Level (A2)


Can-do statements Level A2

Course Description

Level A2 is an elementary level course aiming to build and further develop language proficiency at A2 Way-stage level on the Common European Framework of Reference for Languages (CEFR), moving towards a higher level of proficiency at this stage. It is a fourteen-week module course with 22 hours of instruction each week.

Course Goal

The course aims at helping learners to achieve an overall English language proficiency of high Basic User defined as A2 level on the Common European Framework of Reference for Languages (CEFR), developing social language functions such as greeting people, asking about work and free time, and making invitations.

Course Objectives

The course is intended to accomplish its goal in one full academic module of fourteen weeks through developing students’ language skills to: Read and understand simple texts* and a range of high frequency vocabulary** in context.


  • Follow short spoken texts on familiar topics in which speech is slowly and carefully articulated. (LISTENING COMPREHENSION)
  • Communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar matters. (SPEAKING)
  • Write simple cohesive paragraphs on familiar topics using appropriate vocabulary**. (WRITING)
  • Demonstrate some control of everyday high frequency vocabulary** and essential grammatical structures allowing for occasional inconsistencies. (USE OF ENGLISH)
  • *A simple text is a text of 150 – 250 words in frequently used grammatical structures at this level.

Student Learning Outcomes (SLOs)

Student Learning Outcomes (SLOs) are descriptions of what students will know or be able to do with the language as a result of instruction. A student learning outcome is written in terms of observable and measurable language skills. The table below lists the SLOs according to their Macro skills.


  • Can provide and ask for information on personal details (e. g. family, educational background, job, possessions) and what people do at work and in free time.
  • Can ask for information and make simple transactions in restaurants, cafes and shops without undue effort.
  • Can check and pass on times (using half past, quarter, five, ten, twenty, twenty five, to/past and about) and dates.
  • Can provide and ask for factual and personal information about past events / activities.
  • Can check and correct specific information about the world and past events.
  • Can tell a story or describe something in a simple list of points.
  • Can check and pass on straightforward factual information on practical demands and handle quantities, numbers and prices with sufficient ease.
  • Can make and respond to polite forms of invitations/offers and suggestions using a limited range of common expressions.
  • Can make and respond to a range of requests in familiar situations.
  • Can describe* and compare self and others, places and things in brief statements. ** (e. g. physical appearance, clothes, feelings, present activity)
  • Can ask about and indicate possession of objects, using possessive adjectives, possessive pronouns, whose is this/ whose are these.


  • Can infer relevant general and specific information from a very short conversation.
  • Can record essential information from short oral passages dealing with predictable everyday matters (e.g. personal details, preferences, travel, places, time and date, numbers and prices).
  • Can follow short monologues about familiar topics with visual support and identify which pictures are being referred to.


  • Can scan a short simple text to identify (and note down) specific relevant information pertaining to people, routines, pastimes and places.
  • Can actively read to find out and exchange specific factual details from short articles describing pastimes, events and places.
  • Can preview short simple texts to identify topic, main idea and general organisation.


  • Can write short simple emails providing and asking for personal information (e. g. about family, people, possessions and local environment) incorporating correct spelling and punctuation.
  • Can write a series of simple sentences providing information about their own and others’ habits, routines and preferences.
  • Can produce drafts and a revised final draft of a cohesive analytical paragraph describing the essential features of a job.
  • Can write sentences using so and because to show reason and result, with correct punctuation.
  • Can use a/an, the or no article appropriately with familiar countable and uncountable nouns.
  • Can begin the process of planning writing by generating ideas on a familiar topic through free-writing.
  • Can revise writing by understanding and implementing peer and instructor feedback and by checking own writing for simple mechanical and grammatical mistakes.
  • Vocabulary and Grammar
  • Can demonstrate control of a limited number* of prepositions and time expressions such as in the morning, on Sunday evening, in summer, at weekends, 3 hours ago.