KEEP IT REAL!

A1+ CEFR
MAPPING

STARTER UNIT
Speaking Can produce simple, mainly isolated phrases about pp. 4, 5, 6, 7,
people and places. 8
Can interact in a simple way but communication is
totally dependent on repetition at a slower rate,
rephrasing and repair. Can ask and answer simple
questions, initiate and respond to simple statements
in areas of immediate need or on very familiar topics.
Can reply in an interview to simple direct questions,
put very slowly and clearly in direct, non-idiomatic
language, about personal details.
M Can relay in their first language simple,
predictable information about times and places given
in short, simple statements in English.
C Can act on basic instructions that involve times,
locations, numbers etc.
Listening Can follow language which is very slow and carefully pp. 4, 5, 6, 8
articulated, with long pauses for them to assimilate
meaning.
Can understand figures, prices and times given slowly
and clearly in an announcement by loudspeaker, e.g.
at a railway station or in a shop.
Can pick out concrete information (e.g. places and
times) from short recordings on familiar everyday
topics, provided they are delivered very slowly and
clearly.
P Can recognize differing ways of numbering,
measuring distance, telling the time, etc. even though
they may have difficulty applying this in even simple
everyday transactions of a concrete type.
Reading Can understand very short, simple texts a single pp. 4, 6, 8
phrase at a time, picking up familiar names, words
and basic phrases and rereading as required.
Can understand short, simple messages sent via
social media or e-mail (e.g. proposing what to do,
when and where to meet).
Can find and understand simple, important
information in advertisements, programmes for
special events, leaflets and brochures (e.g. what is
proposed, costs, the date and place of the event,
departure times).
Writing Can produce simple isolated phrases and sentences. pp. 4, 5, 7, 8
Can ask for, or pass on, personal details.

M Mediation P Pluricultural awareness C Collaboration

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MAPPING

UNIT 1
Speaking Can produce simple, mainly isolated phrases about pp. 9, 10, 11,
people and places. 12, 13, 14, 15,
Can use a very short prepared text to deliver a 17
rehearsed statement (e.g. to formally introduce
someone, to propose a toast).
Can reply in an interview to simple direct questions,
put very slowly and clearly in direct, non-idiomatic
language, about personal details.
C Can invite others’ contributions to very simple
tasks using short, simple phrases prepared in
advance. Can indicate that they understand and ask
whether others understand.
M Can communicate in their first language other
people’s personal details and very simple, predictable
information in English, provided other people help
with formulation.
Listening Can follow language which is very slow and carefully pp. 9, 10, 12,
articulated, with long pauses for them to assimilate 13, 14, 15, 17
meaning.
Can understand some expressions when people are
discussing them (such as family, school, hobbies or
surroundings), provided the delivery is slow and
clear.
Can understand when someone tells them slowly and
clearly where something is, provided the object is in
the immediate environment.
Can pick out concrete information (e.g. places and
times) from short recordings on familiar everyday
topics, provided they are delivered very slowly and
clearly.
Reading Can understand very short, simple texts a single pp. 10, 11,12,
phrase at a time, picking up familiar names, words 14, 16, 18
and basic phrases and rereading as required.
Can understand short, simple messages sent via
social media or e-mail (e.g. proposing what to do,
when and where to meet).
Can understand short texts on subjects of personal
interest (e.g. news flashes about sports, music, travel
or stories) composed in very simple language and
supported by illustrations and pictures.
Can understand short, illustrated narratives about
everyday activities described in simple words.
Writing Can give information about matters of personal pp. 11, 13, 15,
relevance (e.g. likes and dislikes, family, pets) using 17, 18
simple words/signs and basic expressions.
Can describe in very simple language what a room

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MAPPING

looks like.
Can ask for, or pass on, personal details.
Can compose messages and online postings as a
series of very short sentences about hobbies and
likes/dislikes, using simple words and formulaic
expressions, with reference to a dictionary.
M Can, with the help of a dictionary, convey in their
first language the meaning of simple phrases in
English on familiar and everyday themes.

