Language Acquisition · Topic 4.2
Communication Skills
Develop your speaking and writing skills in your additional language. At Phase 1–2, you communicate using rehearsed phrases, basic vocabulary, and simple sentence structures on familiar topics.
What Criteria C & D Assess
| Criterion | Skill | Phase 1–2 Expectation |
|---|---|---|
| C | Speaking & Writing | Communicate using rehearsed phrases and basic vocabulary on familiar topics |
| D | Language Accuracy | Use basic grammar, spelling, and punctuation correctly in simple sentences |
Critical Rule: At Phase 1–2, accuracy matters more than complexity. Write simple sentences correctly rather than complex sentences with many errors. Three correct simple sentences earn more marks than one long sentence with five mistakes.
Language Acquisition · Topic 4.2
Writing Basics
Good writing at Phase 1–2 means using simple, correct sentences that communicate your ideas clearly.
Key Vocabulary — Communication
| Term | Definition |
|---|---|
| Connective | A word linking ideas (and, but, because, so, then) |
| Register | Level of formality — formal (letters to teachers), informal (texts to friends) |
| Audience | Who you are communicating with |
| Greeting formula | Standard phrases to open communication (Dear…, Hi…, Bonjour…) |
| Closing formula | Standard phrases to end communication (Yours sincerely, Regards, Au revoir) |
Building Simple Sentences
- Subject + Verb — every sentence needs a subject (who) and a verb (action). Example: “I play.”
- Add detail — extend with an object, place, or time. Example: “I play football at school.”
- Use connectives — link two ideas together. Example: “I play football at school and I like it.”
- Add opinions — say what you think. Example: “I play football at school and I like it because it is fun.”
Common Connectives
| Purpose | Connectives |
|---|---|
| Adding | and, also, as well |
| Contrasting | but, however |
| Giving reasons | because, so |
| Sequencing | first, then, next, finally |
Language Acquisition · Topic 4.2
Writing Text Types
At Phase 1–2, you will write short texts in specific formats. Each text type has conventions you need to follow.
Text Types at Phase 1–2
| Text Type | Key Features | Example Opening |
|---|---|---|
| Postcard | Short, informal, describes a place or holiday | “Hi! I am on holiday in…” |
| Email (informal) | Greeting, body, sign-off; personal tone | “Hi [name], How are you?” |
| Email (formal) | Polite greeting, clear purpose, formal sign-off | “Dear Mr/Ms [name],” |
| Self-introduction | Name, age, family, hobbies, school | “Hello, my name is… I am 12 years old.” |
| Description | Adjectives, present tense, sensory detail | “My school is big and modern.” |
| Dialogue/conversation | Questions and answers, everyday phrases | “A: How are you? B: I am fine, thank you.” |
Checklist for Any Written Task
- Have I used the correct text type format? (greeting, body, closing)
- Have I answered all parts of the task?
- Have I used connectives to link my ideas?
- Have I checked spelling and grammar?
- Is my register appropriate (formal or informal)?
Language Acquisition · Topic 4.2
Speaking Skills
Speaking at Phase 1–2 involves using rehearsed phrases and basic vocabulary in conversations about familiar topics.
Tips for Speaking Tasks
- Prepare rehearsed phrases — learn standard greetings, introductions, and common questions by heart
- Speak clearly and slowly — it is better to be clear than fast. Pronunciation matters.
- Use what you know — stick to vocabulary and grammar you are confident with
- Respond to questions — listen carefully and answer with a full sentence, not just “yes” or “no”
- Ask questions too — a good conversation involves both asking and answering
Essential Phrases for Conversations
| Function | Example Phrases |
|---|---|
| Greeting | Hello / Good morning / How are you? |
| Introducing yourself | My name is… / I am [age] years old / I live in… |
| Giving opinions | I like… / I don’t like… / I think… / My favourite is… |
| Asking questions | What is your name? / How old are you? / Do you like…? |
| Thanking / Closing | Thank you / Goodbye / See you later |
Language Acquisition · Topic 4.2
Formal vs Informal Register
Register is the level of formality in your language. Choosing the right register depends on who you are writing or speaking to.
