Functions and Notions

A1

October 2021

Information within this document is from the Council of Europe Breakthrough specification.

© Council of Europe
V1.1 November 2021 Approver: Jane Bledsoe
No part of this publication may be reproduced without the prior permission of Pearson Education Ltd.
Pearson English International Certificate Level A1 is designed to be aligned to Level A1 of the Common European
Framework of Reference for Languages developed by the Council of Europe also known as ‘Breakthrough Level’.
The following represents the range of functions and notions that learners should be able to use to function
effectively and efficiently at this level. The information has been reproduced with permission from the Council of
Europe (reference DC/198/SL/CP dated 14 December 2010) from the Breakthrough specification (unpublished, ©
Council of Europe). The full description is available on the Council of Europe website:
http://www.coe.int/t/dg4/linguistic/Source/FinalBreakthrough%20specification_6Nov01.rtf

Language Functions
The Learner CAN impart and elicit factual information
identifying asking answering questions

• with pointing gesture • for confirmation • for confirmation

– (an object) this one, that one, – declarative sentences with – Yes (+tag)
these, those high-rising intonation – No (+negative tag)
– (a person) me, you, him, her, short questions
us, them • for information
– I, you, he, she, it, we, they +
be/have/do/can/will? short answers
• where pointing impossible – (time and place) adverbs,
– OK?
– (a person) It + be + me, you, him, prepositional phrases
her, us, them • for information – (manner) prepositional phrases
– (a person or object) It + be + NP – wh questions – like this (with demonstration)
reporting (describing and narrating) (time) when? – (reason) because + declarative
– declarative sentences within the (place) where? sentence
learner’s grammatical and lexical (manner) how?
• for identification
competences (reason) why?
– see identifying section above
NB This limitation applies
• seeking identification – NP
wherever declarative sentence is
– wh questions
specified
(person) who?
correcting (thing) what?
• as with identifying and reporting – which (+ one/NP)?
sections above but with
contrastive stress

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The learner CAN express and find out attitudes
factual: agreement, etc. obligation • enquiring about intention
– NP = will (+ VPinf )?
• expressing agreement with a • expressing obligation to do something
statement. – I, you, he, she, we, they/NP have to • expressing preference
– (with positive statements) + VPinf – I(‘d) like + NP better/best
Yes (+ nod of the head)
– (with negative statements) • expressing one is not obliged to do emotional
No (+ shake of the head) something
– I, you, he, she, we, they/NP don’t/ • expressing and reporting
• expressing disagreement with a doesn’t have to + VPinf emotional states
statement I’m/NP + be (very) happy/
– (Sorry) • enquiring whether one is obliged to do sad/glad/excited/worried/
– (with positive statements) something afraid
No (+ shake of the head) – I, you, he, she, we they + have/has enquiring about emotional states
– (with negative statements) to+ VPinf? – How are you?
Yes (+ nod of the head) • expressing liking
permission – Lovely!
• enquiring about agreement and – NP + be (very) nice
• giving permission
disagreement – I/NP love(s)/like(s) + NP
– Yes
– OK? (very much)
– You, he, she, they can (+ VPinf )
• denying something • expressing dislike
• seeking permission
– No (+ shake of the head) – Horrible!
– Can I, he, she, we, they (+ VPinf )?
– NP + be + not very nice
factual: knowledge – I, he, she, we, they hate + NP.
enquiring about (dis)pleasure,
• stating that permission is not given
(dis)like
• stating whether one knows or does not – No – (disgust) Ugh!
– OK?
know something, someone, or a fact – (I’m) sorry – Do you like + NP?
• enquiring about (dis)pleasure,
– I (don’t) know (+ NP) – You, he, she, they, can’t (+• VPinf )
expressing hope
(dis)like sentence
– I hope + so/declarative
– I know + declarative sentence – OK?
volitional
• enquiring whether someone knows or – Do you like + NP?
• expressing wants, desires
does not know something, someone, • expressing hope
or a fact something
– I hope + so/declarative sentence
– You know (+ NP)? – I’d like + NP, please
– You know + declarative sentence? to do something • expressing satisfaction
– I’d like to + VPinf, please – Good!
factual: modality
asking for something • expressing dissatisfaction
• expressing ability and inability – Can I have + NP, please? – It’s not good
– NP+ can(‘t) + VP inf asking to do something
• enquiring about satisfaction
• enquiring about ability and inability – see section on asking above
– OK?
– NP+ can + VP inf ? • enquiring about wants, desires
• giving reassurance
factual: certainty – You would like (to do) something?
– Never mind
– (To have something) NP?
• expressing how certain one is of – (To do something) You, he, she, – There, there
something they would like to + VPinf? • expressing disappointment
– I am (not) sure. – What a pity!
• expressing intention
• enquiring how certain someone is – NP + will (+VPinf ) • expressing gratitude
of something – Thank you (very much)
– (You’re) sure?