M Mediation P Pluricultural awareness C Collaboration

UNIT 2
Speaking Can describe simple aspects of their everyday life in a pp. 19, 20, 21,
series of simple sentences, using simple words/signs 22, 25
and basic phrases, provided they can prepare in
advance.
Can use a very short prepared text to deliver a
rehearsed statement (e.g. to formally introduce
someone, to propose a toast).
Can interact in a simple way but communication is
totally dependent on repetition at a slower rate,
rephrasing and repair. Can ask and answer simple
questions, initiate and respond to simple statements
in areas of immediate need or on very familiar topics.
Can reply in an interview to simple direct questions,
put very slowly and clearly in direct, non-idiomatic
language, about personal details.
C Can express an idea and ask what others think,
using very simple words/signs and phrases, provided
they can prepare in advance.
Listening Can follow language which is very slow and carefully pp. 19, 22, 24,
articulated, with long pauses for them to assimilate 25, 27
meaning.
Can understand some expressions when people are
discussing them (such as family, school, hobbies or
surroundings), provided the delivery is slow and
clear.
Can understand figures, prices and times given slowly
and clearly in an announcement by loudspeaker, e.g.
at a railway station or in a shop.
Can pick out concrete information (e.g. places and
times) from short recordings on familiar everyday
topics, provided they are delivered very slowly and
clearly.
Reading Can understand short, simple messages sent via pp. 19, 20, 22,
social media or e-mail (e.g. proposing what to do, 24, 26, 27, 28

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when and where to meet).

Can find and understand simple, important
information in advertisements, programmes for
special events, leaflets and brochures (e.g. what is
proposed, costs, the date and place of the event,
departure times).
Can get an idea of the content of simpler
informational material and short, simple descriptions,
especially if there is visual support.
Can understand short texts on subjects of personal
interest (e.g. news flashes about sports, music, travel
or stories) composed in very simple language and
supported by illustrations and pictures.
Can understand short, illustrated narratives about
everyday activities described in simple words.
Writing Can produce simple isolated phrases and sentences. pp. 19, 21, 22,
Can ask for, or pass on, personal details. 23, 25, 27, 28
Can formulate very simple messages and personal
online postings as a series of very short sentences
about hobbies, likes/dislikes, etc., relying on the aid
of a translation tool.

M Mediation P Pluricultural awareness C Collaboration

UNIT 3
Speaking Can interact in a simple way but communication is pp. 29, 31, 33,
totally dependent on repetition at a slower rate, 35
rephrasing and repair. Can ask and answer simple
questions, initiate and respond to simple statements
in areas of immediate need or on very familiar topics.
Can take part in a simple conversation of a basic
factual nature on a predictable topic (e.g. their home
country, family, school).
Can exchange likes and dislikes for sports, foods, etc.,
using a limited repertoire of expressions, when
addressed clearly, slowly and directly.
M Can provide a simple, rough oral translation into
their first language of simple everyday words/signs
and phrases written in English that are encountered
on signs and notices, posters, programmes, leaflets,
etc.
C Can express an idea and ask what others think,
using very simple words/signs and phrases, provided
they can prepare in advance.
Listening Can follow language which is very slow and carefully pp. 29, 32, 33,
articulated, with long pauses for them to assimilate 34, 35, 37
meaning.

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MAPPING

Can understand some expressions when people are

discussing them (such as family, school, hobbies or
surroundings), provided the delivery is slow and
clear.
Can understand instructions addressed carefully and
slowly to them and follow short, simple directions.
Can understand figures, prices and times given slowly
and clearly in an announcement by loudspeaker, e.g.
at a railway station or in a shop.
Reading Can understand very short, simple texts a single pp. 29, 30, 33,
phrase at a time, picking up familiar names, words 34, 36, 37, 38
and basic phrases and rereading as required.
Can find and understand simple, important
information in advertisements, programmes for
special events, leaflets and brochures (e.g. what is
proposed, costs, the date and place of the event,
departure times).
Can get an idea of the content of simpler
informational material and short, simple descriptions,
especially if there is visual support.
Can understand short texts on subjects of personal
interest (e.g. news flashes about sports, music, travel
or stories) composed in very simple language and
supported by illustrations and pictures.
Can understand short, illustrated narratives about
everyday activities described in simple words.
Writing Can give information about matters of personal pp. 29, 31, 33,
relevance (e.g. likes and dislikes, family, pets) using 35, 37, 38
simple words/signs and basic expressions.
Can produce simple phrases and sentences about
themselves and imaginary people, where they live
and what they do.
Can compose messages and online postings as a
series of very short sentences about hobbies and
likes/dislikes, using simple words and formulaic
expressions, with reference to a dictionary.
Can compose a short, very simple message (e.g. a
text message) to friends to give them a piece of
information or to ask them a question.
M Can, with the help of a dictionary, convey in their
first language the meaning of simple phrases in
English on familiar and everyday themes.