Comparing Registers
| Feature | Formal | Informal |
|---|---|---|
| Who for | Teachers, employers, strangers | Friends, family, classmates |
| Greeting | Dear Mr/Ms [surname] | Hi [first name] / Hey! |
| Tone | Polite, professional, respectful | Casual, friendly, relaxed |
| Vocabulary | Complete words, no slang | Abbreviations, colloquialisms |
| Closing | Yours sincerely / Yours faithfully | See you! / Love / Bye! |
When to Use Each Register
- Formal: letters to teachers, school applications, emails to adults you don’t know
- Informal: messages to friends, postcards, diary entries, conversations with classmates
- Neutral: school presentations, newspaper articles, general informational texts
Language Acquisition · Topic 4.2
Language Accuracy
Criterion D assesses how accurately you use grammar, spelling, and punctuation. At Phase 1–2, the focus is on getting simple structures correct.
Common Errors to Avoid
| Error Type | Wrong | Correct |
|---|---|---|
| Subject-verb agreement | “I is happy” | “I am happy” |
| Capital letters | “my name is tom” | “My name is Tom” |
| Punctuation | “i like dogs cats birds” | “I like dogs, cats, and birds.” |
| Spelling | “becuase” | “because” |
| Word order | “I football play” | “I play football” |
Proofreading Checklist
- Does every sentence start with a capital letter?
- Does every sentence end with a full stop, question mark, or exclamation mark?
- Do all names and places start with capital letters?
- Do the subject and verb agree (I am, she is, they are)?
- Have I checked spelling of key vocabulary words?
- Have I used connectives to link ideas?
Language Acquisition · Topic 4.2
Practice Q&A
DESCRIBEDescribe two things you should check before submitting a written task in your additional language.
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Model Answer
First, check that the register is appropriate — formal language for a letter to a teacher, informal for a postcard to a friend. Second, check spelling and grammar — make sure capital letters, full stops, and subject-verb agreement are correct. At Phase 1–2, accuracy in simple structures is more important than complexity.
EXPLAINExplain why accuracy is more important than complexity at Phase 1–2.
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Model Answer
At Phase 1–2, you are building a foundation in the language. Writing three simple, correct sentences shows you understand basic grammar and can communicate clearly. Writing one long, complex sentence with many errors shows that you are trying structures you have not yet mastered. The goal is clear communication, and accuracy in simple structures achieves this better than ambitious but error-filled writing.
IDENTIFYIdentify the register and text type for a message saying “Hi Emma! How are you? I am in Paris! It is amazing!”
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Model Answer
The register is informal — the greeting “Hi” and exclamation marks show a casual, friendly tone. The text type is most likely a postcard or informal message — it is short, personal, describes a place, and is addressed to a friend by first name.
DESCRIBEDescribe what makes a good spoken response in a Phase 1–2 speaking task.
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Model Answer
A good spoken response uses full sentences (not just single words), includes basic vocabulary relevant to the topic, and is spoken clearly and at a steady pace. The student should answer the question asked, give a simple reason or opinion (using connectives like “because”), and try to ask a question in return to show they can hold a conversation.
Language Acquisition · Review
Flashcard Review
Name two connectives that show contrast.
“but” and “however”
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What is register?
The level of formality in language — whether it is formal, informal, or neutral
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What is a greeting formula?
A standard phrase used to open communication (e.g., Dear Mr Smith, Hi, Hello, Bonjour)
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What is a closing formula?
A standard phrase used to end communication (e.g., Yours sincerely, Regards, See you later, Au revoir)
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Why is accuracy more important than complexity at Phase 1–2?
Simple correct sentences show clear communication; complex sentences with many errors show lack of control
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Name three things to check when proofreading.
Capital letters, full stops/punctuation, subject-verb agreement, spelling, connectives
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What is the difference between formal and informal register?
Formal = polite, professional language for teachers/strangers; Informal = casual, friendly language for friends/family
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What is a connective?
A word that links ideas together in a sentence (and, but, because, so, then, however)
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Name three text types you might write at Phase 1–2.
Postcard, email, self-introduction, description, dialogue/conversation (any three)
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What does Criterion D assess?
Language accuracy — grammar, spelling, and punctuation in your additional language
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What makes a good spoken response at Phase 1–2?
Full sentences, basic vocabulary, clear pronunciation, reasons/opinions, and asking questions too
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When should you use a formal closing like “Yours sincerely”?
When writing to someone you know by name in a formal context (teacher, employer, official)
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What is the correct order for building a simple sentence?
Subject + Verb + (Object/Detail) — e.g., “I play football at school”
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What is “audience” in communication?
The person or group you are communicating with — it determines your register and language choices
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What common error is shown in “I is happy. She are nice.”?
Subject-verb agreement errors — it should be “I am happy. She is nice.”
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Language Acquisition · Practice Test
Practice Test
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