Everyday life becomes more formulaic

Communicating in everyday life - Bifie

Handout for language teachers

Communicatein theeveryday life: a Gers-based

Handout for language teachers

English France

Italian Croatian

Russian Spanish



Federal Institute for Educational Research, Innovation & Development

of the Austrian school system

Vienna I Center for Innovation & Quality Development

Stella-Klein-Löw-Weg 15 / Rund Vier B, 2nd floor,

1020 Vienna

Communicatein theeveryday life: a Gers-based handout for language teachers

Responsible for the content:

Irene Thelen-Schaefer

Status: April 2011


2 Introduction

3 Linguistic and Sociolinguistic Competencies

6 situational skills A1 – B1

6 English

12 French

18 Italian

24 Croatian

30 Russian

36 Spanish

42 requirements at level B2 of the Gers



Communicatein theeveryday life

This handout is aimed at teachers and is intended to facilitate working with the GERS

(Common European Framework of Reference for Languages).

The examples given for all levels are only to illustrate the individual communicative levels

Situations thought. They are not calibrated and do not claim to be

Completeness. Subject areas, vocabulary and grammatical structures build on

those of the previous language level are expanded and deepened. For

the overview of possible areas is referred to the CEFR, 4.1.2 - Situations, Table 5.

The communicative situations relate to all skills (listening / reading / writing /

Speaking) equally. Linguistic skills (choice of words, grammar, etc.) are in

integrated into the examples.

The choice of the appropriate register and / or variety is on all

Levels are an essential quality criterion.

Scope, form and target groups must be adapted to the respective level (cf.

CEFR, 5.2.2 - Sociolinguistic competencies). Individual expressions and phrases that

to cope with communicative standard situations are and actually are necessary

a higher language level could already be part of the sociolinguistic

Being a spokesperson's competence at a lower level.

All standard variants of the respective languages ​​(e.g .: Irish English, Mexican

Spanish, etc.) are to be regarded as equal.

Sociocultural knowledge and intercultural awareness are based on the experiences of /

of the individual learner, develop and therefore influence the sociolinguistic

Skills. Instructions and detailed instructions for implementation in the actual

Lesson situations are found in the CEFR, - Socio-cultural knowledge and - Intercultural awareness.


Finally, I would like to thank everyone who worked on this project

have: Barbara Hinger, Gerhard Sihorsch (English), Elli Truxa (French and Italian),

Angelika Kornfeind (Croatian), Renate Stadler (Russian), Ingrid Taucher (Spanish), den

Native speakers for the many valuable tips as well as the proofreaders and


Irene Thelen-Schaefer

Communicatein theeveryday life 3

Linguistic and sociolinguistic


Linguistic competencies



Communicative situation Linguistic skills Text types / listening documents

Imagine and formulaic

Ask questions about how you are feeling

Simple descriptions (themselves

yourself, family, girlfriends and

Friends ...)

Simple questions about name, age,

Place of residence, hobbies ...

Easiest directions

and shopping talks supported

through gestures (food and


Personal and academic

Environment (classroom, classmates /

inside, teachers ...)

Simplest information on time,

Weather, telephone number, condition,

Daily routine, date, email address,

Food and clothes

Repeated reading and listening to


Clear, slow and clearly articulated


Simple everyday lifetalks (family,

Circle of friends, training, leisure time)



Simple arrangements

Simple role play

(everyday lifesituations)

Main information

Remove news broadcasts

Uses formulaic language,

simple word strings, isolated and

basic phrases, single,

short sentences, sentence fragments


Uses elementary vocabulary,

that focus on basic needs


Shows only a limited

Mastery of a few

simple grammatical

Structures and sentence patterns

in a memorized one


Uses elementary

Sentence structures with memorized

Phrases, short phrases

and speech formulas to keep it simple

everyday lifelimited situations

Exchange information

Uses some simple ones

Structures correct, makes systematic

Error, anyway in the

Usually clear what she / he is expressing

would like to

Usually has to compromise in

In relation to the intention to speak

and look for words

Has limited vocabulary

but can be the probable one

Meaning of unknown words

open up to the context

Can with a little help in simple

Find your way through routine conversations

Read hear

Very short, simple texts with

known names and pictures

Basic statement of short,

simple and image-based



Very short, simple texts

(simple messages, notes,

Postcards, SMS, emails)

