Training listening skills for CEFR A2 learners

Overall listening comprehension skills:

• Can understand phrases and expressions related to daily priorities (e.g. personal and family information, go shopping, accommodation, school and work) when the provided speech is clearly and slowly articulated.
• Can get the main idea of familiar everyday transactions when the provided speech is clearly and slowly articulated.

Listening to the interaction between native speakers or those who are not directly conversing with

• Can generally identify the topic of the ongoing discussion, which is conducted slowly and clearly.

Listening to announcements & instructions

• Can get the main point of the short, clear, simple messages and announcements.
• Can understand simple directions and use of public transportation.

Listening to radio audio and watching TV

• Can identify the main idea of the radio and TV news reporting about events, accidents etc.

Training speaking skills for CEFR A2 learners

Overall monologue skills:

• Can manage to use simple and direct communication on familiar daily topics about work and leisure time.
• Can handle very short social exchanges but can rarely keep the conversations going on.

Monologue: Describing the experience

• Can describe their family, living conditions, educational background, current or most recent job.
• Can describe the aspects and activities in their daily life, e.g. people, places, a job or study experience.
• Can describe plans and arrangements, habits and routines, past activities and personal experiences.
• Can explain what they like or dislike about something.

Monologue: Presenting to the audiences

• Can give a short, rehearsed presentation on familiar daily life topics, briefly give reasons and explanations for opinions, plans and actions.
• Can answer the follow-up questions directly if they can ask for repetition and the listener provides help in expressing their answers.

Overall Interactive speaking skills:

• Can communicate on simple routine matters and manage to exchange simple and direct information on familiar issues relevant to work and daily life but rarely able to keep the conversation going of their own accord.
• Can interact with reasonable ease in structured situations and short conversations without undue effort.

Interactive speaking: Conversation

• Can handle very short social exchanges but can rarely keep the conversations going of their own accord
• Can use simple everyday polite forms of greeting and address.
• Can make and respond to invitations, offers and apologies.
• Can say what they like and dislike.
• Can participate in short conversations in routine contexts on topics of interest.

Interactive speaking: Goods & services transactions

• Can ask for and provide everyday goods and services such as ordering a meal at the restaurant.
• Can ask about things and make simple transactions in shops, post offices or banks.
• Can give and receive information about quantities, numbers, prices etc.
• Can deal with familiar aspects of everyday living while travelling such as lodgings, eating and shopping.

Interactive speaking: Interviewing and being interviewed

• Can answer simple questions and respond to simple statements in an interview.
• Can make the conversation understandable for both sides in an interview, and discuss the ideas, opinions and information on familiar topics, provided they may ask for clarification occasionally.

Pronunciation and fluency

• Pronunciation is generally clear enough to be understood, although conversational partners occasionally need to ask for repetition.
• Can make the conversational partners understand by adding small details, despite pauses and vague ideas, but still having difficulty searching for appropriate expressions.

Accuracy and conformance of sociolinguistics

• Can socialise simply but effectively using the most common expressions and following basic routines.
• Can handle very short social exchanges relating to family, school and everyday work.

Performance of tasks

• Completing only the most specific part of the test (giving simple answers) to a minimal extent; most responses may be inappropriate, ambiguous, or omitted (possibly due to not understanding the text).

Training reading skills for CEFR A2 learners

Overall reading comprehension

• Can understand short, simple texts on specific and familiar matters; can manage to use the most commonly encountered words in work and daily life.

Reading for information & argument.

• Can identify specific information in the explicit written materials they encounter, such as letters, brochures and short newspaper articles describing events.

Reading for orientation

• Find specific, predictable information in simple daily materials such as advertisements, prospectuses, menus, reference lists and timetables.
• Can locate specific information in the lists and get the information required (e.g. use the “Yellow Pages” to find phone numbers or a service).
• Can understand everyday signs and notices: in public places, such as streets, restaurants, railway stations; in workplaces, such as directions, instructions, hazard warnings.

Reading correspondence

• Can understand basic types of standard routine letters and faxes (enquiries, orders, letters of confirmation etc.) on familiar topics.
• Can understand short, simple personal letters.
• Can understand regulations, for example, safety, when expressed in simple language.
• Can understand simple instructions on equipment encountered in everyday life – such as a payphone.

Word Processing

• Can pick out and reproduce keywords and phrases or short sentences from a short text.
• Can copy out short texts in printed or hand-written format.

Training writing skills for CEFR A2 learners

Overall Production writing skills:

• Can write a series of simple phrases and sentences linked with simple connectors like “and”, “but” and “because”.

Production writing: Creative writing

• Can write a series of simple phrases and sentences about their family, living conditions, educational background, current or most recent job.
• Can write short, simple imaginary biographies.

Interactive writing: Overall, written interaction

• Can write short, simple formulaic notes relating to matters in areas of interest.

Interactive writing: Correspondence

• Can write very simple personal letters expressing thanks and apology.

Interactive writing: Taking notes, texting & filling in forms

• Can understand very short and simple messages.
• Can write short, simple notes and messages relating to matters in the areas of interest.