M Mediation P Pluricultural awareness C Collaboration

UNIT 4
Speaking Can produce simple, mainly isolated phrases about pp. 39, 40, 42,

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MAPPING

people and places. 45

Can describe simple aspects of their everyday life in a
series of simple sentences, using simple words/signs
and basic phrases, provided they can prepare in
advance.
Can act on basic instructions that involve times,
locations, numbers, etc.
M Can relay in their first language simple, predictable
information about times and places given in short,
simple statements delivered in English.
C Can invite others’ contributions to very simple
tasks using short, simple phrases prepared in
advance. Can indicate that they understand and ask
whether others understand.
Listening Can understand some expressions when people are pp. 39, 42, 44,
discussing them, (such as family, school, hobbies or 45, 47
surroundings), provided the delivery is slow and
clear.
Can understand in outline very simple information
being explained in a predictable situation like a
guided tour, provided the delivery is very slow and
clear and that there are long pauses from time to
time.
Can understand instructions addressed carefully and
slowly to them and follow short, simple directions.
Can understand figures, prices and times given slowly
and clearly in an announcement by loudspeaker, e.g.
at a railway station or in a shop.
Reading Can understand very short, simple texts a single pp. 40, 44, 45,
phrase at a time, picking up familiar names, words 46, 47, 48
and basic phrases and rereading as required.
Can understand short, simple messages sent via
social media or e-mail (e.g. proposing what to do,
when and where to meet).
Can find and understand simple, important
information in advertisements, programmes for
special events, leaflets and brochures (e.g. what is
proposed, costs, the date and place of the event,
departure times).
Can follow short, simple directions (e.g. to go from X
to Y).
Writing Can produce simple isolated phrases and sentences. pp. 39, 41, 43,
Can formulate very simple messages and personal 47, 48
online postings as a series of very short sentences
about hobbies, likes/dislikes, etc., relying on the aid
of a translation tool.

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MAPPING

M Mediation P Pluricultural awareness C Collaboration

UNIT 5
Speaking Can exchange likes and dislikes for sports, foods, etc., pp. 49, 51, 52,
using a limited repertoire of expressions, when 53, 54, 55, 57
addressed clearly, slowly and directly.
Can ask for food and drink using basic expressions.
Can handle numbers, quantities, cost and time.
C Can express an idea and ask what others think,
using very simple words/signs and phrases, provided
they can prepare in advance.
P Can recognize differing ways of numbering,
measuring distance, telling the time etc., even
though they may have difficulty applying this in even
simple everyday transactions of a concrete type.
Listening Can follow language which is very slow and carefully pp. 49, 52, 53,
articulated, with long pauses for them to assimilate 54, 55, 57
meaning.
Can understand words/signs and short sentences in a
simple conversation (e.g. between a customer and a
salesperson in a shop), provided people
communicate very slowly and very clearly.
Can pick out concrete information (e.g. places and
times) from short recordings on familiar everyday
topics, provided they are delivered very slowly and
clearly.
Reading Can understand very short, simple texts a single pp. 50, 52, 54,
phrase at a time, picking up familiar names, words 55, 56, 57, 58
and basic phrases and rereading as required.
Can understand basic hotel information (e.g. times
when meals are served).
Can get an idea of the content of simpler
informational material and short, simple descriptions,
especially if there is visual support.
Can understand short texts on subjects of personal
interest (e.g. news flashes about sports, music, travel
or stories) composed in very simple language and
supported by illustrations and pictures.
Writing Can give information about matters of personal pp. 49, 52, 55,
relevance (e.g. likes and dislikes, family, pets) using 57, 58
simple words/signs and basic expressions.
Can produce simple isolated phrases and sentences.
M Can list in their first language names, numbers,
prices and very simple information of immediate
interest in oral texts in English, provided the
articulation is very slow and clear, with repetition.