Fill out forms

Read hear

Simple everyday lifes and factual texts

(Brochures, menus,

Timetables, advertisements,

Emails, service and

Work instructions)

Short and simple news programs

(Radio and TV)


Short and simple descriptions

(Events, activities, notifications,

Plans, likes, dislikes,

personal experiences and

Activities from the past),

very simple, personal letters




Communicatein theeveryday life

Communicative situation Linguistic skills Text types / listening documents

Participate in conversations about familiar ones

Topics without preparation

(everyday lifessituations, travel, current


Start, keep going and

End a conversation

Expressing and justifying

Feelings and opinions

Reproduction of the plot of a

Book / film and commentary on it

Telephone calls in

Standard situations

Role play in sin theulated everyday lifes-

and professional situations

Recognize the essential points

a discussion or a text

in standard language

Larger amounts of

Factual information about familiar

Things in the own subject area


Describing personal impressions

of stories, books, films

and plays

Finding and merging

of desired information

from different texts to get one

bestin themte task to be solved

Understand the main content

complex texts to be specific and

abstract subjects

Technical discussions in the own


Spontaneous, flowing and

correct conversation with

Native speakers and

Native speakers without major


Clear and detailed expression too

a wide range of topics

Explanation of a point of view too

a current question and information

the advantages and disadvantages of various


Presentation of a clear, prepared


Understand standard language at

almost all subjects in the own

Area of ​​interest, must be on a case-by-case basis

for repetition and explanation


Used relatively correctly

a repertoire more common

Structures and formulas that

with more predictable situations


Excludes unknown words

the context

Has basic knowledge of

Word formation (prefixes)

Shows good mastery of the

Basic vocabulary with familiar

Issues, has on a case-by-case basis

Formulation difficulties

Shows in the Generally good

Mastery of grammatical

Structures, despite being clearer

Influences of the mother tongue

Can communicate clearly despite mistakes

Shows clear language without


Shows good mastery of the

Vocabulary to a broad

Range of topics - has on a case-by-case basis

incorrect choice of words, none

Restriction of communication

Uses quite a number

from connectors to logical

To clarify connections

Paraphrases and paraphrases

Vocabulary gaps

Has a large reading vocabulary

may have difficulty with

rarely used phrases

Read hear

Instruction manuals for devices

of daily use; simple

Newspaper articles, simple ones

literary texts; Radio and

TV shows, movies and

Theater plays in a clearly structured

Standard language


Personal letters, e-mails, short ones

Reports, notes

Simple resume and

letter of application

Uncomplicated, cohesive

Texts to several familiar

Topics from his / her

Area of ​​interest, individual shorter ones

Parts connected in a linear sequence

Read hear

Literary texts, specialist journals,

Newspaper articles

Documentary broadcasts in

Standard language

Lectures, radio and

TV shows (with

Background noise)

Feature films, plays


Reports, reviews (film, book,


Argumentative and discursive

Articles, letters to the editor, minutes,

Transcript, article, email, professional


Communicatein theeveryday life 5






Communicative situation

Summarize and weigh up

of arguments and information

from various sources

Linguistic competencies of text types / listening documents

Understand key messages

more complex lectures and


Detailed understanding

from standard language (with

Background noise)

Acquisition of viewpoints and

Attitude of the speakers at

Recordings in standard language

Appropriate use of selective

reference books

Longer role play with


Sociolinguistic competencies

sociolinguistic adequacy

Can establish basic social contact by using the simplest everyday politeness formulas

used to greet and say goodbye, say please and thank you, introduce yourself or apologize, etc.

Can perform and respond to elementary language functions, e.g. B. information in a simple way

Exchange, make requests, express opinions and attitudes.

