topic, spoken contain in a way that unexpected is suitable for elements or beginners (i.e. unpredictable slowly and information (that with clear is, information articulation). which does not The speech match the does not expectations built contain up by the context unexpected or by the initial elements or information unpredictable provided). The information language is made (that is, up mainly of information simple sentences which does (e.g. one or two not match the clauses) and the expectations range of built up by vocabulary is the context or generally limited by the initial to words of information phrases which provided). students have The language already is made up encountered. mainly of When reading single-clause aloud, learners’ sentences and pronunciations of the range of words may be vocabulary is influenced by generally English limited to sound words or correspondences, phrases which but they are students have
topic, spoken in a way that is suitable for beginners (i.e. slowly and with clear articulation). The speech does not contain unexpected elements or unpredictable information (that is, information which does not match the expectations built up by the context or by the initial information provided). The language is made up mainly of single-clause sentences and the range of vocabulary is generally limited to words or phrases which students have contain unexpected elements or unpredictable information (that is, information which does not match the expectations built up by the context or by the initial information provided). The language is made up mainly of simple sentences (e.g. one or two clauses) and the range of vocabulary is generally limited to words of phrases which students have already encountered. When reading aloud, learners’ pronunciations of words may be influenced by English correspondences, but they are sound
introduction-reading-and-listening-framework.docx