Oct 2009
The Algerian English Framework (AEF)
MS1
Interaction Can interact orally to ask and
answer a question
on topics and situations
related to describing
themselves and others,
home and time
using memorized phrases
and basic sentences.
Can plan for, use and evaluate
the effectiveness of Spoken
Interaction Strategies used to
to get help from others;
facilitate pair work in class;
to maintain conversations.
MS1
-
MS2 MS3 MS4 SE1 SE2 SE3
Can interact orally to ask and Can interact orally to ask and Can interact orally to start and Can interact orally to start and Can interact orally to start, Can interact orally to start,
answer questions in very short answer questions in short maintain short conversations maintain a conversation (e.g. maintain (e.g. greetings, asking maintain (e.g. greetings, asking
exchanges exchanges and to respond (i.e. asking/ answering greetings, asking and questions and follow-up questions and follow-up
on concrete topics of family briefly to the news of others questions and responding to answering questions, giving questions, giving and seeking questions, answering in detail,
and people, places and living on familiar, personal topics information and news of opinions and advice, facts and opinions) and close a giving and seeking facts,
conditions, possessions, about self, community, others) responding to ideas and news conversation reasons, advice and opinions
likes and dislikes, school personal experiences and on a range of familiar topics of others) on topics of interest and and agreeing and disagreeing)
and leisure activities, and plans, leisure activities, related to self and on topics of interest and familiar matters (e.g. current and close a conversation
routines using simple sentences and community familiar matters outside of events or concrete issues on topics of interest and
using formulaic phrases and frequently used expressions using both routine and self and community related to personal life and familiar matters (e.g.
simple sentences. Can deal with simple, simple, spontaneous of a primarily concrete found in media, such as film, current events and
Can plan for, use and evaluate predictable travel situations sentences nature (e.g. everyday life, books and music) contemporary issues, and
the effectiveness of Spoken related to restaurants (e.g. Can carry out a small range of travel, current events.) using generally simple concrete issues related to
Interaction Strategies used to ordering), shopping (e.g. common functions in order to using simple, but primarily language personal life and found in
to facilitate pair work in class asking for an item), and make plans, give opinions spontaneous language with some variety of media such as film, books
to convey the meaning of transportation (asking and advice, give and Can carry out common expression and music)
unknown words, phrases and where something is and follow directions and functions involving two people Can carry out common using a range of appropriate
structures how to get there, asking instructions, and ask for (e.g. apologizing, asking for functions involving two simple language
to evaluate one's learning. and telling and offer things and and offering help, making people (e.g. apologizing, Can carry out common
times/schedules). assistance plans, giving opinions and asking for and offering help, functions involving two or
Can plan for, use and evaluate using routine and simple advice) making plans, giving more people (e.g. making
the effectiveness of Spoken spontaneous language. in a range of contexts and opinions and advice) plans, giving opinions and
Interaction Strategies used Can plan for, use and evaluate situations with some variety in advice, apologizing, asking for
to facilitate pair work in the effectiveness of Spoken that are generally contexts and situations and offering help,)
class Interaction Strategies used uncomplicated but require Can participate in a basic in a variety of contexts and
to convey the meaning of to facilitate pair work in spontaneous language. discussion and group decision situations
unknown words, phrases class Can plan for, use and evaluate making making use of a range of
and structures to convey the meaning of the effectiveness of Spoken on familiar matters language
to learn common chunks unknown words, phrases Interaction Strategies used that include the exchange of Can help sustain a basic
of language and structures to maintain conversations ideas and opinions discussion and group decision
to gain time to plan and get and give turns Can plan for, use and evaluate making
recall language convey the meaning of the effectiveness of Spoken on familiar topics and
unknown language, and Interaction Strategies matters of interest
explore alternative ways to to maintain conversations, that includes the exchange
interact. get and give turns, of ideas and opinions
convey the meaning of Can plan for, use and evaluate
unknown language the effectiveness of Spoken
communicate and check Interaction Strategies used
understanding. to get and give turns in
conversations and
discussions
to communicate and check
understanding.
