Candosalllevelstable

State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department

English Language Education
LEVELS OF PROGRESSION FOR COMMUNICATIVE LANGUAGE ACTIVITIES FROM BASIC USER I (A1) TO INDEPENDENT USER II (B2 )
Basic User I A1 Basic User II A2 Independent User I Independent User II B2
(Elementary school) (H and 3-pt bagrut) B1 (5-pt Bagrut)
(4-pt Bagrut)
Can understand Can understand Can understand the Can understand
concrete information enough to be able to main points and extended speech and
(e.g., places and meet needs of a details of clearly most lines of
times) on familiar concrete type articulated standard argument on
topics encountered in especially if speech is speech on concrete concrete and
everyday life, clearly articulated and abstract familiar abstract topics,
delivered in slow and matters regularly provided these are
carefully articulated Can understand encountered in sign-posted by
speech when phrases and school, leisure etc. explicit markers
Spoken Reception - necessary expressions related
Overall spoken to areas of most
reception Can understand basic immediate priority
sentences describing (e.g., basic personal
someone’s physical and family
appearance (e.g., information,
eye/hair color, height) shopping, local
and familiar everyday geography),
items (e.g., color, especially if speech is
size), especially when clearly articulated
supported by pictures
Spoken Reception - Can understand some Can understand the Can generally follow Can catch much of
Understanding words and gist of a conversation the main points of what is said with
conversation between expressions when and/or discussion extended some effort in a
expert language users people are talking provided articulation conversation and conversation /
about themselves, is intelligible and the discussion around discussion with
family, school, him/her, provided several expert
1
(4-pt Bagrut)
hobbies or topic and context are speech is clearly language users, but
surroundings familiar articulated may find it difficult to
participate effectively
Can understand Can generally identify if there is no linguistic
words and short the topic of clearly accommodation
sentences when conducted
listening to a simple conversation and/or Can identify the main
conversation (e.g., discussion around reasons for and
between a customer him/her against an argument
and a waiter in a Can recognize when or idea in a discussion
cafe), when people speakers agree and conducted in clearly
talk slowly and clearly disagree in clearly articulated standard
conducted speech
Can identify the day conversation
and date in short, Can follow
simple dialogues, if Can understand the chronological
spoken slowly and main information in sequence in extended
clearly and supported dialogues about informal speech (e.g.,
by pictures or familiar activities, in a story or
gestures especially if anecdote)
articulated clearly
Can identify the Can understand basic
names of people or (personal)
places in short, simple information (e.g.,
dialogues, if spoken someone’s hobbies
slowly and clearly and interests) in
dialogues, especially if
spoken clearly and
guided by written
prompts
2
(4-pt Bagrut)
Spoken Reception - Can understand Can follow a simple, Can follow the general Can follow a lecture
Listening as a teacher talk and well-structured outline of or talk provided the
member of a live classroom discussions presentation/demons straightforward short subject matter is
audience tration on a familiar talks on familiar topics familiar and/or of
Can understand topic, provided it is provided these are interest, the
teacher feedback illustrated with visual delivered in clearly presentation clearly
expressed in simple support (e.g., slides, articulated standard structured and sign-
language concrete examples or speech posted
diagrams), and
Can understand basic delivered slowly, Can follow a Can follow the general
questions about clearly with repetition straightforward lines of argument in a
objects present in where necessary presentation, clearly articulated
their immediate demonstration or lecture or talk
surroundings or in Can understand basic short talk, with visual provided the topic is
pictures (e.g., ‘What’s and key information support where reasonably familiar
this?’) as well as questions necessary (e.g., slides, and sign-posted
on familiar, everyday handouts)
Can identify the day, activities (e.g., understanding most Can distinguish main
date and time (e.g., classroom activities, explanations given themes from asides (a
8:00, this afternoon) sports, cooking), remark/digression
in short, simple especially when Can understand the that is not part of the
dialogues, spoken articulated clearly main points of what is main subject),
slowly and clearly, said in a provided that the
with or without the Can understand straightforward lecture or talk is
support of pictures or simple information monologue (e.g., a delivered in clearly
gestures given in a predictable guided tour), provided articulated standard
situation, such as on a speech is clearly speech
Can understand basic guided tour (e.g., ‘This articulated
phrases about the Can recognize the
3
(4-pt Bagrut)
weather, spoken is where the President speaker’s point of
slowly and clearly lives.’) view and distinguish
this from facts that
Can understand short, he/she is reporting
simple questions Can recognize simple
related to basic examples that support
personal information the speaker’s points in
short talks on familiar
Can follow a short, topics, if clearly
familiar story, with or introduced by linking
without the support words/phrases
of pictures, gestures
and repetition when Can understand
delivered slowly and teacher questions
clearly
Can identify people in
Can seek repetition their immediate
and clarification to surroundings or in
understand spoken pictures from a short,
language, and may simple description of
ask other speakers for where they are and
meanings of words to what they are doing
check or confirm their
own understandings Can understand basic
information about
Can understand basic someone’s house or
descriptors (adjectives flat (e.g., rooms,
from Band I Cores I furniture), especially if
and II) about where
4
(4-pt Bagrut)
things or people are, articulated clearly and
if spoken slowly and supported by pictures
clearly and where
necessary supported Can understand basic
by pictures or information about
gestures common occupations,
especially if
Can identify the articulated clearly and
names of people or supported by pictures
places in short, simple
dialogues, if spoken Can identify key
slowly and clearly information such as
height, weight, length,
prices, times and
dates in a short
description, if
supported by prompts
or questions
5
(4-pt Bagrut)
Can understand and Can understand Can understand Can understand
follow short and straightforward simple technical detailed instructions
simple announcements (e.g., information, such as well enough to be
instructions/direction telephone recordings, operating instructions able to follow them
s addressed carefully radio announcements for everyday successfully
and slowly to of cinema programs equipment
him/her, including or sports events, Can understand most
simple teacher railway station Can follow detailed public
instructions and announcements directions (e.g., how announcements and
explanations related to changes in to get from point A to messages spoken in
arrivals and B) standard speech at
Can understand when departures, or Can understand most normal speed
someone tells supermarket public
him/her where announcements announcements at
something is, regarding special airports and stations,
Spoken Reception - provided the object is deals) if the delivery is on planes, buses and
Listening to in the immediate clear and with trains, provided
announcements, environment minimum interference speech is audible and
instructions and from background clearly articulated
directions Can understand noise with minimum
information (e.g., interference from
figures, prices and Can understand background noise
times) spoken slowly simple directions
and clearly in a public relating to how to get
announcement (e.g., from X to Y, on foot or
at a railway station or public transportation
in a shop)
Can understand basic
Can understand a instructions for
simple instruction carrying out routine
6
(4-pt Bagrut)
Can pick out concrete Can understand the Can understand the Can understand the
information (e.g., important points of a main points of radio content of a wide
places and times) story and follow the news bulletins and range of audio
from short audio plot recorded material material (recorded or
recordings on familiar Can follow the about familiar broadcast) provided
everyday topics, sequence of events in subjects speech is clearly
provided they are a simple story or articulated
delivered slowly and narrative Can understand the
clearly main points and
Can understand the important details in
Spoken Reception - most important stories and other
Listening to audio information from narratives, provided
media and recordings short radio broadcasts speech is clearly
(e.g., weather articulated
forecasts, concert
announcements or
sports results) and
interviews (e.g.,
addressing personal
likes and dislikes),
provided that
articulation is clear
7
(4-pt Bagrut)
Can recognize familiar Can identify the main Can follow films in Can follow films in
words and phrases point/s of TV news which visuals and which the storyline is
and identify topics in items reporting action carry much of supported by clearly
headline news events, accidents etc. the storyline, and delivered language, as
summaries and many where the visual which are delivered well as visuals and
of the products in supports the clearly in action
advertisements, by commentary straightforward
exploiting visual language Can understand many
Spoken Reception - information and Can understand a TV TV programs (e.g.,
Watching TV, film and activating general commercial or a Can follow the main interviews, short
video background trailer for a film, points in short TV lectures,
knowledge provided the images programs or video documentaries and
support clips on familiar topics news reports) on
understanding and general topics/issues
the delivery is clear and/or of personal
interest provided
speech is clearly
articulated
8
(4-pt Bagrut)
Can understand Can understand texts Can read and Can read level-
stories and short texts on familiar matters of adequately appropriate texts
on a range of familiar a concrete type in comprehend texts on with a large degree
topics (e.g., sports, level-appropriate familiar subjects of independence and
music or travel) language (vocabulary and/or topics of a high level of
written in level- and grammar), interest containing comprehension,
Written Reception -
appropriate language rereading as required level-appropriate adapting style and
Overall written
(vocabulary and language (vocabulary reading rate to
reception
grammar), and and grammar) different purposes
supported by
illustrations and
pictures, rereading as
required
Can understand short, Can understand a Can understand Can understand basic,
simple messages in personal letter, email personal letters, standard and formal
Written Reception - notes, social media or or post in which the emails or online correspondence and
Reading email (e.g., proposing writer addresses or postings that address online postings (e.g.,
correspondence what to do, when and asks about familiar events, feelings and information on driving
where to meet) subjects (e.g., friends experiences laws and regulations)
or family)
9
(4-pt Bagrut)
Can find and Can locate specific Can find and Can scan longer texts
understand simple, information in lists understand relevant to locate and gather
important information and isolate the information in most desired information
in advertisements, information required everyday materials, from different parts of
programs for special (e.g., letters, one or more texts to
events, leaflets and Can find and brochures and short fulfill a specific task
brochures (e.g., what understand official documents)
is proposed, costs, the information in
date and place of the practical, concrete, Can pick out
event, departure predictable texts (e.g., important information
times, etc.) travel guidebooks, on labels and leaflets
recipes, menus) Can assess whether
Written Reception - Can understand the an article, report or
Reading for information in a Can understand the review is on a specific
orientation simple school main information in or required topic
timetable giving days short, simple and/or is suited to
and times of classes descriptions of goods his/her language level
in brochures and (adapted B1)
websites (e.g.,
portable digital Can understand the
devices, computer important information
games, sports in straightforward
equipment, etc.) commercial adverts in
newspapers or
magazines, e.g.,
holiday packages
Written Reception - Can form an idea of Can understand the Can understand most Can recognize the
Reading for the content of simple main points in general factual intent of a text: to
10
(4-pt Bagrut)
information and informational material informational texts information on provide factual
argument and short simple that deal with familiar subjects of information or to
descriptions, concrete everyday interest convince readers of
especially if there is topics (e.g., hobbies, something
visual support sports, leisure Can understand short
activities, animals) texts on familiar Can understand texts
Can differentiate subjects or topics of on familiar subjects or
between main ideas Can understand texts current interest, in topics of current
and unimportant describing people, which people interest, and
information in factual places, everyday life, explicitly state their recognize implied
texts (new) and culture (e.g., points of view points of view
traditional food,
dress, festivals) Can identify the main Can exploit text
Can identify the main conclusions in clearly structure for
information in short signaled comprehension (e.g.,
newspaper reports or argumentative texts contrasting
simple articles in arguments, problem-
which figures, names, solution and cause-
illustrations and titles effect relationships
play a prominent role
and support the
meaning of the text
Can follow an
argument by
differentiating
between main
ideas/claims and
supporting details
11
(4-pt Bagrut)
Can extract specific