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moral • expressing appreciation
– (Very) good!
• apologizing – (Very) nice!
– Sorry!
• expressing regret
• granting forgiveness – (a shake of the head)
– OK – (I’m) (very) sorry.
– That’s all right
• expressing indifference
• expressing approval – (with a shrug of the shoulders)
– (Very) Good! It is not important.

The learner CAN get things done (suasion)

• suggesting a course of action • inviting others to do something • advising others to do something
– Why not + VP?including – Please (+ VPimp) – Why not + VPinf?
– Would you like to + VPinf?
the speaker • warning
– Let’s (+VP) • accepting an offer or invitation – (Be) Careful!
– Thank you
• agreeing to a suggestion • offering assistance
– Yes, please
– OK – Can I help you?
– Yes, why not? • declining an offer or invitation
– Yes, let’s – No, thank you • requesting assistance
– (with shake of head) Sorry! – Help!
• requesting others to do something
– Can you help me please?
– Please + VP imperative
• enquiring whether an invitation or
– Please can you + VP infinitive
offer is accepted or declined
– OK?
– Can you (+ VPinf )?

The learner CAN socialise

• attracting attention acquaintances • congratulating someone
– Hallo! – Mr./Mrs./Miss + family name – Congratulations!
– Excuse me, please friends and relations – Well done!
– first name
• greeting people • proposing a toast
– Hallo (+ name)! • introducing someone – Cheers!
– How are you? – (other people) (address form +)
This is + name • taking leave
• responding – Goodbye!
– (oneself ) Hallo! I’m + name
– Fine, thank you
• reacting to being introduced
• addressing people
– Hallo!
strangers
formal
– no address form
– How do you do?
deferential or formal,
especially in writing
– Sir/Madam
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The learner CAN structure discourse
• opening a conversation • summing up • asking for an extension
– Hallo! – …and so… – Number/name + please
– Well, …
• closing • requesting or giving notice of a
• expressing hesitation, looking – Well, thank new call
for words you – (I will) call back later
– ….er…. – Goodbye.
– ….er, what is it, … er… opening and closing a letter or e-mail
using the telephone
• correcting oneself • opening
• opening – Dear + address form
– (incorrect form) No, sorry +
if the caller
corrected form • closing
– Hallo, this is + name
• enumerating – Yours, + signature on next line
if the person called
– (first item) and (second item) and
– Hallo? (+ own telephone
(third item)
number/name)

The learner CAN repair snags in communication

• signalling non-understanding • asking for confirmation of • expressing ignorance of an expression
– Sorry (?) understanding – Sorry, I don’t know the word
– (Sorry) you said + queried word?
• asking for overall repetition • appealing for assistance
– Sorry? • asking for a word to be spelt out – What is + ‘native language
– Again, please – Please spell that expression’ in English?

• asking for partial repetition • asking for something to be • asking a speaker to slow down
– Sorry? (+ wh?) written down – Slowly, please
– Please write that
• asking for clarification
– Sorry? (+ queried word?)

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General Notions
General notions for Breakthrough with recommended exponents

