Stage 1 |
|
• |
Learner can understand and use familiar everyday expressions by assimilation, understanding only a few words and associating them in the sense of the sentence. |
• |
Learner has the ability to participate in a conversation in a simple way, whenever the other person is willing to repeat what you said or at a slower speed. |
• |
Learner can introduce him/herself and answer basic questions about details of his/her personal life using simple expressions and not developing complete syntactic structures. (Eg: "Where do you live?" "São Gonçalo" or "Describe your house, please" - "Big, white"). |
Stage 2 |
|
• |
Learner can formulate basic phrases and questions related to daily tasks and to satisfy concrete needs and, from there, develop simple dialogues, developing basic syntactic structures. |
• |
Learner can speak briefly and superficially on topics of interest and aspects of your knowledge, and immediate needs such as geographic location, food and shopping. |
Stage 3 |
|
• |
Learner has the ability to orally answer questions related to short texts and simple searching for specific information (by means of scanning technique), showing enough vocabulary to describe, with simple terms, personal information, lived experiences, his/her origin and other more topics related to his/her routine. |
• |
Learner can interact with speakers from the countries belonging to the "Inner Circle" (KACHRU, 1985KACHRU, B. B. Standarts, Codification and sociolinguistic Realism in the English Language: In the outer circle, In: QUIRK, R.; Widdowson, H. G (orgs) Inglês in the world: Teaching and Learning the Language and Literatures. Cambridge: Cambridge, 1985, p. 11-30) as long as they speak slowly. |
|
INTERMEDIATE STAGE
|
Stage 4 |
|
• |
Learner can build short narratives and report areas of interest and professional routine. |
• |
Learner is able to produce meaningful descriptions of long texts with usual language |
• |
Learner can deal with everyday situations and develop dialogs based on cultural aspects of the target language. |
• |
Learner is aware of speech acts (SEARLE, 1981SEARLE, John. Os actos de fala: um ensaio de filosofia da linguagem. Traduzido por Vogt, Carlos. Coimbra: Almedina,) and language acts in discourse (KERBRAT-ORIOCCHIONIKERBRAT-ORECHINONI, Catherine. Os atos de linguagem no discurso: teoria e funcionamento. Niterói: UFF, 2005.), and can identify these acts. |
Stage 5 |
|
• |
Learner is able to consume content in the target language with good understanding as long as the manner of articulation is clear and the pronunciation belongs to "Inner Circle" - countries (KACHRU, 1985KACHRU, B. B. Standarts, Codification and sociolinguistic Realism in the English Language: In the outer circle, In: QUIRK, R.; Widdowson, H. G (orgs) Inglês in the world: Teaching and Learning the Language and Literatures. Cambridge: Cambridge, 1985, p. 11-30). |
• |
Learner can easily express his/her opinion and defend his/her views in discussions with general topics and/or of his/her interest. |
• |
Learner can share information and knowledge clearly. |
Stage 6 |
|
• |
Learner can understand more complex and extensive speeches such as lectures, seminars, television news as long as the topic is previously known. |
• |
Learner is able to actively interact in more developed debates by arguing and defending points of view so that conversation flows spontaneously. |
• |
Learner is able to maintain more complex interactions with third parties, in addition to, he/she encourages peers’ participation. |
|
ADVANCED STAGE
|
Stage 7 |
|
• |
Learner can effectively use the language for professional, social and academic purposes. |
• |
Learner uses more complex structures and has greater mastery and knowledge of the formal language established by the group belonging to "Inner Circle" - countries (KACHRU, 1985KACHRU, B. B. Standarts, Codification and sociolinguistic Realism in the English Language: In the outer circle, In: QUIRK, R.; Widdowson, H. G (orgs) Inglês in the world: Teaching and Learning the Language and Literatures. Cambridge: Cambridge, 1985, p. 11-30). |
• |
Learner has a more critical view of language as an instrument of power and may use it is a possible determinant of social behavior. |
Stage 8 |
|
• |
Learner is able to express him/herself fluently and spontaneously displaying a good range of vocabulary, in a way that there is no hesitation in his/her speech. |
• |
Learner has wider understanding of long speeches even when they seem to lack cohesion and coherence |
• |
Learner manages to have a better perception of illocutionary speech acts (SEARLE, 1981SEARLE, John. Os actos de fala: um ensaio de filosofia da linguagem. Traduzido por Vogt, Carlos. Coimbra: Almedina,) coming from third parties. |
Stage 9 |
|
• |
Learner can understand the target language even outside the standards of the "Inner Circle" (KACHRU, 1985KACHRU, B. B. Standarts, Codification and sociolinguistic Realism in the English Language: In the outer circle, In: QUIRK, R.; Widdowson, H. G (orgs) Inglês in the world: Teaching and Learning the Language and Literatures. Cambridge: Cambridge, 1985, p. 11-30) by interacting and consuming content from these speakers. |
• |
Learner can produce and present seminars, lectures and classes in creative and diverse ways and themes. |
• |
Learner has a great command of different uses of the language being able to adapt it to different contexts fluently and accurately even in cases of high complexity. |