Can participate in contact conversations in a simple but effective way, using the simplest and most

The most common idioms are used and elementary routines are followed.

Can cope with very short conversations by using common politeness in greetings

and the salutation used.

Can offer and respond to invitations or apologies.

Can implement a wide range of language functions and react to them by doing the for them

most common expressions and a neutral register used.

Is aware of the most important rules of courtesy and acts accordingly.

Is aware of the main differences between manners and customs, attitudes, and values

Be aware of beliefs in the society concerned and in his own and pay attention to appropriate


Can express himself convincingly, clearly and politely in both formal and informal style, as appropriate for the respective person

Situation and the people concerned is appropriate.

Can keep up with group discussions with an effort and make his own contributions, even if quickly

and is spoken colloquially.

Can maintain relationships with native speakers without involuntarily entering into them

amuse, irritate or induce them to behave differently than with native speakers and

Native speakers.

Can express himself appropriately and avoid blatant wording errors.



A1 - Linguistic and Sociolinguistic Competence

Communicative situation linguistic examples

Greetings and goodbye


Respond to news

Formula questions about the

Ask and answer your state of health

Simple questions about names,

Age, place of residence, hobbies ...

Simple descriptions (from

yourself, family, friends ...)

Hi! How are you?

Good Morning!

Goodbye / Bye! See you ...

Have a nice day. - Thank you. You too.

Hello / Hi, I'm Tom ...; I'm from Austria ...

I'm Austrian ...; I live in ...

I'm a high school student. I go to Max Bruck School. I learn English.

Nice to meet you.

Great! / What a pity!


What? Are you sure?

What's up / wrong / the matter?

How are you?

Hi! I'm fine. I'm ok / not bad.

What's your name? How old are you? Where do you live?

Where are you from? What are your hobbies?

What do you do in your spare tin thee?

I'm ten (years old).

I do sports. I play in a (...) team.

I like basketball. I like playing rugby.

I'm tall. I've got dark hair.

We live in a big house.

I've got three brothers. I haven't got a sister.

My mother's name is ...; She’s 35 years old.

My father likes ...

My friend's name is / friends' names are ...

My friends are / have got / play ...

My brothers like ...; I don´t like ...

We often go to see our grandparents.

We like playing badminton ...

Communicatein theeveryday life

Communicatein theeveryday life 7

Simple descriptions of the

school environment

Easiest directions

Simplest shopping talks

(Food and clothing)

Satisfaction simplest

Needs (e.g. in a restaurant)

Simplest information on the date,

Time, weather, telephone, addresses

Simple information about the daily routine

and eat

The classroom is ...; In the gym there are ...

The pencil is on the desk.

I really like geography. I don´t like ...

My classmates are nice.

We sometin theit sing songs.

Let's play ...

It's your turn.

Excuse me, where is ... / are ...?

Go straight ahead. Turn right.

At the end of the road turn ...; next to / in front of / opposite ...

Excuse me, have you got ...?

I'd like some apples, please.

Can you give me ... please?

a bottle of / half a pound of / a liter of ...

Anything else? Yes please, ...; No, thanks; that's all.

How much is it? How much are the shoes?

What size is the shirt? What color is it?

This is too big. Have you got another one?

I'll take it.

I'd like a Coke. Could I have a ... please?

Where is the bathroom, please? - Down the corridor, on the right.

The bill, please.

What date / day is it today?

It's the second of April. It's Friday today.

What tin thee is it? It's half past seven.

What´s the weather like (today)? - It's cold / raining ...

What's your telephone number?

What´s your address / email address?

What tin thee do you get up? - At seven o'clock

And your parents? When do they get up?

First, ... then, ... after that, ...

For breakfast I have ...

On Sunday we have lunch at 1pm.

In the afternoon / in the evening I often / sometin theit go to ...

