Communication

• Students use and respond to simple speech acts such as greetings, leave takings, giving thanks and introducing oneself. 
• Students engage in simple routine conversations on topics necessary for survival.
• Students respond to direct questions and requests for information in highly predictable situations.
• Students ask a few formulaic questions express personal meaning with memorized phrases.     

• Students understand key words and formulaic phrases in highly predictable and contextualized texts.
• Students understand short texts in familiar contexts by use of background knowledge and extra-linguistic support (e.g., a hotel bill, a credit card receipt, a weather map).
• Students understand words and phrases from simple questions, statements, and high-frequency commands, typically requiring repetition, rephrasing or slow rate speech.
• Students interpret gestures and other visual cues to understand the communicative intent (e.g., hand gesture of calling people). 

• Students supply basic information on simple forms and documents.
• Students convey very simple messages with practiced materials (e.g., lists, short messages, postcards, describing a series of pictures).
• Students create simple sentences on very familiar topics by recombining learned vocabulary and structures. 

• Students participate in simple conversations on generally predictable topics related to daily activities and personal environment (e.g., campus life, health and exercises, classes, socialization).
• Students handle a limited number of uncomplicated communication tasks in straightforward social situation (e.g., planning an activity or outing).
• Students respond to requests for personal information and questions about immediate needs.
• Students ask simple questions to obtain information for basic needs, make requests, and negotiate simple exchanges.
• Students express personal meaning (e.g., preferences, interests) in short statements and discrete sentences.

• Students understand some information from reading simplest connected texts dealing with a limited number of personal and social needs.
• Students identity the main characters and storylines of illustrated stories using contextual and visual cues.
• Students understand some information from sentence-length speech in basic personal and social contexts, relying heavily on redundancy, restatement and contextual clues.
• Students interpret intonation and high frequency sentence enders to identity the function of an utterance (e.g., request, offer, exclamation). 

• Students write or speak about personal information and well-known and rehearsed content (e.g., skits, rewriting songs, telling anecdotes).  
• Students express meaning by combining and  recombining known elements and conversational input
• Students use a few short and simple conversational-style sentences with repetitive structure and elementary vocabulary.

• Students participate with ease in most informal and some formal conversations on topics related to school and leisure activities and popular culture (e.g., careers, fashion, entertainment, sports).
• Students handle a variety of uncomplicated communication tasks in straightforward social situations involving predictable and concrete exchanges (e.g., personal information, physical and social needs).
• Students ask a variety of questions to obtain simple information related to school, recreation and particular interests.
• Students use with ease multiple modes of communication, conventional and digital (e.g., letters, email, text-messaging, SNS).
• Students express personal meaning (e.g., ideas, feelings, emotions) creatively in strings of sentences and can be understood by sympathetic interlocutors.    

• Students understand basic information from short, non-complex texts dealing with topics of personal interest or prior knowledge (e.g., announcements, notices, online bulletin boards and forums).
• Students understand short descriptive and narrative texts on familiar topics. 
• Students understand speech organized in simple paragraphs both in personal and social contexts.
• Students derive substantial meaning from oral discourse that is straightforward and organized in a clear and predictably way. 

• Students write short, simple communications, compositions and requests for information about personal preferences,common events and other personal topics (e.g., descriptions of procedures such as cooking or rules for games, journals, activity reports).
• Students communicate simple facts and ideas in a series of loosely connected sentences with some attempts to organize their ideas in paragraphs.

• Students participate in conversations on topics related to work, school, recreation, cultural interests and areas of competence (e.g., educational system, jobs and careers, stories and films).
• Students handle successfully uncomplicated communication tasks and social situations requiring an exchange of information about content area topics.
• Students narrate and describe, sometimes using connected discourse of paragraph length in a minimally cohesive discourse. 
• Students understand and express opinions on concrete topics.
• Students can be understood by native speakers unfamiliar with non-native speakers.    