information (e.g.,
facts and numbers)
from simple
informational texts
related to everyday
life (e.g., posters,
leaflets)
12
(4-pt Bagrut)
Can follow basic Can understand and Can understand NO DESCRIPTORS
instructions for carry out a series of clearly written
making something simple instructions authentic
(e.g., a mask, a clock), and directions instructions that may
if supported by especially if they are include visuals (e.g.,
pictures/illustrations illustrated (e.g., cooking/safety/opera
installing apps on a ting instructions)
Can understand basic mobile phone,
Written Reception -
written instructions following a recipe)
Reading instructions
for classroom
and directions
activities (e.g., ‘Read
and match’)
Can follow short,

simple written
directions (e.g., to go
from X to Y)
13
(4-pt Bagrut)
Can understand Can understand Can understand the Can independently
(illustrated) creative narratives and description of places, read for pleasure,
texts that are written descriptions of events, explicitly adapting style and
in level-appropriate someone’s life written expressed feelings speed of reading to
language (vocabulary in level-appropriate and perspectives in a different texts
and grammar) language (vocabulary variety of text types,
and grammar) (e.g., narratives,
Can understand short, magazine articles,
simple descriptions of Can understand much songs)
familiar places written of the information
in level-appropriate provided in a short Can follow the plot of
language (vocabulary description of a stories and comics
and grammar) and person (e.g., a with a clear,
occasionally celebrity) transparent storyline
supported by
Written Reception -
illustrations Can understand the
Reading as a leisure
main points of a short
activity
article reporting an
event that follows a
given text structure
(e.g., sporting event,
Academy Awards) and
is written in level-
appropriate language
(vocabulary and
grammar)
Can follow creative