existential • length • indications of time

– inch, foot, yard, mile – yesterday, today, tomorrow
• existence, non-existence – centimetre, meter, kilometre – last/this/next + items in 3.2
– There is + NP – (not) long – dates: ordinal numbers 1 – 31 +
– There is no + NP – How long? month + year
– There is (no) + NP? – names of days of week: Monday,
• pressure Tuesday, Wednesday, Thursday,
• presence, absence – (not) heavy
– (not) here, (not) there Friday, Saturday, Sunday
– How heavy? – names of months of year: January,
• availability, non-availability • weight February, March, April, May, June,
– ounce, pound, ton July, August, September, October,
• occurrence, non- November, December
occurrence – gram(me), kilogram(me)
– (not) heavy – names of years:
– to happen
spatial – How heavy? at + time
on + day
• location • volume in + month, year
– here, there – pint
• duration
– where? – litre
– for, until, since, by
– (not) much
• relative position – (not) long
– how much?
– in, on, under, behind, near – how long?
• space
• distance • earliness
– (not) big
– (not) far (from) – (too) early
– how big?
– how far?
• lateness
• temperature
• motion – (too) late
– degree
– go, come, stop, start, move, push,
– (not) hot, (not) cold • anteriority
pull, fall, drop, lift
– how hot?, how cold? – before, earlier
– sit, stand, lie
temporal • posteriority
• direction
– here, away, up, down, left, right – after, later
• points of time
– to, from, back, forward – number (1 – 12) + o’clock • sequence
– bring, take, send, put – number (1 – 12) + number (1 – 59) – first, then
– what’s the time?
• origin • simultaneity
– from • divisions of time – at the same time
– second, minute, hour, day, week, – ‘continuous’ aspect
• arrangement
month, year
– first, then, last • future reference
– times of day: morning, afternoon,
– before, after – NP + will + VPinf
evening, night
dimensions – seasons: spring, summer, autumn, – soon, later
winter – next + items in divisions of time
• size section above
– (not) big, tall, high, deep – tomorrow, tonight
– How big, tall, high, deep?

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• present reference • commencement • visibility, sight
– simple present – start – see, light, dark, look
– present continuous – since + items in the indications of
– present perfect time section above • audibility, hearing
– now – hear, sound, loud, listen
• cessation
• past reference – stop • taste and smell
– simple past – until, by + items in the indications – to taste, to smell
– past continuous of time section above – sweet, sour
– yesterday – (not) good
• stability – like + NP
– ago
– last + items in divisions of time – stay, wait
– always never • texture
section above – hard
• simple present • change, transition
– become • colour
• delay – blue, green, yellow, red, black,
– late quantitative white, grey, brown

• speed • number • age

– (not) (very) fast – singular/plural – (not) new, young, old
– number + miles an hour – cardinal numbers: 1 – 99, hundred, – How old?
(written mph) thousand, million – NP + be + number (+ years old)
– ordinal numbers: first, second, third,
• frequency etc., 1st – 1,000,000th • physical condition and actions
– always, never, sometimes – fractions: half, one + ordinal – well, strong
– every + items in divisions of number. point (as in one point three – hurt, dead
time above five, written 1.35) – hit, kick, kill

• continuity • quantity • accessibility

– continuous aspect – (not +) all, much, many, enough, – (not) open
– perfective aspect any, some
• cleanness
– for + number + seconds, years, etc. – how + much, many?
– (to) clean, dirty
– since + items in indications of time – cup,/bottle/glass/piece + of + N
– dirt
section above
• degree
• material
• intermittence – comparative and superlative of
– air, water
– sometimes, not always adjectives and adverbs in vocabulary
– (made of +) leather, plastic, wood,
– (not +) very, too, enough,
• permanence paper, metal, cloth, glass
much, quite
– always, never • fullness
• temporariness – full, to fill, (to) empty
qualitative
– continuous aspect (as in I am living
evaluative
in London vs. I live in London) • physical
– for + division of time section above shape • value, price
– round – How much?
• repetitiousness
– (not) cheap
– again, many times, number + times, • dimension
sometimes – see dimension section above • quality
– (not) (very) good, well
• uniqueness • moisture, humidity
– only one time – wet, dry • acceptability
– OK

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• adequacy • objective logical relations
– (not) OK, – objective as object NP
– (not) (adj) enough (as in: He eats fish) • conjunction
– (not) too +adj – and, but
• dative
• desirability/undesirability – to + NP (as in: Give the book to • disjunction
– nice, to like me) – or