MS2 MS3 MS4 SE1 SE2 SE3
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Interpretive Can listen to and understand
Listening main points and some
important details (e.g. who,
when, where) of
very, short and simple
monologs and dialogs
related to familiar topics and
concrete situations (e.g.
introductions, descriptions
of location and physical
properties).
Can listen to and understand
very short, simple classroom
instructions and explanations
that are
concrete
accompanied by visuals
(e.g. gestures, writing or
drawing, modeling,
demonstration)
broken down step-by-step.
Can plan for, use and evaluate
the effectiveness of a few
basic listening strategies to aid
comprehension by
using key words
using paralinguistic cues
maintaining a helpful state
of mind
-
Can listen to understand main Can listen to and understand Can listen understand the gist Can listen and understand Can listen and understand Can listen and understand
points and important details of main points and important and some important details of main points and some main points and the important main points and the important
short monologs and details of medium-length monologs important details of details of details of
dialogs and understand short monologs and dialogs and dialogs between 30- Medium-length monologs Medium-length monologs Longer monologs and
consisting of simple consisting of simple 60 second long and dialogs of roughly one and conversations with two conversations with two or
sentences using sentences using frequently with key information minute or three people (roughly a three people (over a
formulaic phrases and used expressions presented in routine, but with key information minute) minute)
frequently used related to familiar topics or varied language presented in relatively on a range of topics of on a range of topics of
expressions situations, (e.g. personal on regularly encountered straightforward language interest and well-known interest and well-known
related to concrete familiar information, leisure matters (e.g. school, on a range of topics of matters found in media (e.g. matters found in media
topics or situations (e.g. activities opinions interests, places, health, interest and regularly radio and film), such as plot, (e.g. radio and film) such
personal information or interests, restaurants, personal experiences and encountered matters, characters and themes as plot, characters, themes
interests, shopping for items, shopping and stories.) events and issues found in that may contain less and issues
colors, sizes, prices), local transportation, such as Can listen to and understand media common or more complex that contain less common
places). where, how, times, cost, routine classroom instructions that are delivered clearly. language or more complex language
Can listen to and understand route). without supporting visuals; Can listen and follow and that are delivered and that are delivered
short, simple classroom Can listen to and understand Can listen to and understand directions and instructions clearly. clearly, though with some
instructions and explanations very short, routine classroom unfamiliar instructions and that are medium-length Can listen and follow longer variety in the nationalities
that are instructions explanations that are (several uninterrupted (15 or more sentences) of the speakers (e.g. users
accompanied by visuals (e.g. without supporting visuals; medium length (more than sentences) and generally directions or instructions if of English from Algeria,
gestures, writing or drawing, Can listen to and understand one simple sentence) and straightforward broken into chunks of several India, England, France, the
modeling, demonstration) unfamiliar instructions and straightforward Can plan for, use, and evaluate sentences. US or Germany).
broken down step-by-step. explanations that are accompanied by visuals (e.g. the effectiveness of a listening that are generally Can listen and follow detailed
Can plan for, use and evaluate very short and gestures, writing or drawing, strategy straightforward directions and instructions
the effectiveness of a variety straightforward modeling, demonstration) to acquire new language and familiar in nature and/or with some complex
of listening strategies to aid accompanied by visuals broken down step-by-step. from listening have at least one supporting sentences and unknown
comprehension by (e.g. gestures, writing or Can plan for, use and evaluate visual. words
using key words drawings, modeling, the effectiveness of several that are familiar in nature
using paralinguistic cues demonstration) listening strategies used to and/or have at least one
maintaining a helpful state broken down step-by-step. make reasonable guesses at supporting visual.
of mind Can plan for, use and evaluate meanings
the effectiveness of a few to maintain a helpful state
listening strategies in order to of mind.
comprehend general ideas
or gist
make reasonable guesses at
meanings.