texts that include
both dialogue and
14
(4-pt Bagrut)
Can provide factual, Can describe Can present and Can give clear,
personal everyday aspects of reasonably sustain a detailed
information about his/her coherent descriptions/presen
him/herself using environment, straightforward tations on a wide
level-appropriate events and activities description on a range of subjects,
language (e.g., people, places, variety of subjects expanding and
(vocabulary and a job or study within his/her area of supporting ideas
Spoken Production
grammar) experience) using interest, using level- with relevant
- Overall spoken
level-appropriate appropriate language subsidiary
production
language (vocabulary and points/examples
(vocabulary and grammar) using level-
grammar) appropriate
language
(vocabulary and
grammar)
15
(4-pt Bagrut)
Can describe Can describe family, Can give Can clearly express
him/herself, what people, school, living straightforward feelings about
he/she does and conditions, job, daily descriptions on a something
where he/she lives routines, variety of familiar experienced and give
likes/dislikes, etc. subjects and areas of reasons to explain
Can describe simple interest those feelings
aspects of his/her Can tell a story
everyday life in a Can relate a Can give clear,
series of simple Can describe plans straightforward detailed descriptions
sentences using level- and arrangements, narrative or on a wide range of
appropriate language habits and routines, description as a linear subjects
(vocabulary and past activities and sequence of points
grammar), especially personal experiences Can describe the
if he/she can prepare Can give accounts of personal significance
in advance Can describe and experiences, of events and
compare objects and describing feelings experiences in detail
Spoken Production - possessions and reactions
Sustained monologue: Can describe
Describing experience Can say what he/she Can relate details of hypothetical events
is good at and not so unpredictable and situations
good at (e.g., sports, occurrences, e.g., an
games, skills, subjects) accident
Can relate the plot of

a book or film and
describe his/her
reactions
Can describe dreams,

hopes and ambitions
16
(4-pt Bagrut)
Spoken Production - Can answer a series of Can give simple Can report Can communicate
Sustained monologue: simple questions instructions to a straightforward detailed information
Giving information about family and classmate to factual information on reliably
friends, using basic complete a task a familiar topic, (e.g.,
phrases Can make simple to indicate the nature Can give a clear,
requests to get or do of a problem or to detailed description of
Can talk about their something in relation give detailed how to carry out a
immediate family to common every day directions), provided procedure
members and classroom he/she can prepare in
activities advance
Can express likes and
dislikes in relation to Can give simple Can describe how to
familiar topics in a directions to get from do something, giving
basic way place to place, using general instructions
basic expressions such
Can describe as ‘turn right’ and ‘go
someone’s physical straight’ together with
appearance in a basic sequential connectors
way like ‘first,’ ‘then,’ and
‘next’
Can say what the
weather is like
Can draw simple

conclusions about
people in pictures
(e.g., ‘he’s happy’),
using a limited range
17
(4-pt Bagrut)
of formulaic
expressions
Can say what

someone’s job is,
using familiar
common job names
Can give a simple

description of an
object or picture
while showing it to
others using basic
words, phrases and
formulaic expressions,
especially when
he/she can prepare in
advance
Can describe the

position of objects or
people using pictures
or gestures
18
(4-pt Bagrut)
NO DESCRIPTORS Can express Can express opinions Can explain a
agreement or on subjects relating to viewpoint on a topical
disagreement using everyday life issue giving the
simple formulaic advantages and
expressions to explain Can give some disadvantages of
why reasons and various options
explanations for
Spoken Production -
Can present his/her opinions, plans and Can develop an
Sustained monologue:
opinion in a actions argument that can be
Putting a case
structured, coherent followed without
manner especially Can express and difficulty most of the
provided he/she can justify time
prepare in advance approval/disapproval
of what someone has
done
NO DESCRIPTORS Can deliver very short, Can deliver short, Can deliver
rehearsed rehearsed announcements on
announcements of announcements on a most general topics
Spoken Production -
predictable, learnt topic pertinent to clearly, fluently and
Public
content which are everyday occurrences with a degree of
announcements
intelligible to with adequate spontaneity
cooperative listeners prosody
19
(4-pt Bagrut)
Can read a very short, Can give a short, Can give a prepared Can give a prepared
rehearsed statement rehearsed straightforward presentation on a
(e.g., to introduce the presentation on a presentation without topic of interest,
participants in a role topic pertinent to difficulty on a familiar outlining similarities
play everyday life, giving subject or topic of and differences
reasons and interest explaining the relevant to the
explanations for main points with subject matter (e.g.,
opinions, plans and reasonable precision comparison between
actions and clarity products,
countries/regions,
Can answer most Can take follow up plans)
straightforward questions, but may
follow-up questions ask for clarification Can give a clear,
during and/or after a and/or repetition prepared
Spoken Production -
presentation presentation,
Addressing audiences
providing reasons in
support of/against a
particular viewpoint
and suggesting
advantages/disadvant
ages of various
options
Can take a series of

follow up questions
with a degree of
fluency and
spontaneity
20
(4-pt Bagrut)
Can sing an age- NO DESCRIPTORS NO DESCRIPTORS NO DESCRIPTORS
appropriate, level-
appropriate song or
recite a rhyme from
memory
Can say simple

tongue-twisters and
other types of playful
language
Spoken Production -
Playing with spoken
Can take part in age-
language (new)
appropriate, level-
appropriate games
that use formulaic
expressions or rhymes
Can re-tell parts of a

