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A1 : is on a more basic level. To understand some basic words or knowing the answer to some basic quetions about them self.

A2: understand in a bigger level. When listening "listen between the lines". When speaking communitcate in a higher level,

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4. Make different groups and give them different assignments.

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4. Make different groups and give them different assignments.

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It´s important to have different material for the students to choose. The teacher needs to be extra clear while speaking and explain what words mean.

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A1: Basic vocabulary
A2: More advanced vocabulary

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4. By giving them diffrent assignments.

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Different groups and different assignments to cooperate with.
Pairs with students of different levels to help each other. Help to avoid a larger gap between the groups of students

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A1:

The students can understand and use very basic expressions to satisfy concrete needs.

They can also introduce themselves and others, ask and answer questions about personal details such as where she/he lives, people they know and things they have.

A2:

– Can understand sentences and frequently used expressions related to areas of most intermediate areas, such as shopping, family, employment, etc.

– Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.

– Can describe in simple terms aspects of their background, immediate environment, and matters in areas of immediate need.

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3. Learners working at the A1 level are required to recognize familiar words and phrases, while learners working at the A2 level are required to understand high frequency vocabulary and phrases.

At the A2 level, it is no longer stated that the speech should be clear and slow like in A1 level. A2 learners can understand longer texts.

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Listening for key words such as names of people or places.

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Key words, clues such as pictures, to keep listening etc.

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The teacher could challenge the students by asking them to put together more phrases to longer sentences.

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2. ·       I listen for key words such as the names of people or places.

·       I can use clues such as pictures and key words to identify the most important information.

·       I can use my knowledge of the world to make sensible guesses.

·       I can pay attention to the tone of voice and any background noises for clues.

·       I can try to see if any words are like words in my mother tongue (cognates).

·       I can try to keep listening, even if there is something I do not understand.

·       I do not give up or make wild guesses, but use the words I have understood to make good guesses about the text.

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faster pace and longer sentences with fewer pauses and more information in every sentence.

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2.listening for key words, use clues such as pictures to identify the most important information.

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2.listening for key words, use clues such as pictures to identify the most important information.

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Support the student and encourage them to try the harder tasks and that it´s okey to fail.

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Key words, words to listen for in the text and clues like pictures and similar things. Write their own questions for the text and have "södord"

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1. The teacher can help the student by challanging them to write words that are more difficult. And the teacher can explain words that isn´t familiar for them.

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1. The teacher can help the student by challanging them to write words that are more difficult. And the teacher can explain words that isn´t familiar for them.

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Challenge the student so they feel safe but also develop new knowledge.
Do tasks that are new but with familiar words.

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Mabey challenge the student with harder words and longer sentences

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Question 1: How can a teacher help a student go from A1 to A2 level, if the student is between those two?

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Question 1: How can a teacher help a student go from A1 to A2 level, if the student is between those two?

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Question 2: There are some strategies for early learners while listening, what could that be?

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Question 2: There are some strategies for early learners while listening, what could that be?

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Question 3: What is the difference  between A1-A2 level? 

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Question 3: What is the difference  between A1-A2 level? 

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Question 4: How would you adapt the lesson if you had students in different levels? 

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Question 4: How would you adapt the lesson if you had students in different levels? 