OUTCOMES - Cengage · areas such as intercultural awareness, self-directed learning,...

B1

OUTCOMESINTERMEDIATE

David A. Hill

and the Common European Framework of Reference

2 Outcomes Intermediate © National Geographic Learning

What is the Common European Framework of Reference? The Council of Europe has developed the Common European Framework of Reference for Languages (or CEFR for short) with a view to promoting language teaching and learning within Europe, and to provide a framework which permits the comparison of individuals’ language levels in an impartial way.

What are the aims of the CEFR? While the CEFR does not dictate a single method of teaching and learning, it encourages teachers and course providers to reconsider their course content, approach and assessment based on some core principles. These are stated at the beginning of the book:

1. To ensure that all sections of their populations have access to effective means of acquiring a knowledge of the languages of other member states [. . .] as well as the skills in the use of those languages that will enable them to satisfy their communicative needs [. . .]

1.1 to deal with the business of everyday life in another country, and to help foreigners staying in their own country to do so;

1.2 to exchange information and ideas with young people and adults who speak a different language and to communicate their thoughts and feelings to them;

1.3 to achieve a wider and deeper understanding of the way of life and forms of thought of other peoples and of their cultural heritage.

2. To promote, encourage and support the efforts of teachers and learners at all levels to apply in their own situation the principles of the construction of language-learning systems [. . .]

2.1 by basing language teaching and learning on the needs, motivations, characteristics and resources of learners;

2.2 by defining worthwhile and realistic objectives as explicitly as possible;

2.3 by developing appropriate methods and materials.

Working from these principles the CEFR encourages us to think about the ‘domains’ in which we use language – social, public, occupational and educational. It then suggests we consider specific situations within these domains: the people we might need to interact with, the objects we may use, the things we may read or listen to and the things we may need to do with language. It then tries to describe not only what a language user ‘can do’, but also what they are able to do in the language, both generally and in specific skills, domains and situations such as ‘Informal discussion (with friends) or ‘Formal discussion and meetings’. The CEFR also encourages and comments on areas such as intercultural awareness, self-directed learning, paralinguistics (gesture, mime, etc.), mediating (i.e. interpreting and translation), which have perhaps been less common features of ELT materials.

How are the levels of the CEFR organised? The six levels the CEFR describes range from A1 (students with an elementary level of English) to C2 (students who can use the language fluently and with precision). However, note that there is also a level below A1. A0 is the point at which people start, with very little or no language. A1 is the first point at which we can describe a (limited) range of abilities in a number of skills and domains. For example, students probably need to be able to recognize a substantial number of words (say 300+) for basic reading and listening. The CEFR also allows for steps between

the global levels, described as A2+, B2+, etc. The main levels are summarised below:

Proficient

C2 Mastery Students can use the language precisely and fluently with near native competence.

C1Effective Operational Proficiency

Students are proficient in the language and have a wide range of vocabulary.

Independent B2 Vantage

Students are able to express themselves in increasingly abstract ways.

B1 Threshold Students at this level can maintain conversations.

BasicA2 Waystage

Students are able to get by in an increasing range of social situations.

A1 Breakthrough Students can express themselves in simple, basic language.

Based on these global descriptions of the six levels, the CEFR illustrates how these can be applied to a language user’s ability in the specific domains and skills we mentioned before. For example, for Conversation, A1 level is described as ‘Can ask how people are and react to news’ and C2 as ‘Can use language flexibly and effectively for social purposes’. This means language users are able to describe their abilities more accurately, showing a higher level in social situations than, say, academic writing and discussions.

CEFR levels, coursebooks and OutcomesIt is important to realize that the CEFR is not a syllabus and does not provide scales for every possible language situations for students. For example, a student’s needs and motivation may lead them to the task of talking about football (not exemplified in the CEFR!). However, we can construct a scale based on the global and specific scales in the CEFR and say that an A1 student ‘can exchange basic opinions on matches, players and teams’, but a C2 student ‘can describe matches and incidents in detail, using a range of language including colloquial expressions and jargon’. As a teacher or materials writer we can then think of the language students will need to achieve these levels and how we might present and practise it.Furthermore, the can-do statements describe achievement and current ability, not the student’s future level, the language required to reach that level, or the time it will take. No coursebook can guarantee a level a student will attain and it is for you to judge whether the language presented will help students achieve their objectives. Finally, existing coursebook level descriptors in ELT (elementary, pre-intermediate, etc.) do not exactly fit with the CEFR and nor are the CEFR levels necessarily even steps. It seems likely that moving from C1 to C2, for example, will take a lot longer than A1 to A2, largely because of the different amounts of vocabulary learning each entails. For all these reasons, this book has been developed for students who are at one level, and who are working towards the next level. This means that some tasks and language input – particularly at the beginning of the book – are aimed more at revising and teaching language to achieve the lower level, while most other input is aimed at achieving the higher level. Note though, that in any one class, students will achieve different levels in any one task, including being below or above the level expected. If this happens consistently, you are probably using the wrong level

Introduction

3Outcomes Intermediate © National Geographic Learning 3

book or the student is in the wrong class for them. That is for you to assess.