story (with or without
pictures) read by the
teacher or from
previous knowledge
21
(4-pt Bagrut)
Can write simple, Can give information Can write Can write clear,
isolated phrases and in writing about straightforward detailed texts on a
sentences using level- matters of relevance connected texts on variety of subjects
appropriate language linking a series of familiar subjects and topics of
(vocabulary and phrases and and/or topics of interest, synthesizing
grammar) and spelling sentences with simple interest, by linking and evaluating
Written Production - that approximates connectors like ‘and,’ discrete elements of information and
Overall written accurate conventions ‘but’ and ‘because’, content into a linear arguments from
production based on a with increasing sequence using level- several sources,
developmental accuracy of spelling appropriate language using level-
continuum based on a (vocabulary and appropriate language
developmental grammar) (vocabulary and
continuum grammar)
22
(4-pt Bagrut)
Can write about Can write a simple Can write Can write cohesive,
themselves and story (e.g., about straightforward coherent, detailed
fictitious people, events on a holiday or descriptions on a descriptions on a
where they live and about life in the range of familiar variety of subjects and
what they do distant future) subjects and topics of topics of interest
Can describe certain Can write short, interest including accounts of
everyday objects (e.g., simple, imaginary experiences and
the color of a car, biographies and/or Can write accounts of events
whether it is big or simple poems about experiences,
small) people describing feelings
Can write diary and reactions in
entries that describe connected text
activities (e.g., daily
Written Production - routines, outings, Can write a
Creative writing sports, hobbies), description of an
people and places event, a recent trip,
real or imagined
Can write an
introduction to a story Can write short,
or continue a story simple essays on
topics of interest
Can write basic
descriptions of Can present a topic in
events, past activities a short report or
and personal poster, using visuals
experiences and short blocks of
text
23
(4-pt Bagrut)
NO DESCRIPTORS Can write simple texts Can write brief Can write a
on familiar subjects of reports containing report/essay on a
interest, linking factual information subject of interest,
sentences with following a standard addressing
appropriate conventionalized advantages/disadvant
connectors format ages, expressing and
justifying his/her
Written Production - Can give his/her Can write a short text position
impressions and on a familiar topic
Written reports and
opinions in writing integrating factual Can paraphrase and
essays
about topics of information from two integrate factual
personal interest (e.g., sources information drawn
sports, music, reality from three sources on
TV) a wide range of topics
with growing accuracy
of language and
content
24
(4-pt Bagrut)
Can engage in limited Can interact with Can exploit a wide Can interact with a
interactions reasonable ease in range of level- degree of fluency
(restricted in the structured situations, appropriate language and spontaneity that
number of turn- short social to deal with most makes possible
takings and scope) exchanges and familiar situations strain-free
where communication conversations using interaction, and
may involve level-appropriate Can enter sustained
repetition, at a slower language (vocabulary unprepared into relationships with
rate of speech and and grammar) asking conversation, express successful language
Spoken Interaction - rephrasing for repetition, personal opinions users
Overall spoken reformulation or and exchange
interaction clarification when information on Can highlight the
necessary familiar topics, topics personal significance
of personal interest of events and
Can ask and answer or pertinent to experiences, account
questions and everyday life (e.g., for and sustain views
exchange ideas and family, hobbies, clearly by providing
information on work, travel and relevant explanations
familiar topics and current events and arguments
everyday situations
25
(4-pt Bagrut)
Can understand Can understand Can follow clearly Can understand in
everyday expressions enough to manage articulated speech detail what is said to
aimed at the routine exchanges directed at him/her in him/her in standard
satisfaction of simple without undue effort everyday spoken language even
needs of a concrete conversation, though in a relatively noisy
type, delivered Can generally may ask for repetition environment
directly to him/her in understand clear, of particular words
clear, slow and standard speech on and phrases
Spoken Interaction - repeated speech by a familiar matters
Understanding an sympathetic speaker directed at him/her,
interlocutor provided he/she can
Can understand ask for repetition or
questions and reformulation from
instructions time to time
addressed carefully
and slowly to him/her
and follow short,
simple directions
26
(4-pt Bagrut)
Can take part in a Can extend/respond Can enter unprepared Can start and
simple conversation to invitations, into conversations on maintain a
of a basic factual make/respond to familiar topics conversation by
nature on a suggestions, asking relatively
predictable topic (e.g., pay/accept Can follow clearly spontaneous
his/her home country, compliments, and articulated speech questions about a
family, school) offer/accept apologies directed at him/her in special experience or
Can introduce people everyday event, expressing
and use basic Can establish social conversation, though reactions and
greetings and leave- contact: will sometimes have opinions on familiar
taking expressions introductions; to ask for repetition of subjects
Spoken Interaction -
Can ask how people greetings and particular words and
Conversation
are and react to farewells; giving phrases Can participate in
personal news thanks relatively long
Can express and conversations on
respond to feelings subjects of common
such as surprise, interest
happiness, sadness,
interest and Can convey degrees of
indifference emotion and highlight
the personal
significance of events
and experiences
27
(4-pt Bagrut)
Can exchange likes Can exchange Can generally follow Can take an active
and dislikes for sports, opinions, the main points in an part in informal
foods, etc. when agree/disagree with informal discussion discussion in a variety
addressed clearly, others, and compare with friends/peers of contexts,
slowly and directly objects/people provided speech is commenting and
intelligible clearly expressing
point of view
Can convey his/her
opinions and Can compare and
reactions politely contrast alternatives
regarding solutions to (e.g., discuss what to
problems or practical do, where to go, who
questions or which to choose)
Can give or seek Can account for and

personal views and sustain his/her
Informal and formal
opinions politely in opinions in discussion
discussions
discussing topics of by providing relevant
interest explanations,
arguments and
Can follow comments
argumentation and
discussion on a
familiar or predictable
topic, provided the
points are made in
level-appropriate
language and/or
repeated, and
opportunities are
28
(4-pt Bagrut)
Can act on short, basic Can manage simple, Can generally follow Can follow what is
instructions that routine tasks without what is said and, said, though he/she
involve times, undue effort, asking when necessary, can may occasionally have
locations, numbers, for repeat relevant parts to ask for repetition
etc. repetition/clarificatio to confirm mutual or clarification, if
Can ask people for n when he/she does understanding necessary
things and give people not understand Can help along the
things Can intelligibly convey progress of the work
Can discuss what to opinions and (e.g., by inviting
do next, reactions understood others to join in, say
Goal-oriented co-
making/responding to regarding possible what they think)
operation (e.g.,
suggestions, asking solutions or the
repairing a bike,
for and giving question of what to
discussing a
directions do next, giving brief
document, organizing
reasons and
an event)
explanations
Can invite others to

share their views on
how to proceed
29
(4-pt Bagrut)
Can ask people for Can interact in Can ask a shop Can explain a problem
basic everyday predictable assistant to explain which has arisen and
products/services and situations to obtain the difference make it clear that the
give people basic goods and services between two or more provider of the
products/services (e.g., in a post office, a products serving the service/customer
station, a shop) same purpose, posing must make a
Can ask for food and follow up questions as concession
drink using basic Can make simple necessary prior to
expressions purchases by stating making a decision
Can ask for the price what is wanted and
of basic asking the price Can cope with less
Obtaining goods and
products/services routine situations in
services
(new) shops, the post office,
the bank and in
making travel
arrangements (e.g.,
returning an
unsatisfactory
purchase, opening a
foreign currency
account)
30
(4-pt Bagrut)
Can ask and answer Can deal with Can seek and pass on Can pass on detailed
simple questions in practical everyday straightforward information reliably
areas of immediate demands: finding out factual information
need or on very and passing on Can exchange, check
familiar topics straightforward Can ask for and follow and confirm
factual information detailed directions accumulated factual
Can ask and answer information on
questions about Can ask for and Can obtain more familiar routine and
themselves and other provide personal detailed information non-routine matters
people, where they information Can offer advice on with some confidence
Spoken Interaction - live, people they Can ask and answer simple matters within
Information exchange know, things they questions about his/her area of
have habits, routines, experience
pastimes and past
activities
Can ask and answer

