September Remember the essays you had to write in high school? Topic sentence, introductory paragraph, supporting paragraphs, conclusion. The conclusion being, say, that Ahab in Moby Dick was a Christ-like figure. So I'm going to try to give the other side of the story:
Listening A1 I can understand familiar words Reference national curriculum essay very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.
A2 I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance e. I can catch the main point in short, clear, simple messages and announcements.
B1 I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.
B2 I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar.
I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect. C1 I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly.
I can understand television programmes and films without too much effort. C2 I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent.
Reading A1 I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.
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A2 I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. B1 I can understand texts that consist mainly of high frequency everyday or job-related language.
I can understand the description of events, feelings and wishes in personal letters. B2 I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.
C1 I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field.
C2 I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works. SPEAKING Spoken interaction A1 I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say.
I can ask and answer simple questions in areas of immediate need or on very familiar topics. A2 I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself.
B1 I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life e.
B2 I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. C1 I can express myself fluently and spontaneously without much obvious searching for expressions.
I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers.Even with projected growth of % between and , the vast majority of computer science jobs will be pursued and filled by men.
As STEM-related industries on a whole add over million jobs in the coming years, there continues to be a notable absence of women in the field.
See the winners and read their essays on the DNA Day Essay Contest Winners' Page!Congratulations to the winners and honorable mentions. monstermanfilm.com Lanyards (Early Years) Government Guidance (Early Years) Government Guidance (Primary School) The Primary National Curriculum The Primary Curriculum Flip Book.
Maintained by Charley Brindley Writer's Free Reference was first published in August with 12 links to other websites providing free information for writers. National Steering Committee on the Implementation of the National Minimum Curriculum in relation to the terms of reference set for .
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