The examples given are only intended to illustrate the individual communicative situations and are therefore not




A2 - Linguistic and Sociolinguistic Competence

Communicative situation linguistic examples

Environment (people, places, school,

Fixed ...) in connected sentences


Easy directions

(with city map or map)

Simple messages, texts and

Understand conversations

Get in common

everyday lifefind your way around situations

(Accommodation, travel, shopping,


Express preferences and

make a selection

I live in a big house, but we haven't got a garden.

Communicatein theeveryday life

My village / town is very beautiful. This year there are more flowers than last year.

There is a big round table in the living room.

Everybody speaks German there. Nobody speaks Chinese.

I'm going to invite John to my place / to come over / to my party.

Can I get / buy you a drink? / This one’s on me.

I've got my own room.

What is your mother's job? - She's a secretary.

I don't see her often. Only in summer.

First, ... then, ...

Turn left at the bank.

What´s the weather like in Wales? - It's ...

What is John talking about? - He's talking about ...

What is the next / last stop?

Which platform is the train for Bristol?

Have you got a single room with shower?

How much is it? How much is a round-trip / return ticket to ...?

When does the train to Newport leave?

How much are the shrin theps?

Could we have the menu, please?

What would you like to drink? / What can I get you? - Sparkling water for me, please.

Is the fish local?

First, we have ..., the main courses are ..., and for dessert we have ...

Would you like the salad as a starter or a main course?

Do you want coffee?

(Could we have) the bill, please?

Can you pass me the ..., please?

Our hotel is excellent / awful.

The waiters aren't really nice.

Can I have some more bread, please?

I'd like to go to the cinema tonight.

I like playing football, but I hate basketball.

I prefer watching DVDs to going to the cinema.

I like skiing more than playing basketball.

I'm going to wear my white shirt. It goes well with my jeans.

Communicatein theeveryday life 9

Appointments and

make arrangements

(also by phone)

Habits and everyday lifeemployment


Personal experience in

report in a linear sequence

Simple custom and fictional

Reproduce biographies

Family and living conditions

in the present and the past


When are we going / do you want to meet? - Is eight o'clock ok with you?

That's fine / good. And where? - Let's meet in the Main Square, behind the café.

I’d like to take you out to dinner.

How about going to the cinema?

Can't we do both? - Sure, why not.

What are your hobbies?

What do you do on Sundays?

What are you doing at the moment?

What does your father do? - He’s a police officer.

Most children in Britain have lunch at school.

I never / always / usually go to bed at 10 pm.

He doesn't play the piano any more.

John lives in Manchester now. He came here three months ago.

I take the bus to school every morning.

What did you do yesterday?

First, I went into town. Then I had a coffee.

What are you doing today?

I played tennis this morning. I'm playing computer games now.

When did you meet Mike? - I met Mike two years ago.

I was born in Vienna in 1995.

Three months ago we moved to Edinburgh.

I was at Hogwarts with Harry Potter.

I went to elementary school in Canada.

My mother goes running to keep fit.

Do you speak any other language (s)? Which one (s)?

I used to live in Glasgow before I came to Austria.

The subject areas from A1 are expanded and deepened.

The communicative situations relate to all skills (listening, reading, speaking, writing).

The oral production partly still consists of cunning sequences, simple sentences and phrases and

short, practiced presentations; systematic errors and uncertainties still occur, but most of them do

can be clarified through uncomplicated inquiries.



B1 - Linguistic and Sociolinguistic Competence

Communicative situation linguistic examples

About familiar topics and

personal areas of interest

to report

Plans, goals and views briefly

justify, make assumptions

Most situations arise

Travel and in the Language area

deal with

Provide information and position

take (films, lectures,

Documentary broadcasts ...)

There's a girl in my school that all the boys like a lot / love.

Yesterday I saw a movie (which) a friend of mine had recommended.

I know somebody from Scotland whose mother is an artist.

Communicatein theeveryday life

I'm fed up with all this homework ...; He gave up smoking two months ago.

When I was in Jamaica, I used to go swin theming every morning.

You can read whatever you want.

I´m thinking of joining a chess club so that / because ...

