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Read and write simple texts and notes, including information about times, dates and places. E.g. they can: Write about what they like doing in their free time, using words given to them. Understand simple stories and shorter texts with the help of pictures. Continue a story or text that has been started or add words that are missing. [2] [17]
Readers working at a NC level of 3B upwards will need the fluent model of guided reading. At this level, it is not necessary for children to read the text during the guided sessions, children can generally decode the words. What is important is that they discuss the meaning that they make from the text, which will form the basis of the discussion.
In the 1980s and 1990s, the levels stabilised and the suite of exams we recognise today became established. A five-level system was developed, which characterises Cambridge English's general English exams to the present day and laid the foundations for the levels in the CEFR. [61] [62] Level 1: the Key English Test (KET) was launched in 1994.
There may be requirements mandated by the school system regarding the plan. [1] A lesson plan is the teacher's guide for running a particular lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached (the method, procedure) and a way of measuring how well the goal was reached (test, worksheet ...
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It is an intermediate-level qualification and is designed to show that a successful candidate has the ability to use English language skills to deal with everyday written and spoken communications, e.g. read simple books/textbooks and articles, write simple letters on familiar subjects, and make notes during meetings/lessons. [6]