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Year MS1 MS2 MS3 MS4 SE1 SE2 SE3

Interpretive Can read and understand the Can read and understand the Can read and understand the Can read and understand the Can read and understand the Can read and understand the Can read and understand the
Reading main ideas of general ideas and some main points and important main points and some main points and some main points and significant gist and significant details
very short, formulaic important details of details of important details of important details of details of in texts of three or more
information and descriptive very short, simple short, simple texts medium-length texts (e.g. longer texts (three detailed long and detailed texts of paragraphs
texts informational and on familiar personal topics two - three paragraphs) paragraphs) three or more paragraphs on familiar matters of a
comprised of learned, descriptive texts (e.g. related primarily to self on familiar topics related to on familiar topics (e.g. on familiar matters, more abstract nature such
words, basic phrases and formulaic personal email) that are of a concrete type self and community (e.g. school, interests, health, including some more as cultural and
very simple sentences on familiar, concrete topics and school, interests, health, personal experiences, stories abstract cultural and contemporary issues
on familiar topics related to related to self (e.g. family, consist of common, experiences and well- and straightforward events contemporary issues that contain some
self (e.g. family, home, home, school, interests, everyday language known events or issues) or issues) that contain some complex unexpected or complex
school, food, leisure leisure activities and Can find specific, predictable that are straightforward and that contain a few complex language, but are language and ideas:
activities, clothes). routines). information in clearly written. sentences and less frequent generally straightforward: political speeches, social
Can read and understand very Can find specific, routine a range of simple Can read and understand the expressions: e.g. advice e.g. encyclopedia entries, commentaries, book or
short, simple, routine information in short texts of everyday material gist of columns, book jackets, award nominations, eye movie reviews.
instructions and explanations simple everyday material that is straightforward simple arguments or autobiographies, diary witness accounts. Can identify the line of
that that follow a predictable (e.g. some websites, travel opinions that are entries. Can identify the line of argument in
are concrete format (e.g. advertisements, brochures, catalogs). clearly written Can read and identify the argument in clearly signaled and
are found in language menus, itineraries). Can read and understand Can read and understand the conclusion, main points and clearly signaled and organized arguments.
learning materials Can follow short, simple simple instructions and main points of some, but not all, details in organized arguments. dealing with familiar
provide visual supprt (e.g. directions. explanations that are simple personal letters clearly signaled, generally dealing with familiar matters
pictures and graphs) Can read and understand concrete nature describing personal events, straightforward arguments matters that contain unexpected or
Can plan for, use and evaluate short, simple, routine found in language learning feelings/opinions and on familiar topics: e.g. that are generally complex language and
the effectiveness of a few instructions and explanations materials. wishes letters to the editor. straightforward but may ideas.
basic reading strategies that are Can plan for, use and evaluate Can plan for, use and evaluate Can read sufficiently enough contain complex language. Can read letters or email from
aid comprehension by concrete the effectiveness of a few the effectiveness of several to make a general response to Can read and understand friends and understand
identifying the purpose and found in language learning basic reading strategies to reading strategies to develop generally straightforward details sufficiently enough to descriptions of events, feelings
using orthographic cue. materials. develop reading efficiency and personal letters make specific, short responses and wishes sufficiently to
Can plan for, use and evaluate reading efficiency and speed describing events, generally straightforward comment or respond
the effectiveness of reading speed guessing skills. feelings/opinions and personal letters appropriately and specifically.
