Curriculum for Excellence ‘Benchmark’

• •       Requests in the target language that others, for example, ‘repeat’, ‘slow down’, and ‘speak more clearly’. •       Is able to tell the interlocutor if he/she does not understand. •       Works with others to practise, for example, new vocabulary, structures or grammar in a variety of games in the target language, in digital and traditional formats, in paired-speaking exercises and in role-plays. •       Plans and delivers a brief presentation with appropriate content and structure, communicating clearly, audibly and with appropriate pronunciation. •       Uses resources as appropriate to support communication, for example, power point or cue cards. •       Talks at sufficient length and can increasingly demonstrate accuracy in vocabulary, grammar and expression.

Activity