How does Outcomes match the aims of the CEFR? Outcomes was written very much with the CEFR in mind. We think about what we want students to be able to do and the kind of conversation they’ll have first; we write some models, we notice the specific language they may need (grammar, words or phrases) and we try to present that language in exercises to help them achieve these goals. When we teach grammar or vocabulary, we try to think of clear examples that might be used in particular situations. We also looked at a lot of the can-do statements and specific situations that the testing organisation, ALTE, describe. We tried to include as many of these as possible. We have also tried to include a range of social, public, occupational and educational contexts, in terms of all four skills, even at low levels. We have helped students and teachers see these clear objectives at the beginning of each unit, so that students understand what they should be able to do based on the input and specific language areas. You can also see this in the mapping to the CEFR here. We help students’ self-directed learning with the Vocabulary Builder, the Grammar reference with exercises and the online workbook which comes with all the student’s books. We also help mediation skills through translation exercises such as the Language Patterns box. We encourage intercultural awareness and the exchange of thoughts and ideas through many short speaking tasks, texts about different countries and contexts, and hearing speakers of different nationalities.

The CEFR and you!It is not only coursebook writers that take the CEFR into account. As a teacher, you can also meet CEFR goals by taking language in the book and giving more examples that make use of the students’ immediate knowledge and situation. This can be done by asking questions that encourage students to think about how they would use language, encouraging students to exchange ideas and feelings and by creating a learning environment that makes this possible.You might also want to read the CEFR itself and use the ‘Users of the manual may wish to consider’ sections it has throughout for discussions with colleagues or self-reflection. Visit www.coe.int to find out more about the CEFR and download a pdf of the manual itself.


Communicative activitiesReception (spoken)

Understanding interaction between native speakers:

Can generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard dialect.

p9, Listening exA, B; p12, Listening exB; p15, Listening exA, B; p18, Listening exB, C; p21, Listening exB, C; p24, Listening exB; p26, Listening exA, B; p28, Listening exB, C; p36, Listening exA, B; p37, Developing Conversations exB; p39, Listening exB, C; p42, Listening exB; p43, Listening exA, C, D; p46, Listening exB; p49, Listening exA; p52, Listening exA, B; p53, Grammar exB; p55, Listening exB, C, D; p58, Listening exA, B; p65, Listening exA, B; p68, Listening exA; p71, Listening exA, B; p75, Listening exA, B, C; p76, Listening exA, B; p80, Listening exA; p83, Listening exA; p85, Listening exB; p93, Listening exA; p96, Listening exA, B; p99, Listening exA; p102, Listening exA, B; p105, Listening exA, B; p109, Listening exA, B; p110, Listening exB, C; p113, Listening exA

Listening as a member of a live audience:

Can follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.

p59, Speaking exB

Reception (written)

Overall reading comprehension:

Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension.

p81, Pronunciation exC; p85, Vocabulary exA, B; p86, Reading exA; p94, Reading exA, C; p100, Reading exB, C; p106, Reading exB, C; p114, Reading exA, B, C; p120. Writing exA, B; p122, Writing exC; p124, Writing exA; p124, Grammar exA, B; p126, Writing exA; p128, Writing exA, B; p130, Writing exA, C; p132, Writing exC; p134, Writing exA

Reading for information and argument:

Can identify the main conclusions in clearly signalled argumentative texts.

p10, Reading exA, B, C; p11, Speaking exA; p16, Reading exB; p19, Speaking exA, B; p21, Listening exA; p22, Reading exB, C, D

Can recognize significant points in straightforward newspaper articles on familiar subjects.

p10, Reading exA, B, C; p11, Speaking exA; p16, Reading exB; p19, Speaking exA, B; p21, Listening exA; p22, Reading exB, C, D; p27, Developing Conversations exA; p31, Reading exB, C, D; p40, Reading exA, C; p44, Reading exB; p50, Speaking exA, p50, Reading exA, C; p53, Speaking exA; p56, Speaking exA; p56, Reading exA, B, C; p66, Reading exA, B, C; p69, Speaking exA; p72, Reading exB, C; p78, Reading exA, C, D

Interaction (spoken)

Conversation:

Can maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what he/she would like to.