• Students fully understand simple and straightforward texts conveying basic information dealing with personal and social topics.
• Students understand descriptive and narrative texts with a clear underlying structure and containing high-frequency vocabulary and structure.
• Students understand characters, plots, themes and underlying perspectives of cultural texts (e.g., folk tales, stories about historical figures, proverbs).
• Students understand the main facts and some supporting details in connected oral discourse featuring conventional narratives and descriptions.  

• Students write compositions and simple summaries related to work and school experiences (e.g., an autobiographical essay, an introduction letter, a summary of a movie plot, a report on a campus event or issue).
• Students narrate and describe with ease in different time frames about everyday events and situations organized in well-constructed paragraphs. 

• Students participate actively in informal and formal conversations on a variety of topics including employment, current events and matters of public and community interest (e.g., educational system, communication technology, consumerism). 
• Students narrate and describe using connected discourse of paragraph length.
• Students control basic structure and generic vocabulary.
• Students actively convey their message with sufficient clarity and precision. 

• Students understand conventional narrative and descriptive texts on topics of general interest from the knowledge of the language itself.
• Students understand sequencing, time frame, chronology in text with sufficient control of standard linguistic conventions (e.g., suffixes, nominalizers).  
• Students recognize the main argument in argumentative texts.  
• Students understand oral discourse of expanded descriptions or narrations that use familiar language patterns.

• Students narrate and describe about topics of general interests including cultural, political, social and academic or professional issues (e.g., an essay describing an issue).
• Students incorporate some cohesive devices.
• Students display knowledge of distinction between formal and informal discourse.

• Students participate in discussions of a variety of concrete topics and a few abstract topics of community, national, or international interest (e.g., modernization, violence, environment). 
• Students narrate, describe and explain with relevant and supporting facts in connected, paragraph length discourse.
• Students exchange and debate opinions and perspectives with supporting arguments.
• Students produce a substantial flow of speech, use extensive vocabulary.
• Students use communication strategies competently when complications arise.   

• Students understand complex factual material and conventional narrative and descriptive texts of any length.  
• Students conduct research and analyze information from library and electronic resources. 
• Students follow essential points of argumentative texts in areas of special interest and knowledge. 
• Students go beyond comprehension of the facts in a text and recognize author-intended inferences or identity theoretical/political perspectives. 
• Students show awareness of nuances or aesthetic qualities of the language used in a text. 

• Students narrate and describe with detail on topics of general interest (e.g., a critical review of a cultural product).
• Students use a variety of devices in texts of several-paragraph length.
• Students express ideas clearly and support them with appropriate elaboration.
• Students show development of Superior level ability to explain complex matter and develop cogent arguments and hypothesis to present and support opinions. 

• Students participate in simple conversations on generally predictable topics related to daily activities and personal environment (e.g., campus life, health and exercises, classes, family, socialization).
• Students handle a limited number of uncomplicated communication tasks in straightforward social situation (e.g., planning an activity, outing).
• Students respond to requests for personal information and questions about immediate needs.
• Students ask simple questions to obtain information for basic needs, make requests, and negotiate simple exchanges.
• Students express personal meaning (e.g., preferences, interests) in short statements and discrete sentences.
• Students engage in conversations with the understanding of the appropriate usage between deferential, polite and intimate/plain speech endings.
• Students participate in conversation in a formal context (e.g., interviews at a Korean community, talking to   professors) using deferential or polite endings.
• Students handle formal contexts by using formal vocabulary rather than slang and informal expressions.

Reading

• Students understand basic information from short, non-complex texts dealing with topics of personal interest or prior knowledge.
• Students understand short descriptive and narrative texts on familiar topics.

Listening

• Students understand usage of frequently used sentence enders (e.g. –거든요, 잖아요, 네요) and other discourse markers.
• Students obtain basic information from discussion and presentations in a formal context.
• Students notice discrepancies between their (incorrect) forms to the correct form through written or oral corrective feedback.

• Students write compositions about personal information and experiences or on familiar topics using plain speech style.
• Students give formal presentation about personal preferences, daily routines, common events and other personal topics using deferential speech level.
• Students report using formal speech based on simple interviews or experiences from the Korean community.