• correctness/incorrectness • instrumental • inclusion/exclusion

– (not) right – with + NP (as in: He opened the – with(out)
door with his key) • cause
• capacity/incapacity
– can, can’t • benefactive – why?
– for + NP (as in: I have bought – because of + NP
• importance this for you) – because + sentence(s)
– (not) important
– how important? • place • effect
– so
• normality/abnormality • time
– (un)usual(ly) • reason
• manner, means – why?
• facility/difficulty – like this (with demonstration) – because of + NP
– (not) easy – fast, well, hard – because + S
– how?
mental – with + NP • purpose
– to + VPinf (as in I did it to help you)
• reflection contrastive relations
– to hope, to know, to • condition
think • equality/inequality – if + S
– (not) the same (as + NP), another
• expression
– (not) as adj/adv as NP
– to say, to ask, to write
relational • contrast
• spatial relations – (not) like
– comparative degree + than + NP
• temporal relations
possessive relations
• action-event relations
• ownership, possession
• agency – possessive adjectives: my, your, his
– agent as subject NP her, our, their
(as in: My cat eats fish): – possessive pronouns: mine, yours,
his, hers, ours, theirs
– have, give, get

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deixis

• definite

non-anaphoric
personal pronouns, subject forms I, you, he, she, it, we, they
personal pronouns, non-subject forms me, you, him, her, it, us, them my,
possessive adjectives your, his, her, its, our, their mine,
possessive pronouns yours, his, hers, ours, theirs this,
demonstrative adjectives and pronouns that, these, those
definite article the
interrogative (WH) pronouns who? what? which?
interrogative adjectives what? which + NP?
adverbs here, there, now, then

anaphoric
personal pronouns, subject forms he, she, it, they
personal pronouns, non-subject forms him, her, it, them
possessive adjectives his, her, its, their
possessive pronouns his, hers, theirs
demonstrative adjectives and pronouns this, that, these, those
adverbs there, then
pro-clause so (as in ‘Is the food good?’ ‘I think so’)
definite article the
propword one (as in ‘I like the red one’)
pro-VP do (so) (as in ‘He asked me to come in and I did (so)’.)

• indefinite
indefinite article
a, an
indefinite pronouns, personal
somebody, anybody, nobody, everybody
indefinite pronouns non-personal
something, anything, nothing, everything
indefinite adverbs: place indefinite somewhere, anywhere, nowhere, everywhere
adverbs: time indefinite adverbs: some times, any time, never, always
manner somehow, anyhow, in no way

semi-deictics

• Generic nouns may be used in a deictic, more particularly an anaphoric function e.g. person, people, man, woman, boy, girl,
child, animal, plant, thing, stuff, place, time, way (as in: I know Bill well and I like the man)

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Themes and specific notions
The personal domain

personal identification

Adult learners CAN state and write down (e.g. in application and registration forms, or in personal notes): their
name, address, telephone number and e-mail address, nationality, where they are from, what they do for a
living, their family, personal relations, likes and dislikes, personal possessions.

They CAN elicit and understand similar information from others. With assistance if necessary, younger learners
CAN state and elicit information regarding: their name, address, family, friends, pets, school and personal
possessions. They can spell their name and address and give a telephone number.

• name • age • family

– personal names – family
– first names • sex – father
– nicknames – male – mother
– family names – female – husband
– Mr. – man – wife
– Mrs. – woman – child
– Miss – boy – son
– Ms. (writing only) – girl – daughter
– to write • marital status – brother
– names of letters of the alphabet – (not) married – sister
– to be – cousin
• nationality
• address – names of nationalities • religion
– to live – names of religious affiliations
– street names • origin ( e.g. Christian, Catholic,
– number – to be from… names of countries Protestant, Orthodox, Muslim,
– names of cities Hindu, Agnostic, Atheist)
• occupation
– names of countries – God
– names of occupations to be a… – faith
• telephones, fax and e-mail (e.g. I am a teacher, my mother is – to believe
– telephone a nurse)
– cardinal numbers 0-10 – places of work (to) work • likes and dislikes
– to phone (e.g. What is your work? I work
– number in a hospital) • character and personal appearance
– zero – to be (+ not) (+ very)
• education (see also Section D below – to look (+ not) (+ very)
– nought, oh (receptive)
– school – brave
– fax
– e-mail – university – clever
– student – kind
– at (written ‘@’)
– to study – nice
– dot (written ‘.’)
– to learn – tall
– slash (written ‘/’)
– to go to (school, university) – slim
• date and place of birth – names of subjects – dark
– to be born, birthday – fair

9
house, home and environment

Learners CAN refer to the home, its rooms, furnishings, equipment, services, amenities, and to the main features of the
environment, its landscape, climate and weather, flora and fauna. They CAN understand and elicit similar information from other
people.

Younger learners CAN name many of the common zoo and domestic animals and their young. They CAN describe their own pets
and their care. They CAN listen to simple stories about animals, read very simple well-illustrated children’s books about animals and
watch animal films, videos and TV broadcasts.