p13, Speaking exA, B; p13, Developing Conversations exA, B, C; p14, Grammar exB; p15, Conversation Practice exA, B; p18, Listening exA; p18, Grammar exC; p19, Speaking exD; p20, Vocabulary exC; p21, Developing Conversations exB; p21, Conversation Practice exA; p22, Vocabulary exC; p23, Speaking exA; p23, Grammar exB, C; p25, Speaking exB; p26, Listening exC p27, Developing Conversations exB; p27, Conversation Practice exA; p28, Vocabulary exB; p29, Grammar exD; p29, Speaking exA; p30, Developing Conversations exA, B, C; p31, Speaking exA; p37, Vocabulary exB; p37, Developing Conversations exC; p41, Vocabulary exD; p41, Speaking exA, B; p47, Speaking exA; p49, Developing Conversations exB; p49, Grammar exB; p49, Conversation Practice exA; p53, Grammar exE; p58, Listening exC; p59, Grammar exE; p65, Conversation Practice exA; p68, Vocabulary exB; p69, Developing Conversations exC; p69, Speaking exA; p71, Conversation Practice exA; p72, Vocabulary exC; p72, Developing Conversations exC; p74, Vocabulary exB, C, D; p74, Pronunciation exC, D; p82, Speaking exA; p83, Conversation Practice exA; p85, Listening exA; p93, Conversation Practice exA; p97, Speaking exB; p99, Developing Conversations exB; p99, Conversation Practice exB; p105, Vocabulary exE; p109, Grammar exC; p109, Grammar exB; p110, Listening exD; p111, Developing Conversations exA, B; p111, Conversation Practice exA, B; p113, Speaking exA, B

Outcomes Intermediate CEFR OverviewFramework level: B1

5Outcomes Intermediate © National Geographic Learning

Can express and respond to feelings such as surprise, happiness, sadness, interest and indifference.

p13, Speaking exA, B; p13, Developing Conversations exA, B, C; p14, Grammar exB; p15, Conversation Practice exA, B; p18, Listening exA; p18, Grammar exC; p19, Speaking exD; p20, Vocabulary exC; p21, Developing Conversations exB; p21, Conversation Practice exA; p22, Vocabulary exC; p23, Speaking exA; p23, Grammar exB, C; p25, Speaking exB; p26, Listening exC p27, Developing Conversations exB; p27, Conversation Practice exA; p28, Vocabulary exB; p29, Grammar exD; p29, Speaking exA; p30, Developing Conversations exA, B, C; p31, Speaking exA; p37, Vocabulary exB; p37, Developing Conversations exC; p41, Vocabulary exD; p41, Speaking exA, B; p47, Speaking exA; p49, Developing Conversations exB; p49, Grammar exB; p49, Conversation Practice exA; p53, Grammar exE; p58, Listening exC; p59, Grammar exE; p65, Conversation Practice exA; p68, Vocabulary exB; p69, Developing Conversations exC; p69, Speaking exA; p71, Conversation Practice exA; p72, Vocabulary exC; p72, Developing Conversations exC; p74, Vocabulary exB, C, D; p74, Pronunciation exC, D; p82, Speaking exA; p83, Conversation Practice exA; p85, Listening exA; p93, Conversation Practice exA; p97, Speaking exB; p99, Developing Conversations exB; p99, Conversation Practice exB; p105, Vocabulary exE; p109, Grammar exC; p109, Grammar exB; p110, Listening exD; p111, Developing Conversations exA, B; p111, Conversation Practice exA, B; p113, Speaking exA, B

Informal discussion (with friends):

Can give or seek personal views and opinions in discussing topics of interest.