questions about plans
and intentions (e.g.,
what to do and where
to go)
31
(4-pt Bagrut)
Can reply in an Can answer simple Can carry out an Can carry out an
interview to simple questions and interview using a effective, fluent
direct questions about respond to simple prepared interview, departing
personal details statements in an questionnaire, with spontaneously from
interview. some spontaneous prepared questions,
Can state in simple follow up questions following up and
language the nature Can indicate in simple and can answer probing interesting
of a problem to a language the nature interview questions replies
Interviewing and
health professional of a problem to a
being interviewed
and answer simple health professional, Can take initiatives in
questions such as perhaps using an interview, expand
‘Does that hurt?’ gestures and body and develop ideas
though he/she may language with little help or
use gestures and body prodding from an
language to reinforce interviewer
the message
32
(4-pt Bagrut)
NO DESCRIPTORS Can participate in a Can use Can use
phone or online telecommunications telecommunications
conversation in real to hold for everyday personal
time with a known straightforward but or professional
person on a extended purposes, provided
predictable topic (e.g., conversations with he/she can ask for
arrival times, people he/she knows clarification from time
arrangements to personally to time
meet) asking for
clarification if Can use
Using
necessary telecommunications
telecommunications
to convey routine
Can understand a messages (e.g.,
simple phone or arranging to meet)
online message (e.g., and obtain basic
‘My flight is late. I will services (e.g., arrange
arrive at ten o’clock.’) to meet, make an
and confirm details of appointment)
the message
Can ask for or pass on Can write short, Can write personal Can convey
personal details in simple notes relating correspondence and information and ideas
written form to routine, everyday notes asking for or on abstract and
Written Interaction -
matters conveying information, concrete topics, and
Overall written
getting across the point ask about or explain
interaction
he/she feels to be problems with
important
reasonable precision
33
(4-pt Bagrut)
Can write messages Can write short, Can engage in written Can engage in written
and online postings as simple notes, emails correspondence correspondence
a series of very short and text messages describing giving news and
sentences about (e.g., to send or reply experiences, feelings expressing thoughts
hobbies and to an invitation, to and events in some about abstract or
likes/dislikes, using confirm or change an detail cultural topics (e.g.,
level-appropriate arrangement, to music, films,
language (vocabulary express thanks or Can write basic, commenting on the
and grammar) offer an apology) factual emails and correspondent's news
letters (e.g., to and views
Can convey personal request information
information of a or to ask for and give Can consider formality
Correspondence
routine nature, for confirmation) and basic conventions
example in a short appropriate to the
email introducing context when writing
him/herself letters and emails
Can obtain, by written
correspondence,
information required
for a particular
purpose, collate and
forward it to others
34
(4-pt Bagrut)
Can leave a simple Can write a variety of Can take routine, Can take or leave
informative message short, simple, clearly articulated messages
giving, for example, interpersonal messages in a communicating
where he/she has messages on familiar personal, work- enquiries, and
gone, what time topics related or academic explaining problems
he/she will be back context
Notes, messages and Can write his/her Can write notes
forms name, address, age, conveying
date of birth, straightforward, of
nationality, numbers relevance to people
etc. where required who feature in his/her
(e.g., on a registration everyday life (e.g.,
form) friends, service
people, teachers)
Online Interaction - Can post short Can engage in basic Can post a Can engage in real-
Online conversation reactions to simple social communication comprehensible time online exchanges
and discussion online postings using online (e.g., writing a contribution in an with more than one
formulaic expressions simple message on a online discussion on a participant,
and combinations of virtual card for a familiar topic of recognizing the
simple words special occasion, interest, provided communicative
sharing news and that he/she can intentions of each
making/confirming prepare the text contributor, but may
arrangements to beforehand and use require some
meet) online tools to fill clarification or further
gaps in language and explanation
check accuracy
Can post online
Can make personal accounts of social
35
(4-pt Bagrut)
online postings about events, experiences
experiences, feelings and activities referring
and events and to embedded links
respond individually and media and
in some details to sharing personal
others’ comments feelings
using level-
appropriate language Can engage in
moderated online
exchanges among
several participants,
effectively linking
his/her contributions
to previous ones in
the thread, provided a
moderator facilitates
the discussion
Can recognize some

misunderstandings
and disagreements
that arise in online
interactions and can
enlist the help of the
moderator and/or
interlocutor(s)
36
(4-pt Bagrut)
Can fill out sections of Can make simple Can interact online Can interact online
a very simple online online transactions with a partner or with a group that is
purchase or (e.g., ordering goods small group working working on a project,
application, providing or enrolling in a on a project, provided following
basic personal course) by filling in there are visual aids straightforward
information (e.g., most of an online (e.g., images, statistics instructions, seeking
name, e-mail address form or and graphs) to clarify clarification and
or telephone number) questionnaire, more complex helping to accomplish
providing personal concepts the shared tasks
details
Can respond to
Can make simple instructions, ask
online transactions questions, or request
(e.g., ordering goods clarifications to
or enrolling on a accomplish an online
course) by filling in shared task
Online Interaction -
Goal-oriented online personal details on an
transactions and online form or
collaboration questionnaire
Can ask basic