• accommodation, rooms • equipment and amenities • flora and fauna

– house – machine – animal
– flat – bath – pet
– room – shower – names of animals (pets, zoo and
– floor – telephone domestic) e.g. cat, dog, tiger, cow,
– bathroom – computer bird, insect
– bedroom – cooker – plant
– toilet – fridge – names of plants e.g. grass, flower,
– living-room tree, vegetable
– kitchen • household articles
– knife • climate and weather
– garage
– fork – weather
– garden
– spoon – sun(ny)
– window
– plate – rain(y)
– door
– cup – fog(gy)
– wall
– bottle – snow(y)
– (to) rent
– glass – ice, icy
• furniture, bedclothes – towel – wind(y)
– chair – box – storm(y)
– table – clock – flood
– bed
– bedclothes • environment
– town
• services – park
– heat(ing) – country
– light(ing) – field
– switch (on/off) – hill
– river
– lake
– sea(side)

10
daily life

Learners CAN speak about the main features of their daily routines at home and elicit and understand similar information from other
people. They can talk about the major seasonal and religious festivals.

• at home dinner • seasonal festivals

– home supper – names of festivals
– to get up – to clean (e.g. Christmas, Easter)
– to wash – to go:
– to (un)dress out
– to go to bed to work
– to have: to school
a meal shopping
breakfast – to come home
lunch

free time, entertainment

Learners CAN say when they are free and what they do in their spare time. They can elicit and understand information on
these topics from other people.

• leisure • entertainment, media • sports and physical activities

– to be free – radio – sport
– (to go on) holiday – hi-fi – names of sports and games
– to go out – to listen (to) (e.g. football, athletics, chess)
– television, TV – match
• play and games – video – to play
– to play – to watch – to win
– toy – programme – to swim
– doll – news – to walk
– draw(ing) – quiz – to run
– paint(ing) – film – (to) cycle
– game – music
– names of games • press
(e.g. ludo, snap, poker) • intellectual and artistic pursuits – (news)paper
– names of playground equipment – (to) talk – magazine
(e.g. swing, slide, see-saw) – to read – story
– book – article
• hobbies and interests – art – picture
– hobby – music – page
– names of hobbies, – kinds of music (e.g. classical, pop)
e.g. gardening, DIY – names of musical instruments
– names of fields of interest, (e.g. guitar, piano)
e.g. the Internet, the arts, sport, – to sing, song
politics – dance
– walk
– to collect
– names of collectables, e.g. stamps,
dolls, teddy bears

11
relations with other people

Learners CAN refer to and establish personal relations, participate in social life and deal with correspondence. They CAN
understand simple information, e.g. on dates, names, places, addresses wishes, etc. on postcards, greetings cards, invitations, etc.

• social life • correspondence – paper

– (boy-/girl-) friend – to write (to) – pen
– partner – to hear (from) – pencil
– colleague – card – envelope
– guest – letter – to answer
– to know – fax
– to visit – e-mail
– present – to send
– party – to get

The public domain

public entertainment: cinema, theatre, spectator sports

Adult and teenage learners CAN take part in public entertainment events, finding out what is on offer, booking
and buying tickets, buying programmes, finding their seats, etc. They CAN discuss them later. They CAN
recognise relevant information in written texts, such as on posters and in programmes.

Younger learners CAN talk about films, etc. they like, have seen or want to see.

– cinema – to watch
– theatre – ticket
– stadium – programme
– kinds of entertainment – seat
(e.g. play, film, show, concert, gig}

12
travel

Adult and teenage learners CAN refer to places, speak about and use travel facilities, such as means of public and private transport,
tourist accommodation, luggage and documents. They CAN elicit and understand such information from other people. They CAN
give and receive simple directions, written and spoken, as to how to get to places. They CAN gather relevant information from
written texts, such as timetables, roadside signs and notices.