p9, Speaking exA,; p11, Reading exD; p11, Speaking exB, C; p12, Grammar exD; p12, Listening exA, C, E; p14, Vocabulary exC; p15, Speaking exA; p16, Speaking exA; p16, Reading exA, C; p17, Speaking exA; p20, Speaking exA; p22, Reading exA, E; p23, Speaking exB; p24, Vocabulary exC; p24, Listening exA; p24, speaking exA; p25, Grammar exD; p26, Speaking exA; p27, Grammar exC; p28, Listening exA, D; p31, reading exA, D; p36, Vocabulary exC p37, Listening exC; p38, Grammar exC; p39, Listening exA, B; p39, Grammar exC; p40, Reading exB, D; p42, Listening exA; p43, Developing Conversations exB; p44, Vocabulary exB; p44, Reading exC; p46, Listening exA, C; p47, Grammar exE, F; p48, Speaking exA, B; p48, Vocabulary exB; p50, Speaking exA; p50, Reading exC; p50, Vocabulary exB; p52, Speaking exA; p52, Vocabulary exB; p52, Listening exB, D; p53, Speaking exA, B; p54, Speaking exA; p54, Vocabulary exC; p55, Listening exA; p55, Developing Conversations exB p56, Speaking exA; p56, Reading exD; p57, Grammar exB, C; p58, Vocabulary exA; p58, Speaking exA; p58, Vocabulary exB; p59, Speaking exC, D; p64, Vocabulary exB, D; p65, Listening exC; p66, Vocabulary exC; p66, Reading exD; p68, Grammar exC, D; p69, Speaking exB; p70, Vocabulary exB, D; p72, Reading A, C; p72, Speaking exA; p74, Speaking exA; p75, Speaking exB; p76, Vocabulary exA, C; p76, Speaking exA; p78, Reading exA; p79, Speaking exA; p80, Listening exB; p81, Pronunciation exD, E; p82, Vocabulary exB; p83, Developing Conversations exB; p83, Listening exC; p85, Listening exC; p85, Vocabulary exC; p85, Grammar exD; p86, Reading exB; p87, Speaking exB; p92, Speaking exB; p92, Vocabulary exD, p93, Listening exC; p94, Speaking exA; p94, Reading exB, E; p96, Vocabulary exE; p97, Speaking exA; p98, Speaking exA; p98, Vocabulary exD; p99, Speaking exA; p99, Conversation Practice exA; p100, Reading exA, D; p100, Vocabulary exB; p102, Vocabulary exC; p102, Speaking exA; p102, Listening exC; p103, Grammar exB; p103, Speaking exA, B, C; p104, Speaking exA; p104, Vocabulary exB, C; p106, Reading exA; p107, Speaking exA; p107, vocabulary exC, D; p109, Listening exC; p110, Vocabulary exA, B; p112, Speaking exA; p113, Listening exB; p114, Reading exA, E; p114, Speaking exA; p120, Speaking; p120, Vocabulary exB; p120, Writing exC; p122, Speaking exA; p123, Speaking exA; p123, Vocabulary exA, B; p124, Speaking exA; p124, Speaking exA; p126, Speaking exA; p126, Writing exA; p128, Speaking exA; p130, Speaking exA; p130, Writing exA; p131, Vocabulary exB; p131, Practice exA; p132, Speaking exA; p132, Writing exB; p133, Grammar exB; p133, Practice exA; p134, Speaking exA; p134, Writing exB

Can express belief, opinion, agreement and disagreement politely. p9, Speaking exA

Can express his/her thoughts about abstract or cultural topics such as music, films. Can explain why something is a problem.

p9, Speaking exA

Goal-oriented co-operation:

Can make his/her opinions and reactions understood as regards possible solutions or the question of what to do next, giving brief reasons and explanations.

p55, Conversation Practice exB

Transactions to obtain goods and services:

Can cope with less routine situations in shops, post office, bank, e.g. returning an unsatisfactory purchase. Can make a complaint.

p43, Pronunciation exC; p43, Conversation Practice exA, B


Information exchange:

Can exchange, check and confirm accumulated factual information on familiar routine and non-routine matters within his field with some confidence.

p105, Listening exC; p105, Conversation Practice exA, B

Can find out and pass on straightforward factual information.

p8, Speaking exA, B; p9, Developing Conversations exA, B, C, D, E; p9, Conversation Practice exA, B; p10, Vocabulary exC

Can obtain more detailed information.p8, Speaking exA, B; p9, Developing Conversations exA, B, C, D, E; p9, Conversation Practice exA, B; p10, Vocabulary exC; p105, Listening exC; p105, Conversation Practice exA, B

Interviewing and being interviewed:

Can provide concrete information required in an interview/consultation (e.g. describe symptoms to a doctor) but does so with limited precision.

p8, Speaking exA, B; p9, Developing Conversations exA, B, C, D, E; p9, Conversation Practice exA, B

Can use a prepared questionnaire to carry out a structured interview, with some spontaneous follow up questions.

p8, Speaking exA, B; p9, Developing Conversations exA, B, C, D, E; p9, Conversation Practice exA, B

Interaction (written)

Correspondence:

Can write personal letters describing experiences, feelings and events in some detail.

p121, Practice exB; p123, Practice exA; p127, Practice exA, B; p129, Practice exB

Notes, messages and forms:

Can take messages communicating enquiries, explaining problems.

p29, Pronunciation exB

Production (spoken)

Sustained monologue (describing experience):

Can give straightforward descriptions on a variety of familiar subjects within his/her field of interest.

p37, Conversation Practice exA; p42, Vocabulary exD

Production (written)

Creative writing:

Can write straightforward, detailed descriptions on a range of familiar subjects within his/her field of interest.

p55, Conversation Practice exA

Can write accounts of experiences, describing feelings and reactions in simple connected text. p19, Speaking exC

Can write a description of an event, a recent trip – real or imagined. p19, Speaking exC; p125, Practice exC

Can narrate a story. p125, Practice exC

Reports and essays:

Can write very brief reports to a standard conventionalized format, which pass on routine factual information and state reasons for actions.

p131, Practice exA; p133, Practice exC; p135, Practice exA


Communication strategiesReception

Identifying cues and inferring:

Can extrapolate the meaning of occasional unknown words from the context and deduce sentence meaning provided the topic discussed is familiar.

p15, Developing Conversations exB

Interaction

Planning:

Can work out how to communicate the main point(s) he/she wants to get across, exploiting any resources available and limiting the message to what he/she can recall or find the means to express.