I'd like to study maths at Harvard.

I don´t agree with you / that because ...

When it comes to shopping, ...

When I read this article I realized that ...

He jumped on the bike without checking the brakes.

She might be a doctor but I'm not sure.

They're probably in Egypt.

I´d really like to go to ...

I'm going to be a pilot when I'm older.

I'd like to book a table for two.

Could you recommend an Indian restaurant nearby?

I'd like (to have) a room that doesn't face the street.

These muffins are really nice / awful.

Yesterday we went on a trip to ...

What tin thee does the guided tour start?

Is breakfast included in the price?

I've never seen anything like that!

I don't think the train has arrived yet.

The monastery has been converted into a hotel.

Luckily, we had nice weather.

Have a nice day!

Last week I saw a TV program about ...

I liked it very much / loved it because ...

I find documentaries fascinating.

I really enjoyed the book.

I've just seen an amazing film.

I thought it was really interesting.

Communicatein theeveryday life 11

Personal opinions courteous

explain and inquire

Processes of familiar situations


Detailed about experiences,

Feelings (surprise, joy,

Sadness, indifference ...) and

Report events

Dreams and hopes


Describe pictures and

Interpret diagrams

Telling stories (with

Help from illustrations or


Reproduce factual texts

What do you think (about that)?

How do you feel (about that)?

I think / I would say (that) ...

I see.

Do you really think so?

I don´t agree.

I don’t think ...

If I were you, I'd rather sing than dance.

It takes me 20 minutes to get to school.

I have to get up early although / even though I don´t like it.

When I was younger I used to go skating.

Traveling the world is a wonderful experience.

I absolutely loved wakeboarding in Hawaii.

He was delighted / very sad when he heard about ...

It was a terrible shock.

He did really great.

I don't care about / whether ...

I hope I'll be in Brighton by Monday.

Let's hope he wins.

I wish you were here! It would be wonderful / great if ...

It's my dream to have my own horse.

In this picture we see… / In the background you can see ...

The table / graph shows the distribution of ...

If you compare tables A and B, you can see that the frequency in B is higher.

Once upon a tin thee there was a little girl (who) ...

One day she went for a walk. The sun was shining. She wasn't scared when she

met the giant. The giant laughed loudly / burst out laughing.

This essay is about ...

In her article the journalist writes about ...

The first paragraph is about / deals with ...

In the last section the focus is on….

A2 is deepened and expanded on the lexical and grammatical level.



A1 - Linguistic and Sociolinguistic Competence

Communicative situation linguistic examples

Greetings and goodbye


Formula questions about the

Ask and answer your state of health

Simple questions about names,

Age, place of residence, hobbies ...

Simple descriptions

(from yourself, family,

Friends …)

Simple descriptions of the

school environment

Easiest directions

Salute / Bonjour / Bonsoir ...

Au revoir / A bientôt!

Bonne journée / Bon week-end. - Merci, à toi also.

Je m’appelle Amélie. Je suis Belge.

Je viens de…; Vis à Nantes ...

Je suis étudiante. Je fais un cours de langue.

J’apprends l’espagnol.

Ça va? Comment allez vous? ...

Très bien, merci… Ça va… Et toi?

Tu t’appelles comment? Tu as quel âge? Tu habites où?

Tu viens d’où? Qu’est-ce que tu ain theit fair?

Do ain theit jouer au beach volley?

J’ai 15 ans. Yesin thee la musique. Je joue de la trompette.

Yesin thee les «XY» ...

Je suis petit (e) et mince. J’ai les cheveux roux.

J’habite dans un in themeuble on the 5th floor.

J’ai 3 frères. Je n'ai pas de sœurs.

Ma mère s’appelle… Elle a 35 ans.

Mon père ain thee ...

Mes amis sont ... Ils vont ... On fait souvent ...

Ils ain theent ... Moi, je préfère ...

On especially souvent au cinéma.

La salle de classe est… Dans la salle de gymnastique, il y a…

Le livre est dans mon sac.