strategies used to guessing skills. wishes describing events, Can plan for, use, and evaluate
grasp general ideas quickly Can plan for, use, and feelings/opinions and the effectiveness of reading
find specific information evaluate the effectiveness of wishes strategies
several reading strategies to Can plan for, use, and evaluate to use paratextual clues to
develop the effectiveness of several aid comprehension and
guessing skills reading strategies acquire new language from
and the ability to distinguish to develop guessing skills reading
between literal and implied and to clarify or
meaning summarize information

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MS1 MS2 MS3 MS4 SE1 SE2 SE3

Productive Can fill in forms or give Can write very short, factual Can write short, factual Can write short narratives and Can write short narratives, Can write narrative, Can write narratives,
Writing simple details in writing using descriptions descriptions factual descriptions descriptions and factual descriptive and expository descriptions, expository texts
about personal information about personal about his/her basic on familiar topics of reports texts or essays (e.g. articles for
(e.g. family, school, information (e.g. family, environment (e.g. people, personal interest on personal and/or on a range of familiar media, reports, essays, film
address) home, school/work, places, school/work, as a loose paragraph of concrete topics ( e.g. matters and topics of reviews)
very basic and unconnected friends) living conditions),a nd related ideas diary entries, imaginative interest on a variety of concrete and
sentences and phrases. using a few formulaic about uncomplicated past using common connectors stories, reports, advice that are straightforward more abstract subjects
Can write a very short, basic sentences. activities, personal (e.g. and, but, because, so, letters). and related to his/her interests
holiday greeting or travel Can write personal notes and experiences and events then, next, finally) getting across in writing consist of relatively and studies
postcard/email comprised of email that as a list of simple Can write short, personal points he/she feels are cohesive two-three that are relatively detailed
short and simple sentences on routine topics (e.g. sentences letters or email important paragraph consist of three generally
and phrases travel, thanks and linked with most common on familiar topics of organized into two Can write a short, persuasive clear and cohesive
using memorized language apology) connectors (e.g. and, but, personal interest, paragraphs that are letter to the editor on a paragraphs.
following a a prescribed following a standard because) a to provide description and unified by topic. familiar matter Can write a simple factual
format formula Can write very short letters or ask questions Can write a personal letter that exhibits simple argument
Can plan for, use and evaluate email that follow a conventional conveying news and characteristics of an exhibiting a line of
the effectiveness of one or two containing simple format consisting of one asking for/making brief argument development which
very basic writing strategies description of personal main paragraph comments about a friends Can write personal letters includes some subsidiary
to generate ideas and life. Can write basic instructions news giving news and points and relevant
create a draft of a text Can plan for, use and evaluate and directions about topics of interest expressing thoughts and examples, and a
the effectiveness of a few about routine matters (e.g. related to self and opinions conclusion.
basic writing strategies to recipes, how to get to a site community. about matters on topics of Can write personal letters
generate ideas and of interest, how to do following a conventional interest related to self and giving news and expressing
create a draft of a text something), that are letter format consisting of community and beyond thoughts and opinions
generally coherent one main detailed responding to the news of about well-known abstract
Can plan for, use and evaluate paragraph. his/her correspondent socio-cultural topics (films,
the effectiveness of several Can write basic instructions following a conventional music, well-known
writing strategies to and directions format of more than one contemporary issues or
generate ideas and about routine matters (e.g. paragraph. news) and
create a draft. recipes, how to get to a site Can plan for, use and evaluate commenting on the news
of interest, how to do the effectiveness of several and thoughts of his/her
something), that are writing strategies related to correspondent.
generally coherent each step of the writing Can plan for, use and evaluate
Can plan for, use and evaluate process. the effectiveness of several
the effectiveness of writing writing strategies related to
strategies related to each step each step of the writing
of the writing process. process.

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Year MS1 MS2 MS3 MS4 SE1 SE2 SE3

Productive Can orally produce a very Can sustain a very short, simple Can orally tell a very short Can sustain a short oral narrative Can sustain an oral narrative Can sustain an oral narrative Can produce an oral narrative
Speaking short, simple self- oral description story or give a brief (story, experience or event) or a (story, personal experience or or description or description
introduction that is of everyday life, interests description description event) or a description on familiar matters and on a variety of topics (e.g.