p25, Speaking exA; p121, Practice exA; p125, Practice exA, B; p129, Practice exA; p133, Practice exB

Working with text

Note-taking (lectures, seminars, etc.):

Can take notes as a list of key points during a straightforward lecture, provided the topic is familiar, and the talk is both formulated in simple language and delivered in clearly articulated standard speech.

p49, Listening exB

Communicative language competenceLinguistic – range

Vocabulary range:

Has a sufficient vocabulary to express him/herself with some circumlocutions on most topics pertinent to his/her everyday life such as family, hobbies and interests, work, travel, and current events.

p10, Vocabulary exA, B; p11, Reading exE; p11, Vocabulary exA, B; p14, Vocabulary exA, B; p16, Speaking exA; p16, Reading exD; p17, Vocabulary exA, B; p20, Vocabulary exA, B; p22, Vocabulary exA, B; p24, Vocabulary exA, B; p26, Vocabulary exA, B; p28, Vocabulary exA; p30, Vocabulary exA; p36, Vocabulary exA, B; p37, Vocabulary exA; p37, Developing Conversation exA; p41, Reading exE; p41, Vocabulary exA, B, C; p42, Vocabulary exA, B, C; p44, Vocabulary exA; p44, Reading exA; p48, Vocabulary exA; p50, Reading exB; p50, Vocabulary exA; p52, Vocabulary exA; p52, Listening exC; p54, Vocabulary exA, B, C; p55, Developing Conversations exA; p58, Vocabulary exA; p59, Speaking exA; p64 Vocabulary exA, C; p66, Vocabulary exA, B; p66, Reading exE; p68, Vocabulary exA; p70, Vocabulary exA; p71, Developing Conversations exA, B; p72, Vocabulary exA, B; p72, Reading exD, E; p75, Speaking exA; p76, Vocabulary exB; p78, Reading exB; p80, Vocabulary exA; p81, Vocabulary exA, B; p82, Vocabulary exA; p83, Listening exB; p86, Reading exC; p92, Speaking exA; p92, Vocabulary exA, B, C; p93, Listening exB; p93, Vocabulary exA, B; p94, Speaking exA; p94, Reading exD; p97, Developing Conversations exA; p98, Vocabulary exA, B, C; p99, Developing Conversations exA; p100, Vocabulary exA; p102, Vocabulary exA, B; p104, Vocabulary exA; p107, Vocabulary exA, B; p107, Vocabulary exA, B; p108, Vocabulary exA; p110, Vocabulary exA, B; p110, Listening exA; p112, Vocabulary exA, B, C; p114, Reading exD; p120, Vocabulary exA; p120, Writing exB; p121, Key Words for Writing exA, B, C; p123, Vocabulary exA, B; p124, Writing exA; p125, Vocabulary exA, B, C; p126, Speaking exA; p126, Writing exB; p127, Key Words for Writing exA; p127, Vocabulary exA, B; p128, Writing exC; p129, Vocabulary exA; p129, Key Words for Writing exA, B, C; p131, Vocabulary exA; p131, Key Words for Writing exA, B, C; p132, Writing exD; p134, Vocabulary exA, B, C

Phonological control:

Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur.

p15, Pronunciation exA, B; p26, Pronunciation exA; p29, Pronunciation exA; p43, Pronunciation exA, B; p65, Pronunciation exA, B; p74, Pronunciation exA, B; p81, Pronunciation exA, B; p85, Grammar exC; p96, Vocabulary exC; p99, Pronunciation exA, B; p111, Pronunciation exA, B


Linguistic – control

Grammatical accuracy

Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations.

p8, Grammar exA; p12, Grammar exA, B, C; p12, Listening exD; p12, 13, Grammar exA, B; p14, Grammar exA; p17, Grammar exA, B; p18, Grammar exA, B; p23, Grammar exA; p25, Grammar exA, B, C; p27, Grammar exA, B; p29, Grammar exA, B, C; p38, Grammar exA, B; p39, Grammar exA, B; p43, Developing Conversations exA, p46-47, Grammar exA, B, C, D; p49, Developing conversations exA; p49, Grammar exA; p53, Grammar exA. C, D; p57, Grammar exA; p59, Grammar exA, B, C; p65, Developing Conversations exA; p66, Vocabulary exA, B; p68, Grammar exA, B; p69, Developing Conversations exB; p70. Vocabulary exC; p72, Developing Conversations exA, B; p74, Vocabulary exA; p75, Grammar exA, B, C; p77, Developing Conversations exA, B; p77, Grammar exA, B; p79, Grammar exA, B; p81, Speaking exA; p83, Developing Conversations exA; p84, Grammar exA, B, C; p85, Grammar exA, B; p95, Grammar exA, B, C; p96, vocabulary exA, B, D; p97, Grammar exA; p103, Grammar exA, C, D; p105, Vocabulary exD; p105, Developing Conversations exA; p109, Grammar exA, B; p109, Grammar exA; p113, Grammar exA; p121, Grammar exA, B; p122, Writing exA, B, C; p123, Grammar exA, B; p124, Grammar exA; p125, Key Words for Writing exA, B, C; p126, Grammar exA, B, C; p130, Writing exB; p131, Key Words for Writing exA, B, C; p133, Grammar exA; p133, Key Words for Writing exA, B; p135, Grammar exA, B