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MAPPING

M Mediation P Pluricultural awareness C Collaboration

UNIT 6
Speaking Can produce simple, mainly isolated phrases about pp. 59, 60, 61,
people and places. 62, 63, 65, 67
Can interact in a simple way but communication is
totally dependent on repetition at a slower rate,
rephrasing and repair. Can ask and answer simple
questions, initiate and respond to simple statements
in areas of immediate need or on very familiar topics.
Can handle numbers, quantities, cost and time.
M Can relay in their first language simple, predictable
information about times and places given in short,
simple statements delivered in English.
C Can invite others’ contributions to very simple
tasks using short, simple phrases prepared in
advance. Can indicate that they understand and ask
whether others understand.
Listening Can understand words/signs and short sentences in a pp. 59, 62, 64,
simple conversation (e.g. between a customer and a 65, 67
salesperson in a shop), provided people
communicate very slowly and very clearly.
Can pick out concrete information (e.g. places and
times) from short recordings on familiar everyday
topics, provided they are delivered very slowly and
clearly.
Reading Can understand very short, simple texts a single pp. 60, 64, 66,
phrase at a time, picking up familiar names, words 68
and basic phrases and rereading as required.
Can find and understand simple, important
information in advertisements, programmes for
special events, leaflets and brochures (e.g. what is
proposed, costs, the date and place of the event,
departure times).
Can understand short texts on subjects of personal
interest (e.g. news flashes about sports, music, travel
or stories) composed in very simple language and
supported by illustrations and pictures.
Writing Can produce simple isolated phrases and sentences. pp. 59, 61, 63,
Can produce simple phrases and sentences about 65, 68
themselves and imaginary people, where they live
and what they do.
Can formulate very simple messages and personal
online postings as a series of very short sentences
about hobbies, likes/dislikes, etc., relying on the aid
of a translation tool.

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MAPPING

M Mediation P Pluricultural awareness C Collaboration

UNIT 7
Speaking Can name an object and indicate its shape and colour pp. 69, 70, 74,
while showing it to others using basic words/signs, 75, 77
phrases and formulaic expressions, provided they can
prepare in advance.
Can take part in a simple conversation of a basic
factual nature on a predictable topic (e.g. their home
country, family, school).
Can exchange likes and dislikes for sports, foods, etc.,
using a limited repertoire of expressions, when
addressed clearly, slowly and directly.
Can handle numbers, quantities, cost and time.

Listening Can follow language which is very slow and carefully pp. 69, 72, 73,
articulated, with long pauses for them to assimilate 74, 75, 77
meaning.
Can understand words/signs and short sentences in a
simple conversation (e.g. between a customer and a
salesperson in a shop), provided people
communicate very slowly and very clearly.
Can pick out concrete information (e.g. places and
times) from short recordings on familiar everyday
topics, provided they are delivered very slowly and
clearly.
P Can recognize differing ways of numbering,
measuring distance, telling the time etc., even
though they may have difficulty applying this in even
simple everyday transactions of a concrete type.
Reading Can understand short, simple messages sent via pp. 70, 72, 73,
social media or e-mail (e.g. proposing what to do, 74, 76, 78
when and where to meet).
Can find and understand simple, important
information in advertisements, programmes for
special events, leaflets and brochures (e.g. what is
proposed, costs, the date and place of the event,
departure times).
Can understand short texts on subjects of personal
interest (e.g. news flashes about sports, music, travel
or stories) composed in very simple language and
supported by illustrations and pictures.
Can complete a very simple online purchase or
application, providing basic personal information
(e.g. name, e-mail or telephone number).
Writing Can give information about matters of personal pp. 71, 73,
relevance (e.g. likes and dislikes, family, pets) using 75, 77, 78

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simple words/signs and basic expressions.