comprised of basic and abilities in a list of about personal things (e.g. on topics of interest on a variety of topics of topics of interest dreams, hopes, ambitions,
information such as name, points plans, routines, as a series or sequence of interest consisting of more than plots of books,
age, school, address, using formulaic sentences possessions, likes/dislikes) connected points. consisting of one to two one, somewhat cohesive unpredictable occurrences
interests. and phrases. in a simple list of points Can plan for, use and evaluate paragraphs loosely paragraph. such as accidents)
Can plan for, use and Can plan for, use and evaluate Can plan for, use and evaluate the effectiveness of productive organized by topic and consisting of more than
evaluate the effectiveness of the effectiveness of one or two the effectiveness of speaking strategies used basic connectors. one, somewhat cohesive
one basic productive basic productive speaking productive speaking strategies to maintain interest. paragraph
speaking strategy strategies to used that includes some basic
for producing a clear produce a clearer message to gain time, and sensory details and vivid
message. and to plan and retrieve description
evaluate one's learning. language. Can give an oral report
prepared from researched facts
on a familiar matter or topic
of interest
as unified, coherent 2-3
three paragraphs.
Linguistic Vocabulary: Can relate Vocabulary: Can communicate Vocabulary: Can use Vocabulary: Can effectively use Vocabulary: Can exploit a Vocabulary: Can effectively Vocabulary: Can effectively
Competency personal details a limited range of information sufficient vocabulary to carry the words and phrases needed to wide range of simple use the vocabulary needed to use the needed vocabulary to
in routine, concrete in simple, everyday situations out exchanges that are express ones ideas language (words and phrases) fully express his/her ideas fully express his/her ideas
situations using memorized phrases and routine and straightforward within straightforward, to express much of what on most topics pertinent on matters connected to
using very basic, groups of a few words by adapting memorized familiar topics and situations he/she wants to say to his/her life and his/her interests and
memorized words and politely simple phrases with limited politely and appropriately on a range familiar topics community generally known topics
phrases Grammar: Can use vocabulary substitution comprehensibly, appropriately appropriately and appropriately
Grammar: Can use very simple sentence patterns communicating making use of strategies to in order to be easily with errors that only with precision
a few very simple with memorized phrases appropriately convey concepts or adjust comprehended much of the occasionally affect Grammar: Can use
grammatical structures with some control, but still with vocabulary mistakes message when exact words time when trying to say comprehension Grammar needed to
and systematically makes basic common when venturing are not known. exactly what he/she wants Grammar: Can use express ideas
memorized sentence mistakes. away from concrete topics to grammar needed to on matters connected to
patterns Pronunciation: Can pronounce Grammar: Can use Grammar: Can use by making use of language express ideas in a range his/her interests and
with limited control. practiced words, phrases and simple structures common routines and strategies. of familiar situations with generally known topics
Pronunciation: Can some routine sentences accurately patterns with general, but not Grammar: Can use good accuracy, with good accuracy and
pronounce with varying intelligibly but still makes basic complete control a range of routines and with native language precision
a very limited repertoire and a strong foreign accent mistakes. with mistakes common patterns in predictable and influence present and though minor mistakes
of practiced words and with mispronunciations Pronunciation: Can within less familiar topics some less predictable mistakes that only may occur.
phrases. common. pronounce and situations, or when situations with general occasionally affect Pronunciation: Can
with varying intelligibility practiced words, phrases trying to express complex accurately comprehension. pronounce
and and some simple sentences ideas. though mistakes can occur Pronunciation: Can language used
a strong foreign accent intelligibly Pronunciation Can pronounce that affect comprehension. pronounce clearly and intelligibly
with a strong foreign familiar and some simpler Pronunciation Can language used though a foreign accent is
accent new words, phrases and pronounce intelligibly evident and
with basic routine sentences most language used though a foreign accent is occasional
mispronunciations present. intelligibly intelligibly evident and mispronunciations occur.
with a strong foreign accent with a foreign accent often mispronunciations occur.
and mispronunciations evident and

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present. mispronunciations to be
expected.

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