Pragmatic

Coherence:

Can link a series of shorter, discrete simple elements into a connected, linear sequence of points.

p21, Developing Conversations exA; p47, Developing Conversations exA; p123, Grammar exB; p125, Key Words for Writing exA, B, C; p129, Key Words for Writing exA, B, C; p133, Key Words for Writing exA, B; p134, Key Words for Writing exA


Unit 1 My First ClassSpeaking (page 8)

COMPONENT DESCRIPTOR EXERCISE

Information exchange Can find out and pass on straightforward factual information.

Can obtain more detailed information.

A, BInterviewing and being interviewed


Can provide concrete information required in an interview but does so with limited precision.

Grammar (page 8)


Grammatical accuracy Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations. A

Listening (page 9)


Understanding interaction between native speakers

Can generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard dialect. A, B

Speaking (page 9)


Informal discussion (with friends)

Can give or seek personal views and opinions in discussing topics of interest.

Can express belief, opinion, agreement and disagreement politely.

Can express his/her thoughts about abstract or cultural topics such as music, films. Can explain why something is a problem.

A

Developing Conversations (page 9)




A, B, C, D, EInterviewing and being interviewed



Conversation Practice (page 9)




A, BInterviewing and being interviewed



Outcomes Intermediate CEFR mappingFramework level: B1


Vocabulary (page 10)


Vocabulary range Has a sufficient vocabulary to express him/herself with some circumlocutions on most topics pertinent to his/her everyday life such as family, hobbies and interests, work, travel and current events.

A, B


Can obtain more detailed information. C

Reading (pages 10–11)


Reading for information & argument



A, B, C

Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. D


E

Speaking (page 11)





A

Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. B, C




A, B

Grammar (page 12)


Grammatical accuracy Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations. A, B, C


Listening (page 12)


Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. A, C, E


Can generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard dialect. B

Grammatical accuracy Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations. D


Grammar (pages 12–13)


Grammatical accuracy Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations. A, B

Speaking (page 13)


Conversation

Can maintain a conversation or discussion but may sometimes be difficult to follow.


A, B



Conversation



A, B, C

Unit 2 FeelingsVocabulary (page 14)



A, B

Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. C

Grammar (page 14)



Conversation



B

Listening (page 15)




Speaking (page 15)


Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. A




Identifying cues & inferring

Can extrapolate the meaning of occasional unknown words from the context and deduce sentence meaning provided the topic discussed is familiar. B1

Pronunciation (page 15)


Phonological control Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur. A, B



Conversation



A, B

Speaking (page 16)



A




Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. A, C




B


D




A, B

Grammar (page 17)




Speaking (page 17)



Listening (page 18)


Conversation



A


Can generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard dialect. B, C

Grammar (page 18)



Grammar (page 18)



Conversation



C



Conversation



A, B

Speaking (page 19)





A, B

Creative writing Can write accounts of experiences, describing feelings and reactions in simple connected sentences.

Can write a description of an event, a recent trip – real or imagined.C

Conversation Can maintain a conversation or discussion but may sometimes be difficult to follow.


D


Unit 3 Time OffSpeaking (page 20)






A, B

Conversation



C

Listening (page 21)





A





Coherence Can link a series of shorter, discrete simple elements into a connected, linear sequence of points. A

Conversation



B



Conversation



A




A, B

Conversation



C




Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. A, E




B, C, D

Speaking (page 23)


Conversation



A

Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. B

Grammar (page 23)



Conversation



B, C




A, B


Listening (page 24)





Speaking (page 24)




Grammar (page 25)




Speaking (page 25)


Planning Can work out how to communicate the main point(s) he/she wants to get across, exploiting any resources available and limiting the message to what he/she can recall or find the means to express.

A

Conversation



B

Unit 4 InterestsSpeaking (page 26)






A, B

Listening (page 26)




Conversation



C



Phonological control Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur. A

Grammar (page 27)








Can recognize significant points in straightforward newspaper articles on familiar subjects. A

Conversation



B



Conversation



A

Listening (page 28)


Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. A, D






A

Conversation



B

Grammar (page 29)



Conversation



D




Phonological control Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur. A

Notes, messages & forms Can take messages, communicating enquiries, explaining problems. B

Speaking (page 29)


Conversation



A



Conversation



A, B, C




A





Can recognize significant points in straightforward newspaper articles on familiar subjects. B, C, D

Speaking (page 31)


Conversation



A

Unit 5 Working LifeVocabulary (page 36)