Can use simple words/signs and phrases to describe
certain everyday objects (e.g. the colour of a car,
whether it is big or small).
Can ask for, or pass on, personal details.
Can compose messages and online postings as a
series of very short sentences about hobbies and
likes/dislikes, using simple words and formulaic
expressions, with reference to a dictionary.

M Mediation P Pluricultural awareness C Collaboration

UNIT 8
Speaking Can describe simple aspects of their everyday life in a pp. 80, 81, 82,
series of simple sentences, using simple words/signs 83, 85, 87
and basic phrases, provided they can prepare in
advance.
Can ask how people are and react to news.
Can exchange likes and dislikes for sports, foods, etc.,
using a limited repertoire of expressions, when
addressed clearly, slowly and directly.
Can reply in an interview to simple direct questions,
put very slowly and clearly in direct, non-idiomatic
language, about personal details.
C Can express an idea and ask what others think,
using very simple words/signs and phrases, provided
they can prepare in advance.
Listening Can follow language which is very slow and carefully pp. 79, 82, 84,
articulated, with long pauses for them to assimilate 85, 87
meaning.
Can understand some expressions when people are
discussing them, (such as family, school, hobbies or
surroundings), provided the delivery is slow and
clear.
Can pick out concrete information (e.g. places and
times) from short recordings on familiar everyday
topics, provided they are delivered very slowly and
clearly.
Reading Can understand very short, simple texts a single pp. 80, 82, 84,
phrase at a time, picking up familiar names, words 86, 88
and basic phrases and rereading as required.
Can find and understand simple, important
information in advertisements, programmes for
special events, leaflets and brochures (e.g. what is
proposed, costs, the date and place of the event,
departure times).
Can understand short texts on subjects of personal

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interest (e.g. news flashes about sports, music, travel

or stories) composed in very simple language and
supported by illustrations and pictures.
Can understand short, illustrated narratives about
everyday activities described in simple words.
Writing Can give information about matters of personal pp. 79, 81, 83,
relevance (e.g. likes and dislikes, family, pets) using 85, 88
simple words/signs and basic expressions.
Can produce simple isolated phrases and sentences.
Can produce simple phrases and sentences about
themselves and imaginary people, where they live
and what they do.
Can ask for or pass on personal details.
M Can, with the help of a dictionary, translate simple
words/signs and phrases from English into their first
language, but may not always select the appropriate
meaning.

M Mediation P Pluricultural awareness C Collaboration

UNIT 9
Speaking Can take part in a simple conversation of a basic pp. 89, 91, 93,
factual nature on a predictable topic (e.g. their home 95, 97
country, family, school).
Can reply in an interview to simple direct questions,
put very slowly and clearly in direct, non-idiomatic
language, about personal details.
M Can relay in their first language simple, predictable
information about times and places given in short,
simple statements delivered in English.
C Can express an idea and ask what others think,
using very simple words/signs and phrases, provided
they can prepare in advance.
Listening Can follow language which is very slow and carefully pp. 89, 92, 94,
articulated, with long pauses for them to assimilate 95, 97
meaning.
Can understand some expressions when people are
discussing them, (such as family, school, hobbies or
surroundings), provided the delivery is slow and
clear.
Can pick out concrete information (e.g. places and
times) from short recordings on familiar everyday
topics, provided they are delivered very slowly and
clearly.
Reading Can understand very short, simple texts a single pp. 90, 92, 94,
phrase at a time, picking up familiar names, words 96, 98
and basic phrases and rereading as required.

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KEEP IT REAL! A1+ CEFR
MAPPING

Can understand short, simple messages sent via

social media or e-mail (e.g. proposing what to do,
when and where to meet).
Can understand short texts on subjects of personal
interest (e.g. news flashes about sports, music, travel
or stories) composed in very simple language and
supported by illustrations and pictures.
Writing Can produce simple isolated phrases and sentences. pp. 91, 93, 95,
Can formulate very simple messages and personal 97, 98
online postings as a series of very short sentences
about hobbies, likes/dislikes, etc., relying on the aid
of a translation tool.
M Can, with the help of a dictionary, translate simple
words/signs and phrases from English into their first
language, but may not always select the appropriate
meaning.

M Mediation P Pluricultural awareness C Collaboration

12 Keep it REAL! A1+ © Richmond 2021