writes, edits and proofreads a text according to the restrictions of a specific writing task.<br />Level 6 - Can-do Statements<br />Achieving this level implies that the student:<br />Plans, writes, edits and proofreads non-fiction texts (informative, discursive, argumentative and persuasive) and fiction texts (playscripts, poetry, short stories) according to the corresponding writing framework.<br />Applies verb tenses such as present and past in imperative, simple, continuous, perfect and passive forms.<br />Uses simple, complex, compound and complex-compound sentences with their corresponding linking devices, demonstrating awareness of register.<br />Uses modal verbs to express different functions of the language.<br />Uses different types of pronouns (subject, object, possessive, relative and reflexive) according to the referent in the text. <br />Chooses sophisticated language according to a specific writing tasks.<br /> Applies all punctuation marks adequately.<br />Responds to a source text, handling the information appropriately. <br />Implies ideas through the choice of language. <br />Indicates personal attitude.<br />Selects and uses metacognitive strategies appropriately.<br />CAN-DO STATEMENTS<br />Level 7EXCELLENCEWrites a comparative commentary analyzing and comparing similarities and differences between texts and their themes.Includes comments on the ways the authors use elements such as structure, tone, images and other stylistic devices to communicate their purposes.Chooses an appropriate text type to express and fulfill clearly his purpose and message regarding a specific theme, demonstrating his understanding of the appropriate features of a range of text types.Writes an essay based on literary or cultural options studied, considering the rhetorical situation.Respects punctuation and spelling in the wording considering conventional and figurative meaning.<br />Level 7 - Can-do Statements<br />Achieving this level implies that the student:<br />Uses a high degree of accuracy in grammar, spelling and sentence construction although the text is not free from error.<br />Makes use of course material in a manner that is appropriate to the purposes and contexts of chosen written tasks. <br />Chooses register and style consistently and appropriately.<br />Selects a varied and highly appropriate vocabulary, idioms and idiomatic expressions.<br />Expresses ideas showing a high degree of critical thinking.<br />Supports main ideas with well-chosen examples and illustrations.<br />Integrates comments on stylistic devices and their effects of a source text in a structured essay.<br />