A, B



Listening (pages 36–37)








A

Conversation



B




A



Conversation



C



Sustained monologue: Describing experience

Can give straightforward descriptions on a variety of familiar subjects within his/her field of interest. A

Grammar (page 38)




Listening (page 39)


Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. A, B




Grammar (page 39)







Can recognize significant points in straightforward newspaper articles on familiar subjects. A, C

Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. B, D,


E




A, B, C

Conversation



D

Speaking (page 41)


Conversation



A, B

Unit 6 Going ShoppingVocabulary (page 42)



A, B, C


Can give straightforward descriptions on a variety of familiar subjects within his/her field of interest. D

Listening (page 42)









Transactions to obtain goods & services

Can cope with less routine situations in shops, post office, bank, e.g. returning an unsatisfactory purchase. C





Listening (page 43)



Can generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard dialect. A, C, D




Transactions to obtain goods & services

Can cope with less routine situations in shops, post office, bank, e.g. returning an unsatisfactory purchase. A, B




A





A


Can recognize significant points in straightforward newspaper articles on familiar subjects. B


Listening (page 46)






Grammar (pages 46–47)


Grammatical accuracy Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations. A, B, C, D

Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. E, F




Speaking (page 47)


Conversation



A

Unit 7 School and StudyingSpeaking (page 48)






A





Conversation



B


Listening (page 49)



Can generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard dialect. A

Note-taking Can take notes as a list of key points during a straightforward lecture, provided the topic is familiar, and the talk is formulated in simple language and delivered in clearly articulated standard speech.

B

Grammar (page 49)



Conversation



B



Conversation



A

Speaking (page 50)




AInformal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest.




Can recognize significant points in straightforward newspaper articles on familiar subjects. A, C


B





A



Speaking (page 52)






A


Listening (page 52)




Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. B, D


C

Grammar (page 53)


Grammatical accuracy Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations. A, C, D



Conversation



E

Speaking (page 53)





Unit 8 EatingSpeaking (page 54)







A, B, C


Listening (page 55)




Can generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard dialect. B, C, D




A




Creative writing Can write straightforward, detailed descriptions on a range of familiar subjects within his/her field of interest. A

Goal-oriented cooperation

Can make his/her opinions and reactions understood as regards possible solutions or the question of what to do next, giving brief reasons and explanations.

B

Speaking (page 56)








Can recognize significant points in straightforward newspaper articles on familiar subjects. A, B, C



Grammar (page 57)







Speaking (page 58)


Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest.

Listening (page 58)




Conversation



C




A


Grammar (page 59)



Creative writing Can write accounts of experiences, describing feelings and reactions in simple connected text. D

Conversation



E


Speaking (page 59)



A

Listening as a member of a live audience

Can follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward and clearly structured. B

Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. C, D

Unit 9 HousesVocabulary (page 64)



A, C


Listening (page 65)












Can give straightforward descriptions on a variety of familiar subjects related to his/her field of interest. B



Conversation



A




Grammatical accuracy Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations.

A, B






Can recognize significant points in straightforward newspaper articles on familiar subjects. A, B, C



E




A

Conversation



B

Listening (page 68)




Grammar (page 68)




Speaking (page 69)








Coherence Can link a series of shorter, discrete simple elements into a connected linear sequence of points. A

Grammatical accuracy Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations. B

Conversation



C

Speaking (page 69)


Conversation



A

Unit 10 Going OutVocabulary (page 70)



A


Grammatical accuracy Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations. C

Listening (page 71)







A, B



Conversation



A





A, B

Conversation



C





Can recognize significant points in straightforward newspaper articles on familiar subjects. B, C


D, E

Speaking (page 72)






Conversation



C

Speaking (page 74)






Conversation



B, C, D





Conversation



C, D

Listening (page 75)



Can generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard dialect. A, B, C

Grammar (page 75)



Speaking (page 75)



A


Unit 11 The Natural WorldVocabulary (page 76)




B

Listening (page 76)




Speaking (page 76)







Grammar (page 77)






Can give straightforward descriptions on a variety of familiar subjects related to his/her field of interest. A




Can recognize significant points in straightforward newspaper articles on familiar subjects. A, C, D



B

Grammar (page 79)



Speaking (page 79)






A



Listening (page 80)









Overall reading comprehension

Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. C

Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. D, E




A, B

Speaking (page 81)





Unit 12 People I KnowSpeaking (page 82)


Conversation



A




A







Listening (page 83)





B




Conversation



A

Grammar (page 84)




Can give straightforward descriptions on a variety of familiar subjects related to his/her field of interest. D

Listening (page 85)


Conversation



A







Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. A, B


Grammar (page 85)



Phonological control Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur. C






Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. A



C

Speaking (page 87)


Coherence Can link a series of shorter, discrete simple elements into a connected, linear sequence. A


Unit 13 TravelSpeaking (page 92)