questions about the
availability of a
product or feature
Can respond to simple

instructions and ask
basic questions to
accomplish a shared
37
(4-pt Bagrut)
Can convey simple, Can recognize when Can play a supportive Can collaborate with
predictable difficulties occur and role in interaction, people from other
information of indicate in simple contribute, and backgrounds, showing
immediate interest language the express his/her interest and empathy
given in short, simple apparent nature of a suggestions and invite by asking and
signs and notices, problem other people to do answering questions,
posters and the same formulating and
programs responding to
Can convey the main
Can convey suggestions, asking
point(s) involved in
information given in whether people
short, simple
clear, well-structured agree, and proposing
Mediating a Text - conversations or
informational texts on alternative
Overall mediation texts on everyday
familiar subjects or approaches
subjects of
topics of personal or
immediate interest
current interest, Can convey with
provided these are
provided he/she can reasonable reliability
expressed clearly in
check the meaning of detailed information
simple language
lexical items if and arguments
necessary contained in complex
but well-structured
texts within his/her
areas of interest
38
(4-pt Bagrut)
Can convey (in Can relay in speech (in Can relay (in Language Can relay (in Language
Language B), in Language B) the point B) the content of B) the main point(s)
speech, simple, made in clear, spoken public contained in oral
predictable instructions or announcements and presentations and/or
information of announcements (in messages spoken in written texts (in
immediate interest Language A) clear, standard Language A) on
given in short, signs concerning familiar language (Language general topics and
and notices, posters everyday subjects A) at normal speed subjects related to
and programs his/her areas of
(written/spoken in Can relay in speech (in Can relay (in Language interest, which are
Language A) Language B) specific, B) the content of particularly relevant
relevant information clearly articulated for a specific purpose
Mediating a Text -
contained in short, detailed instructions
Relaying specific
simple texts, labels or directions (in
information in speech
and notices (written in Language A)
Language A) on
familiar subjects Can relay (in Language
B) specific information
given in
straightforward
informational texts
(e.g., leaflets,
brochure entries,
notices and letters or
emails) (Language A)
39
(4-pt Bagrut)
Can list (in Language Can relay in writing (in Can relay in writing (in Can relay in writing (in
B) names, numbers, Language B) specific Language B) specific Language B) relevant
prices very simple information contained information contained decisions taken in a
information of in simple in spoken texts (in meeting/discussion
immediate interest (in informational texts Language A) (e.g., (in Language A)
Language A), (written in Language telephone calls,
especially if the A) announcements, and
speaker's articulation instructions)
is slow and clear, with Can list (in Language
some repetition B) specific information Can relay in writing (in
contained in simple Language B) specific,
texts (written in relevant information
Language A) on contained in
everyday subjects of straightforward
Mediating a Text -
immediate interest or written, informational
Relaying specific
need texts (in Language A)
information in writing
on familiar subjects
Can list (in Language
B) the main points of Can relay in writing (in
clear, simple spoken Language B) specific
messages and information given in a
announcements straightforward
(given in Language A) recorded message
(left in Language A),
provided that the
topics concerned are
familiar and the
delivery is clearly
articulated
40
(4-pt Bagrut)
NO DESCRIPTORS NO DESCRIPTORS Can interpret and Can interpret and
describe (in Language describe (in Language
B) simple visuals on B) overall trends
familiar topics (e.g., a shown in simple
weather map, a basic diagrams (e.g.,
flow chart) (in graphs, bar charts) (in
Language A), though Language A), even
frequent pauses, false though lexical
starts and limitations may cause
reformulation may be difficulty with
evident while formulation at times
Mediating a Text - speaking
Explaining data in Can present in simple Can interpret and
speech/writing (e.g., sentences (in present in writing (in
in graphs, diagrams, Language B) the main Language B) the
charts, etc.) facts displayed in overall trends shown
visuals on familiar in simple diagrams
topics (e.g., a weather (e.g., graphs, bar
map, a basic flow charts) (with text in
chart) (in Language A) Language A),
explaining the context
and important points
in some detail and
consulting reference
materials when/if
necessary
Can convey (in Can convey (in Can report (in Can relay (in Language
Mediating a Text - Language B) simple, Language B) the main Language B) the main B) the main points
41
(4-pt Bagrut)
predictable point(s) contained in points made in clear, made in extended
information given in clearly structured, well-structured multimodal texts (in
short, very simple short, simple spoken multimodal texts (in Language A) on topics
signs, notices and and written texts (in Language A) on of interest, provided
posters (written in Language A) familiar subjects or he/she can check the
Language A) supplementing with topics of personal meaning of lexical
gestures, drawings, interest items when necessary
and words from other
languages or other Can report (in Can summarize (in
means when Language B) the main Language B) a text (in
necessary information content Language A) (e.g., a
of straightforward short narrative,
texts (in Language A) article, talk,
on subjects of discussion, interview
personal or current or documentary)
interest, provided
these are level-
appropriate and
spoken texts are
Processing text in
clearly delivered (e.g.,
speech/writing
a short written
interview or magazine
article, a travel
brochure)
Can convey in writing

(in Language B) the
main points made in
straightforward
informational
42
(4-pt Bagrut)
NO DESCRIPTORS NO DESCRIPTORS Can provide an Can provide spoken
approximate spoken translations into
translation (in (Language B) of
Language B) of clearly written texts
coherent, well- (in Language A)
Mediating a Text -
structured written containing
Translating a written
informational texts (in information and
text into speech
Language A) on arguments on
familiar subjects or subjects of interest
topics of personal
interest
Mediating a Text - Can use simple words, Can express reactions Can express his/her Can explain why
Expressing a personal phrases and to a work, reporting reactions to a work, certain parts or
response to creative sentences to say how feelings and ideas in reporting feelings and aspects of a work
texts (including a work made him/her simple language ideas in level- especially interested
literature) feel Can describe a appropriate language him/her in level-
character’s feelings Can describe and appropriate language
and explain the explain a character’s
reasons for these feelings in level- Can explain in some
feelings appropriate language detail which character
Can talk about which he/she most
aspects of a work Can share which identified with and
especially interested aspects of a work why in level-
him/her especially interested appropriate language
him/her
Can talk about Can select simple Can relate events in a
whether he/she passages he/she story, film or play to
particularly likes from similar events he/she
43
(4-pt Bagrut)
liked/disliked a work a work of literature has experienced or
and explain why and explain why heard about in level-
Can select appropriate language
lines/passages he/she
particularly likes from Can describe the
a work as quotes in a emotions experienced
response to it by a character in a
work in level-
Can explain the