Word Processing

Can pick out and reproduce keywords and phrases or short sentences from a short text within the learner’s limited competence and experience. Can copy out short texts in printed or hand-written format.

General linguistic criteria

• Has a fundamental language skill, which enables them to deal with everyday situations with predictable content, though they generally have to compromise the message contents and search for words. Can produce brief daily expressions to satisfy simple needs specific to personal information, daily routines wants and needs, requests for information. Can use basic sentence patterns and communicate with memorised phrases, groups of a few words and formulae about themselves and other people, what they do, places, possessions etc. Has a limited vocabulary of short memorised phrases covering predictable survival situations; frequent breakdowns and misunderstandings occur in non-routine situations.

Vocabulary range

• Has a sufficient vocabulary to express themselves on most topics pertinent to their everyday life. Has a sufficient vocabulary for the expression of basic communicative needs.

Vocabulary control

• Can control a limited vocabulary dealing with specific daily needs.

Grammatical accuracy

• Uses some simple structures correctly but still systematically makes basic mistakes, for example, tends to mix up tenses and not using proper word form of the verb and subject; nevertheless, they still manage to express ideas clearly. 

Orthographic accuracy

• Can copy short sentences on everyday subjects – e.g. directions on how to get somewhere. Can write with reasonable phonetic accuracy (but not necessarily entirely standard spelling) short words in their oral vocabulary.

Receptive skills after LRN CEFR A2

Listening skill

• I can understand the common phrases and the vocabularies related to most immediate personal relevance, e.g. personal and family information, shopping, accommodation, occupation.
• I can get the main point in short, clear, simple messages and announcements.

Reading skill

• I can understand very short, simple texts. and familiar words concerning myself (e.g. basic personal and family information, shopping, accommodation, occupation). I can get the main point of short and simple texts.

Interactive skills after LRN CEFR A2

Interactive speaking

• I can communicate in simple direct exchange of information on familiar topics such as myself, family, school, where I live. I can handle short social exchanges but cannot keep the conversations going on.

Interactive writing

• I can write short, simple notes and messages about immediate needs. I can write a simple personal letter, for example thanking someone for something.

Productive skills after completing LRN CEFR A1

Speaking

• I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, study process, and my current or most recent job.

Writing

• I can write a series of simple phrases and sentences linked with simple connectors like “and”, “but “and “because “.

Training Programme

English level A2 – CEFR includes classroom activities combined with the online review system. Step by step, each lesson will help students increase their English ability to meet the English level A2 – CEFR competency framework fully and confidently achieve the UK English level A2 – CEFR certificate.

CEFR level A2 lessons:

• Lesson 1: (Grammar) Future Tense – Will and Going to
• Lesson 2: Prepositional phrases
• Lesson 3: My new home
• Lesson 4: Direction
• Lesson 5: (Grammar) Distinguishing between Can and Could
• Lesson 6: (Grammar) Distinguishing between Your and You’re
• Lesson 7: Pastimes
• Lesson 8: (Grammar) Countable and uncountable nouns
• Lesson 9: (Grammar) Adverbs of frequency
• Lesson 10: (Grammar) Simple past tense
• Lesson 11: Comparative adjectives
• Lesson 12: Superlative adjectives
• Lesson 13: The Story of Dogs and Cats 
• Lesson 14: Personality and Emotions
• Lesson 15: Distinguishing between Do and Make
• Lesson 16: Adverbial phrases of time, place and frequency
• Lesson 17: Gerund
• Lesson 18: Description
• Lesson 19:  Modal verb SHOULD
• Lesson 20: (Grammar) Present Continuous Tense
• Lesson 21: Reading Little Johnny
• Lesson 22: (Grammar) Present Tense
• Lesson 23: Present tense describes the future
• Lesson 24: Questions
• Lesson 25: Distinguishing between Unlike vs Dislike
• Lesson 26: Tourism and Services
• Lesson 27: (Grammar) Verb + Ing/ Infinitive
• Lesson 28: Holidays
• Lesson 29: The cruise
• Lesson 30: Prepositions of time
• Lesson 31: Shopping
• Lesson 32: Have to
• Lesson 33: Distinguishing between Fewer vs Less
• Lesson 34: (Grammar) Wh questions describe problems in the past.
• Lesson 35: (Grammar) Present perfect tense
• Lesson 36: (Grammar) Phrasal verb: Common
• Lesson 37: Work and Job
• Lesson 38: A working day
• Lesson 39: Conditionals type 0 & 1s
• Lesson 40: Imperatives
• Lesson 41: Weather vs Whether
• Lesson 42: Use the possessive pronoun s and ‘s in the past continuous tense
• Lesson 43: (Reading) The phone call that changed my life
• Lesson 44: (Reading) Poetry

Preparation for the English Level A2 – CEFR Exam

The preparation pack will help students familiarise themselves with London Language College’s global exam; be equipped with methods and ready mentality for the best completion of the exam process. 

In this section, learners are provided with:

• Sample tests
• Introduction of the exam process
• The process of marking and announcing the results
• Certification process if passed
• Re-examination process if not passed
• The mock test before the official exam.