Younger learners CAN name, describe and talk about means of transport, journeys they have made, places they like, have been to or
would like to visit. They CAN give and follow simple directions, especially if repeated and accompanied by appropriate gestures.

places • traffic, directions • accommodation

– street – hotel
• public transport – road – camp site
– to go (by) – motorway – tent
– means of transport (e.g. bus, train, – traffic lights – to book
plane, taxi, ship) – common road sign texts (e.g. stop!, – single room
– ticket slow!, accident, road works – double room
– return ahead.) – key
– to go – stop – bill
– to arrive – (turn) left, right
– station – (keep) straight on • luggage
– airport – park – luggage
– stop – case
– platform • holidays – bag
– information – tourist
– visit • documents
• private transport – names of sights and buildings – passport
– (bi)cycle of interest – insurance
– car – foreign – driving licence
– to drive – names of cities
– driver – names of countries
– garage – names of continents
– petrol – beach

13
health and body care

All learners CAN refer to matters of personal well-being, personal hygiene and health. They CAN describe symptoms in simple terms
to a doctor or dentist. Adult learners CAN elicit and understand similar information from other people. They CAN report accidents
and use medical services and understand simple information and instructions given by a doctor or nurse, using repair strategies
as needed. They CAN read and understand simple written instructions such as those on medicine bottles, tablets, etc.

• parts of the body • hygiene • medical services

– names of parts of the body – towel – medicine
(e.g. head, eyes, ears, nose, mouth, – wash – tablet
tooth, chest, back, stomach, arms, – bath – names of medicines, e.g. aspirin,
legs, fingers, foot) – shower antibiotic.
– soap – hospital
• personal well-being – clinic
– to feel • ailments, accidents – doctor
– to look – Help! – nurse
– (un)well – names of illnesses, e.g. cold, flu – dentist
– better – ill(ness) – chemist
– hungry – (to have a) pain/ache – medicine
– thirsty (in a body part) – names of medicines
– tired – hurt – glasses
– awake – accident – ambulance
– asleep – fire
– (to) sleep – break
– to wake up – burn
– cut
– blood

shopping

Learners CAN refer to and use shopping facilities, refer to and purchase goods, such as foodstuffs, clothes and souvenirs, using repair
procedures as needed, and elicit and understand information from others on these matters. They CAN understand store guides (e.g.
information on where to find goods, lifts, toilets, etc.). They CAN gather simple information from the labelling of goods (name, price,
contents, sell- & use-by dates, instructions for cooking, cleaning, etc).

• shopping facilities • foodstuffs • prices and quality of goods

– shop – cost
– (to go) shopping • clothes, fashion – to pay
– market – clothes – sale
– supermarket – names of articles of clothing – money
– store (e.g. coat, skirt, dress, shirt, – note
– names of kinds of shop trousers, jeans, shoes, stockings) – change
(e.g. bakery, florist’s) – to put on – pound (written £)
– names of goods (e.g. bread, book, – to take off – penny
toy, necklace, hankies) – watch – euro (written)
– to pay (for) – cent
– to buy – names of national currencies
– to sell (e.g. dollar, franc)
– names of weights and measures – credit card
( e.g. gram(me), kilo, meter) – receipt

14
food and drink

Learners CAN refer to, buy and order various kinds of food and drink and can elicit and understand information from other people
on these matters.

• types of food and drink – egg • eating and drinking out

– food – cheese – restaurant
– to eat – soup – café
– to taste – salt – pub
– vegetable – pepper – menu
– names of vegetables – fruit – bill
– salad – names of fruits (e.g. apple, orange) – self-service
– (to)cook(ed) – bread – waiter
– meat – butter
– names of kinds of meat – sweet(s)
(e.g. pork, beef, lamb) – chocolate
– sausage – ice(-cream)
– fish – (to) drink
– names of kinds of fish – names of drinks (e.g. water, milk,
(e.g. cod, salmon, tuna) lemonade, beer, wine)
– chicken

services

Adult learners CAN refer to and use postal, banking, garage, medical, security and emergency services. They CAN elicit and
understand information from others on these matters. They CAN read and understand the basic information and instructions on
public signs, notices, leaflets and brochures relating to these services.

Younger learners CAN name buildings, jobs and workers in the service area. In post offices, clinics and in contact with police
officers, they CAN make simple requests and ask, understand and answer questions relevant to their needs, if gi ven help.

• post • police • petrol station

– post office – police – petrol
– mail – (police) officer – oil
– parcel – police station – full
– to steal – to check
• telephone, fax and e-mail – to lose – to wash
• bank • medical services
– bank
– change • garage, breakdown services
– note – garage
– (traveller’s) cheque – names of parts of car
– (to) cash – problem
– (not) to work
– broken
– to repair
– to tow

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