feelings and opinions
that a work provoked
in him/her in level-
Can describe the

personality of a
character in level-
Can express in some

detail his/her
reactions to the form
of expression, style
and content of a
work, explaining what
he/she appreciated
and why
44
(4-pt Bagrut)
NO DESCRIPTORS Can identify, compare Can point out the Can point out the
and briefly describe most important most important
the key themes and episodes and explain episodes and events
characters in short, the significance of in a clearly structured
simple narratives events in a clearly narrative using level-
involving familiar structured narrative appropriate language
situations using level- (vocabulary and
appropriate grammar) and explain
productive language the significance of
(vocabulary and events and the
Mediating a Text -
grammar) connection between
Analysis of creative
them
texts (including
Can compare and
literature)
describe the key Can compare,
themes and describe and connect
characters in short, the key themes and
language-appropriate characters in two
narratives involving creative/literary
familiar and relevant pieces (e.g.,
topics/situations narratives) involving
familiar and/or
relevant situations
45
(4-pt Bagrut)
Can invite peer Can collaborate in Can define the task in Can ask questions to
contributions to very simple, practical tasks, a discussion and ask stimulate discussion
simple tasks using asking what others others to contribute on how to organize
short, simple phrases think, taking in their expertise and collaborative work
Can indicate that responses, making experience
he/she understands suggestions, asking Can help to define
and ask whether for repetition, Can collaborate on a common goals for
others understand reformulation and/or shared task, for teamwork and
clarification when example formulating compare options for
necessary and responding to their achievement
Mediating a Text - suggestions, asking
Mediating concepts - whether others agree,
Facilitating and proposing
collaborative alternative
interaction with peers approaches
Can collaborate in
shared tasks and work
with peers towards an
agreed common goal
by asking and
answering
straightforward
questions
46
(4-pt Bagrut)
Can express an idea in Can ensure that the Can ask a group Can use questions,
simple language and interlocutor member to give the comments and
ask what others think understands what reason(s) for their reformulations to
he/she means by views maintain the focus of
asking appropriate a discussion
questions (adapted Can repeat part of
CEFR, A2+) what someone has Can present his/her
said to confirm ideas in a group and
Can make simple mutual understanding pose questions that
Mediating a Text - remarks and pose and facilitate the invite reactions from
Collaborating to occasional questions development of ideas other group
construct meaning to indicate that on a course of action members’
he/she is following perspectives
Can make suggestions Can consider two

in simple language in different sides of an
a way that moves the issue, giving
discussion forward arguments for and
against, and propose
a solution or
compromise
NO DESCRIPTORS NO DESCRIPTORS Can give Can give clear
straightforward instructions to
Leading group work
instructions to a organize and carry out
- Managing
group who help with an activity
interaction
formulation when
necessary
47
(4-pt Bagrut)
NO DESCRIPTORS NO DESCRIPTORS Can ask appropriate Can summarize points
questions to check made by group
understanding of members and for
concepts that have elaboration
Leading group work
been explained
- Encouraging
conceptual talk
Can ask for
feedback/comments
on proposed ideas
48
(4-pt Bagrut)
Can recognize Can recognize and Can recognize and Can explain features
different ways of apply basic cultural appropriately apply of his/her own culture
numbering, telling the conventions basic cultural to members of
time, greetings and associated with conventions another culture or
farewells, etc. everyday social associated with explain features of
exchanges (e.g., everyday social the other culture to
different greetings exchanges and act members of his/her
rituals) appropriately in own culture and
everyday situations discuss how
Can recognize when (e.g., when greeting, culturally-determined
difficulties occur in saying farewell, actions may be
interaction with expressing thanks, perceived differently
members of other offering an apology by people from other
Building on
cultures, even cultures
pluricultural
though he/she may Can sometimes
repertoire – overall
not be sure how to recognize when
building on
act in, or respond to, difficulties occur in
plurilingual
the situation interaction with
repertoire
members of other
cultures, and may
attempt to adapt
behavior to the
situation
Can discuss how

things that may look
‘strange’ to him/her in
another sociocultural
context may well be
‘normal’ for those
49
(4-pt Bagrut)
NO DESCRIPTORS Can make sense of Can exploit what Can recognize
short, clearly he/she has similarities and
articulated spoken understood in one contrasts in how
announcements by language to concepts are
piecing together what deduce/grasp the expressed in different
he/she understands topic and main languages, to
from the available message of a text in distinguish between
versions in different another language identical uses of the
languages (e.g., when reading same word root and
Building on short newspaper ‘false friends’
pluricultural articles, online news,
repertoire - museum brochures) Can use his/her
Plurilingual knowledge of
comprehension contrasting
grammatical
structures and
functional expressions
of languages in
his/her plurilingual
repertoire in order to
support
comprehension
50
(4-pt Bagrut)
Can mobilize his/her Can mobilize his/her Can mobilize his/her Can creatively exploit
plurilingual repertoire plurilingual repertoire (limited) repertoire in his/her repertoire in
to ask for help or in order to explain a different languages to his/her plurilingual
clarification (new) problem or to ask for explain a problem or repertoire to cope
help or clarification to ask for clarification with some
unexpected situations
Can use a word or Can use a word from
phrase from another another language in Can make use of
language in his/her his/her plurilingual different languages in
plurilingual repertoire repertoire to make his/her plurilingual
in routine everyday him/herself repertoire during
situations, instead of understood in a collaborative
Building on one in the language routine everyday interaction, in order
pluricultural being spoken to make situation either as a to clarify the nature of
repertoire - Building himself/herself compensatory a task, the main steps,
on plurilingual understood strategy or for more the decisions to be
repertoire accurate expression taken, the outcomes
expected
Can make use of