Yesin thee la geography. Je n’ain thee pas ...

Mes amis sont sympas.

On apprend l’anglais ... On joue ...

Je dois faire mes devoirs.

Sorry, ...? Excusez-moi, où est ...?

C’est où? C’est à gauche.

Tout droit. Tournez à gauche.

là-bas / près de / en face / au center ...

Communicatein theeveryday life

Communicatein theeveryday life 13

Simplest shopping talks

(Food and clothing)

Satisfaction simplest

Needs (e.g. in a restaurant)

Simplest information on the date,

Time, weather, telephone, addresses

Simple information about the daily routine

and eat

Bonjour, vous avez ...?

Deux tomates, s’il vous plaît!

une bouteille de / cent grammes de / un liter de…

Ça fait combien?

Combien coûte le t-shirt?

C’est trop large.

Je prends le pull.

Je voudrais… / Je prends… un orangina.

Un café, s’il vous plaît!

Vous avez des ...?

Où sont les toilettes? Au fond, à gauche.

L’addition, s’il vous plait!

Lundi, 13 juillet.

Demain, c’est din theso.

Il est source heure? Il est 8 heures 10.

Tu me donnes ton numéro?

Tu me donnes ton address?

Do you have an e-mail address?

À quelle heure tu te lèves? Et tes parents? Ils se lèvent quand?

D’abord, ensuite ...

Au petit déjeuner, je bois du lait.

Chez nous, on short of 6 heures du soir.

L’après-midi / le soir, je vais souvent ...

Samedi, on est chez les grands-parents.

Parfois, nous prenons le bus.

The examples given are only intended to illustrate the individual communicative situations and are therefore not




A2 - Linguistic and Sociolinguistic Competence

Communicative situation linguistic examples

Environment (people, places, school,

Fixed ...) in connected sentences


Easy directions

(with city map or map)

Simple messages, texts and

Understand conversations

Get in common

everyday lifefind your way around situations

(Accommodation, travel, shopping,


Express preferences and

make a selection

Appointments and

make arrangements

(also by phone)

J’habite dans une petite maison avec un grand jardin.

Dans ma rue, il y a une boulangerie qui s’appelle «la baguette».

On va faire un voyage à Paris et on va habiter dans une famille.

Sylvie ne vient pas, parce qu’elle est malade.

Ma mère travaille beaucoup. Elle est souvent malade.

D’abord, tu vas tout droit ..., ensuite ..., enfin ...

Ce n’est pas loin.

Attention, il fait très froid aujourd’hui.

What temps fait-il dans le sud de la France? - Il fait ...

Jean parle de ... Il a dit que ...

Le magasin est fermé jusqu’a 16h30.

Vous descendez au prochain arrêt.

Le train pour Berlin? - Il part au quai numéro 12.

Vous avez une chambre pour une nuit?

Ça coûte combien?

Un billet aller-retour pour…, s’il vous plaît.

Le train part à quelle heure?

Les crevettes coûtent combien?

Qu’est-ce que tu veux boire? - Pour moi une eau minérale, s’il te plaît.

Il est frais, le poisson?

Comme entrée ..., comme plat principal ..., et comme dessert ...

Tu prends un café?

L’addition, s’il vous plaît!

Passe-moi le sel, s’il te plaît!

Je peux avoir du pain, s’il vous plaît?

J’adore les olives.

Yesin thee le foot, mais je préfère le volley.

Je préfère aller dans un petit cinéma. Je n’ain thee pas les grandes salles.

C’est bien, corn ça, c’est encore mieux.

Je mets le jean. Il va bien avec ma veste noire.

On se rencontre à quelle heure? À 8 hours?

D’accord, et où? - A la place centrale, devant la Mairie.

On fait une promenade? - Pourquoi pas / Volontiers.

Communicatein theeveryday life

Communicatein theeveryday life 15

Habits and

everyday lifeemployment


Personal experience in

report in a linear sequence

Simple custom and fictional

Reproduce biographies