Can understand simple conversations and can answer questions using complete sentences.
Can use simple sentences to talk about a small number of topics for only a few minutes.
Can participate in conversations about daily topics using 3 or 4 complete sentences.
能了解一般歌謠、韻文的節奏、音韻與內容，且能辨識不同句子語調所表達的情緒和態度，但尚未能聽懂日常對話及淺易影片的主旨與內容。 實例：能了解《冰雪奇緣》主題曲《Let it go》的節奏、音韻與歌詞內容，但由於詞彙量不足、句型變化增加及主題延伸，尚未能聽懂電影《冰雪奇緣》的預告片或其相關惡搞短片中的主旨與內容
Student is able to understand the content of simple songs and rhymed compositions, as well as understand the emotions expressed in an English sentence. However, s/he is not able to understand daily life conversations and simple stories. E.g. Student is able to identify the rhythm, and the meaning of the theme "Let it go" in "Frozen". But the lacking of vocabulary, sentence pattern, and topics hindered the student from understanding the trailer or funny video of "Frozen".
Student is able to use simple English to express personal needs, feelings or emotions. S/he can also use simple English to describe things, people, events, places in their everyday life, as well as participate in a simple English short play. But S/he is not able to introduce foreign customs and cultures in simple English. E.g. The student is able to show a foreigner about how to use public transpiration in Taiwan, but s/he cannot introduce the public transportation in other countries due to the lacking of vocabulary.
能辨識英文字母的連續書寫體(cursive writing)，且能藉圖畫、圖示等視覺輔助，閱讀並了解簡易故事及兒童短劇中的大致內容。但無法讀懂日常相關的標示和圖表。 實例：能藉圖畫輔助了解童話故事《糖果屋》中兄妹看見糖果屋的故事片段，但因無法跳脫故事框架，將故事內容與日常生活作連結，而無法閱讀日常生活中的糖果產品目錄或店家招牌等。
The student can recognize English cursive writing, and s/he is able to read and understand simple stories and plays by using various visual aids. But s/he cannot read and understand commonly used English signs and diagrams. E.g. The student is able to understand the story "Hansel and Gretel" by looking at the pictures in the book. But s/he is not able to link the story to real life, so s/he is not able to read and understand the candy shop catalogue or shop signs.
Students can write simple greeting cards or letters (including emails), but they cannot do immediate English-to-Chinese (or Chinese-to-English) translation, or follow instructions to write longer English articles. E.g. Students can write simple letters or emails, but they cannot following instructions such as pictures to write longer English articles.
|CL_ZN_E3_PE_BD_We plan to invest in Europe.pdf||During class|