different languages in
his/her plurilingual
repertoire to
encourage other
people to use the
language in which
they feel more
comfortable
51
(4-pt Bagrut)
Can exploit a very Can exploit his/her Can describe Can exploit level-
basic range of simple linguistic repertoire to predictable and some appropriate language
expressions related to deal with a variety of unpredictable to give clear
personal details and familiar and situations, explain the descriptions, express
needs of a concrete unfamiliar situations main points in an idea viewpoints and
Linguistic - General type and content or problem with develop arguments,
linguistic range Can use some basic evolving accuracy, for the most part
structures in and express thoughts fluently and with
sentences with some on abstract or cultural evolving accuracy
omission or reduction topics (e.g., music and
of elements films)
52
(4-pt Bagrut)
Can draw on his/her Can draw on his/her Can exploit Can exploit
receptive and vocabulary for the receptive/productive receptive/productive
productive knowledge expression of basic knowledge of knowledge of
of vocabulary (Lexical communicative needs vocabulary specified vocabulary specified
Band I) when relating on Lexical Band III for on Grammar Band III
to particular concrete Can understand and 4 points to for 5 points to
situations convey messages understand and understand and
drawing on receptive convey messages convey messages
and productive related to a wide related to a variety of
knowledge of the range of familiar topics and everyday
target lexical items in topics and everyday situations
Lexical Bands I and II situations
Can draw on receptive
Linguistic - Can draw on sufficient and productive
Vocabulary range productive knowledge vocabulary (BANDS I-
and control of vocabulary (Lexical III) to understand and
Band III for 4 points) convey most
and compensatory messages connected
strategies to express to general topics
him/herself on a
variety of familiar
Can generally exploit
topics
vocabulary knowledge
to convey more
Can substitute some
precise meaning
words or phrases with
other lexical items to
explain or emphasize
a point
53
(4-pt Bagrut)
Can use a few simple Can use a variety of Can draw on a Can draw on his/her
grammatical grammatical repertoire of frequent mastery of simple
structures and structures (specified 'routines' and structures and
sentence patterns in Grammar Band II) patterns (specified in evolving command of
(specified in Grammar to fulfill Grammar Band III for more complex
Linguistic - Band I) to fulfill simple communicative needs, 4 points) associated structure and patterns
Grammatical communicative needs demonstrating with predictable specified in Grammar
accuracy evolving accuracy situations and use Band III for 5 points
these with evolving and convey messages
accuracy in predictable and
unpredictable
situations
Can correctly Can pronounce most Can pronounce most Can generalize from
reproduce a range of lexical items words intelligibly, and his/her repertoire to
sounds in simple, intelligibly and mispronunciation of predict the
familiar words and mispronunciation of certain phonemes phonological features
Linguistic -
phrases with certain phonemes within them does not of some unfamiliar
Phonological Control
appropriate stress does not necessarily usually hinder words (e.g., word
Sound articulation
hinder intelligibility intelligibility stress) with
reasonable accuracy
(e.g., whilst reading)
54
(4-pt Bagrut)
Can articulate a Can make appropriate Can convey his/her in Can employ prosodic
limited repertoire of use of prosodic an intelligible way, features (e.g., stress,
words and phrases features (stress, though there may be intonation, rhythm) to
using appropriate intonation and/or a strong influence on support the message
prosodic features rhythm) to enhance stress, intonation and he/she intends to
Linguistic - Prosodic
(stress, rhythm, intelligibility rhythm from other convey, though there
features
intonation) despite language(s) he/she may be some
possible interference speaks influence from other
from other languages he/she
language(s) he/she speaks
speaks
55
(4-pt Bagrut)
Can copy familiar Can use basic Can spell words, Can write with
words and short punctuation punctuate and lay out reasonably accurate
phrases (e.g., simple appropriately (full text, for the most spelling and
signs, instructions, stops, commas, part, accurately punctuation, and can
names of everyday question/exclamation follow standard layout
objects and shops) marks and and paragraphing
apostrophes) (new) conventions
Can spell the lexical
entries in Lexical Band Can accurately spell
I marked as most of the
Linguistic -
productive with productive items
Orthographic Control
reasonable accuracy (from Lexical Bands I
Shows evolving and II) (new)
control of periods,
commas, question Can follow the
marks, apostrophes appropriate layout
and capital letters conventions of a given
text type (e.g., block
paragraph, email,
essay)
56
(4-pt Bagrut)
Can establish basic Can perform and Can perform and Can introduce some
social contact by using respond to basic respond to a wide adjustments in his/her
the simplest everyday language functions range of language expression that show
polite forms of: (e.g., exchange functions, with emerging awareness
greetings and information, make or increasing awareness of formal and
farewells; carry out requests, of register informal registers
introductions; saying express opinions and
‘please’, ‘thank you’, attitudes) Can act appropriately Can generally express
‘sorry’, etc. and in keeping with him/herself
Linguistic -
Can socialize some salient appropriately in most
Sociolinguistic
effectively using politeness situations and can
appropriateness
common expressions conventions drawing avoid crass errors of
and basic routines on evolving formulation most of
sociolinguistic the time
Can participate in awareness
social exchanges,
using everyday polite
forms of greeting and
address
57
(4-pt Bagrut)
NO DESCRIPTORS Can tell a story or Can signal Can develop a clear
describe something in chronological description or
a simple list of points sequence in narrative narrative, expanding
text main points with
relevant supporting
detail and examples
Can develop a
Pragmatic -
coherent argument
Thematic Can develop a clear
that can be followed
development argument, expanding
without difficulty
and supporting
most of the time
his/her perspective at
some length with
subsidiary points and
relevant examples
58
(4-pt Bagrut)
Can link words or Can link groups of Can link a series of Can produce short
groups of words with words with simple short, discrete text that is generally
very basic linear connectors (e.g., and, elements into a coherent and
connectors (e.g., but, because) coherent sequence in cohesive, using
‘and’, ‘then’) the form of a text appropriate linking
words/phrases
Can form and link (cohesive devices) to
Pragmatic -
longer sentences link ideas between
Coherence and
using a limited different parts of the
cohesion
number of cohesive text
devices (e.g., in a
story) Can structure longer
Can divide a long text texts in clear, logical
into logical paragraphs
paragraphs
59
(4-pt Bagrut)
Can communicate Can convey intended Can convey Can pass on detailed
basic information meaning in a direct straightforward information with
about personal details exchange of information of reasonable reliability
and needs of a information on immediate relevance,
concrete type in a familiar and routine getting across the Can communicate the
simple way matters points he/she essential points
Pragmatic -
considers most fluently with evolving
Propositional
important expressive power also
precision
in more demanding
Can express main situations
points he/she wants
to make
comprehensibly
60
(4-pt Bagrut)
Can produce single Can construct Can engage in longer Can produce stretches
words and lexical utterances and stretches of of language with a
chunks while pausing retrieve formulaic spontaneous fairly even tempo
to search for ways to language with production with with pauses for
articulate less familiar sufficient ease to pauses for grammatical and
lexical items and/or to handle short grammatical and lexical planning and
repair communication exchanges, possibly lexical planning or can repair when
with some hesitation repair when necessary necessary
Pragmatic - Spoken
and false starts
fluency
Can interact with a
degree of fluency and
spontaneity that
allows for smooth
interaction with
proficient
interlocutors
61

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State of Israel - Ministry of Education

Pedagogical Secretariat - Language Department

Can extract specific

Can follow short,

Can follow creative

Can relate the plot of

Can describe dreams,

Can draw simple

Can say what

Can give a simple

Can describe the

Can take a series of

Can say simple

Can re-tell parts of a

Can give or seek Can account for and

Can invite others to

Can ask and answer

Can recognize some

Can ask basic

Can respond to simple

Can convey in writing

Can explain the

Can describe the

Can express in some

Can make suggestions Can consider two

Can discuss how

Can make use of

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