A





A, B, C


Listening (page 93)





B






A, B

Creative writing Can write accounts of experiences, describing feelings and reactions in simple connected text. C



Conversation



A

Speaking (page 94)


Vocabulary range Has a sufficient vocabulary to express him/herself with some circumlocutions on most topics pertinent to his/her everyday life such as family, hobbies and interests, work, travel and current events. A





Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. A, C

Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. B, E


D

Grammar (page 96)





Grammatical accuracy Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations. A, B, D

Phonological control Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur. C

Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. E


Listening (page 96)




Grammar (page 97)






A

Speaking (page 97)



Conversation



B

Unit 14 TechnologySpeaking (page 98)






A, B, C






Listening (page 99)




Speaking (page 99)





Vocabulary rangeHas a sufficient vocabulary to express him/herself with some circumlocutions on most topics pertinent to his/her everyday life such as family, hobbies and interests, work, travel and current events.

A



B






B





Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. B, C




A





A, B



Speaking (page 102)



Listening (page 102)





Grammar (page 103)


Grammatical accuracy Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations. A, C, D


Speaking (page 103)


Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. A, B, C

Unit 15 Injuries and IllnessSpeaking (page 104)



Vocabulary (pages 104–105)



A


Grammatical accuracy Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations. D

Conversation



E






Information exchange Can exchange, check and confirm accumulated factual information on familiar routine and non-routine matters within his field with some confidence.

Can obtain more detailed information.C






Information exchange Can exchange, check and confirm accumulated factual information on familiar routine and non-routine matters within his field with some confidence.

Can obtain more detailed information.A, B





Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. B, C




A, B

Speaking (page 107)






A, B






A








Grammar (page 109)



Conversation



C

Grammar (page 109)



Conversation



B

Speaking (page 109)



Can give straightforward descriptions on a variety of familiar subjects related to his/her field of interest. A

Unit 16 News and WeatherVocabulary (page 110)








A



Conversation



D



Conversation



A, B






Conversation



A, B

Speaking (page 112)






A, B, C







Grammar (page 113)



Speaking (page 113)


Conversation



A, B




Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. A, B, C

Informal discussion (with friends) Can give or seek personal views and opinions in discussing topics of interest. A, E


D

Speaking (page 114)



1 Writing: Introducing YourselfSpeaking (page 120)






A


Writing (page 120)





B



Key Words for Writing (page 121)



A, B, C

Grammar (page 121)



Practice (page 121)



A

Correspondence Can write personal letters describing experiences, feelings and events in some detail. B

2 Writing: Short EmailsSpeaking (page 122)



Writing (page 122)





Speaking (page 123)



Grammar (page 123)



Coherence Can link a series of shorter, discrete simple elements into a connected, linear sequence of points. B





A, B


Practice (page 123)


Correspondence Can write personal letters describing experiences, feelings and events in some detail. A

3 Writing: StoriesSpeaking (page 124)



Writing (page 124)





Grammar (page 124)





Speaking (page 124)






A, B, C

Coherence Can link a series of shorter, discrete simple elements into a connected, linear sequence of points.





A, B, C

Practice (page 125)



A, B

Creative writing Can narrate a story.

Can write a description of an event, a recent trip – real or imagined.C

4 Writing: Making RequestsSpeaking (page 126)




Grammar (page 126)



Writing (page 126)






B




A




A, B


Practice (page 127)


Correspondence Can write personal letters describing experiences, feelings and events in some detail. A, B

5 Writing: Suggesting ChangesSpeaking (page 128)



Writing (page 128)





C




A



Vocabulary range Has a sufficient vocabulary to express him/herself with some circumlocutions on most topics pertinent to his/her everyday life such as family, hobbies and interests, work, travel and current events. A, B, C


Practice (page 129)



A

Correspondence Can write personal letters describing experiences, feelings and events in some detail. B

6 Writing: ReportsSpeaking (page 130)




Writing (page 130)



Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. A, C


Grammatical accuracy Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations. B




A





A, B, C


Practice (page 131)


Reports & essays Can write very brief reports to a standard conventionalized format, which pass on routine factual information and state reasons for actions.


7 Writing: For and AgainstSpeaking (page 132)



Writing (page 132)


Overall written interaction

Can convey information and ideas on abstract as well as concrete topics, check information and ask about or explain problems with reasonable precision. A





D


Grammar (page 133)




Overall written interaction

Can convey information and ideas on abstract as well as concrete topics, check information and ask about or explain problems with reasonable precision. C




A, B


Practice (page 133)




B

Reports & essays Can write very brief reports to a standard conventionalized format, which pass on routine factual information and state reasons for actions. C

8 Writing: A ReviewSpeaking (page 134)






A, B, C

Writing (page 134)



Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. A






Grammar (page 135)



Practice (page 135)


Reports & essays Can write very brief reports to a standard conventionalized format, which pass on routine factual information and state reasons for actions. A

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