EMLEARNING OUTCOMES OF LOWER SECONDARY SCHOOL

By learning the English language and a second language of the EU the students can develop a
plurilingual and pluricultural competence and acquire the basic instruments of active citizenship in
the context where s/he lives, beyond the borders of his/her country.
The awareness of the European citizenship by means of the contact with two community languages,
the development of a repertoire of linguistic and cultural skills to interact with others and the ability
to learn languages, all contribute to a plurilingual and pluricultural education, in a lifelong learning
perspective. Getting to know more languages, the student learns to recognise different linguistic and
cultural systems and becomes aware of the variety of means which each language offers to think,
express oneself and communicate.
To facilitate this process it is necessary that vertical continuity and horizontal cross-curriculum are
granted to language learners. The latter is attained through joint planning by the teachers of Italian,
English and the second foreign language. Vertical continuity is realised through progressive
objectives starting from the primary school.
In lower secondary school the teacher will guide the student to gradually recognise and be able to
use the linguistic conventions and rules of the foreign language, which s/he will apply in a more and
more autonomous, self-conscious way. The teacher will also guide the student to develop his/her
ability to reflect on usage and to choose, among different structures and codes, those which are
more fit to his/her communicative aims and to the situation. [second community language]
In language learning motivation arises from the spontaneous attitude of the learners to
communicate, socialise, interact and “do with languages”. The teacher will alternate various
teaching styles and activities, for example songs, nursery rhymes, games, role plays, total physical
response activities and instructions in the target language. S/he will gradually introduce activities
which can contribute to sustain motivation, for example authentic materials (pictures, objects, texts,
etc.), listening activities on stories and traditions of the countries where the target language is
spoken, email exchanges with students from other countries, participation in projects with schools
in other countries. [e-twinning] The use of the Information and Communication Technologies will
broaden spaces, times, contacts and social interactions among individuals, schools and local
communities. Students will be able to move from a communication centred on their own needs to a
communication which cares for the interlocutor, and finally develop sociolinguistic competences
adequate to different interlocutors and contexts.
It will be possible to create situations where the foreign language is used, instead of the mother
tongue, to promote the learning of non-linguistic school subjects. [CLIL]
Next to the ability to communicate in the target language, students will gradually acquire the ability
to reflect on the language system, on cultural conventions and social habits, in a comparative and
contrastive way, to develop a plurilingual approach and an intercultural sensitivity.
Furthermore, the reflection on the language will develop self-assessment and learning to learn
skills.

Learning outcomes at the end of lower secondary school (equivalent to an A2 level of the CEFR)
(basic user, way stage)
The student can
- understand the main points of oral and written texts in standard English on topics
which are familiar or related to the school domain
- orally describe situations, personal experiences and events and also topics s/he has
studied
- interact with one or more interlocutors on familiar and routine matters
- read simple texts applying adequate strategies
 - read informative texts and listen to explanations related to topics of the subject and
of other subjects
- write simple texts and short letter or messages addressed to friends and relatives
- recognise cultural elements in the target language and compares them to those of
his/her mother tongue
- cope with new situations using his/her language competences, use the language to
learn topics of different subjects and collaborate with his/her classmates to realise
activities and projects
- self-assess his/her competences and is aware of his/her learning style(s).

Specific learning objectives

Aural reception. The student can

- understand the key points of a speech, provided that the language is clear and the
topic is related to his/her personal or educational domain (school, free time, etc.)
- find the main points of television and radio news programmes or programmes of
interest, provided that the speech is clearly articulated
- find words and general information in a topic of a school subject.

Spoken production and spoken interaction. The student can

- describe people, living and study habits, daily routines; express likes and dislikes;
express a point of view and motivate it by using sentences linked with simple
connectors
- interact with one or more interlocutors, understand the key points of a conversation
and express his/her ideas in a clear and comprehensible way
- take part into routine conversations, asking questions and exchanging information
and opinions.

Written reception. The student can

- find explicit information in short, simple texts related to everyday situations and in
letters
- scan longer text to look for specific information related to personal interests and to
other school subjects
- read instructions on how to use an object, to play a game, to take part in an activity
- read short narratives and simple biographies and abridged novels.
Written production. The student can
- answer to questionnaires and ask questions on texts
- tell about experiences, express feelings and points of view with simple sentences
- write short letters and reports using the appropriate lexis with sentences linked with
simple connectors.

Linguistic competence and learning to learn. The student can

- find regularities and differences in everyday texts
- contrast words and structures of different languages (verbal codes)
- find differences and similarities in the usage of different languages (sociolinguistic
competence)
- learning to learn and to remove obstacles to learning.