outcomes - national geographic learningprobably using the wrong level book or the student is in the...

B1

OUTCOMESUPPER INTERMEDIATE

David A. Hill

and the Common European Framework of Reference

2 Outcomes Upper Intermediate © National Geographic Learning

Introduction

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 prin-ciples 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

3Outcomes Upper Intermediate © National Geographic Learning 3

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 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.


Outcomes Upper Intermediate CEFR OverviewFramework level: B1

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; p15, Listening exA; p18, Listening exA, B; p21, Developing Conversations exA; p21, Listening exA, B; p24, Listening exA, B; p26, Listening exA; p29, Listening 2 exA, B; p36, Listening exA, B; p40, Listening exB, C, D; p42, Listening exA, B; p44, Listening exB, C; p49, Listening exA; p53, Listening exA; p55, Listening exA, B; p64, Listening exA, B; p70, Listening exA, B; p74, Listening exA, B, C; p76, Listening 1 exC; p77, Listening 2 exA; p80, Listening exA, B; p82, Listening exA, B; p93, Listening exA; p98, Listening exA, B; p104, Listening exA, B; p110, Listening exA, B, C

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.

p8, Grammar exA; p10, Listening exB; p68, Listening exD

Listening to radio and audio recordings:

Can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest delivered in clear standard speech.

p28, Listening 1 exA, B, C; p43, Pronunciation exA; p47, Listening exB; p56-57, Listening exB, D, E, F; p66, Listening exB, C; p85, Pronunciation exC; p86-86, Listening exB, D, E; p96, Listening exB, C; p100, Reading exB; p102-103, Listening exC, E, F; p108, Listening exA, C; p114, Listening exB, C

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.

Reading for information and argument:

Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances and viewpoints. [B2]

p22, Reading exA, B; p22, Speaking exA; p30, Reading exC; p31, Speaking exA; p38, Reading exB, C; p47-47, Reading exB, C, E; p47, Listening exC; p50, Reading exB, D; p58, Reading exC, D; p66, Reading exA, B; p72, Reading exB; p78, Reading exB; p81, Speaking exA; p84, Reading ex B, D; p85, Speaking exA; p86, Listening exA; p94-95, Reading exA, C; p100, Speaking exA; p100, Reading exA; p102, Listening exA; p106, Reading exB; p108, Vocabulary exC; p112-113, Reading exA, D; p114, Speaking exA; p120, Writing exA, B; p122, Writing exA; p123, Practice exA; p124, Writing exA; p126, Vocabulary exA; p126, Writing exA; p128, Writing exB; p130, Writing exA, B; p132, Writing exA; p134, Writing exA

Can identify the main conclusions in clearly signalled argumentative texts. p12, Reading Part 1 exB; p12, Reading Part 2 exA; p16, Reading exC

5Outcomes Upper Intermediate © National Geographic Learning

Interaction (spoken)

Conversation:

Can enter unprepared into conversations on familiar topics.p8, Speaking exA

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

p8, Grammar exD; p9, Conversation Practice exA; p15, Developing Conversations exA; p15, Conversation Practice exA; p16, Vocabulary exC; p19, Speaking exA; p21, Speaking exA; p21, Conversation Practice exA; p22, Speaking exA, B; p22, Vocabulary exD; p25, Grammar exD; p25, Speaking exA, B; p27, Developing Conversations exB, C; p27, Conversation Practice exA; p29, Speaking exA, B; p31, Grammar exD; p37, Developing Conversations exC; p37, Conversation Practice exA, B; p38, Vocabulary exB; p41, Vocabulary exB; p43, Grammar exC; p43, Developing Conversations exB; p44, Speaking exA, B, C; p45, Grammar exC; p49, Developing Conversations exA, C; p49, Conversation Practice exB; p55, Developing Conversations exB; p55, Conversation Practice exA; p57, Speaking exA; p65, Developing Conversations exB; p65, Conversation Practice exA, B; p71, Developing Conversations exB; p71, Conversation Practice exA, B; p75, Grammar exE, F; p75, Vocabulary exB; p76, Speaking exA; p77, Vocabulary exB; p77, Developing conversation exA, B; p77, Conversation Practice exA, B, C; p83, Developing Conversations exB, C; p83, Conversation Practice exA; p93, Developing Conversations exB; p93, Conversation Practice exA, B; p99, Developing Conversations exC; p99, Conversation Practice exB; p100, Grammar exD; p105, Developing Conversations exB; p106, Reading exC; p111, Developing Conversations exC; p111, Conversation Practice exA, B, C; p115, Grammar exB

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

p8, Grammar exD; p9, Conversation Practice exA; p15, Developing Conversations exA; p15, Conversation Practice exA; p16, Vocabulary exC; p19, Speaking exA; p21, Speaking exA; p21, Conversation Practice exA; p22, Speaking exA, B; p22, Vocabulary exD; p25, Grammar exD; p25, Speaking exA, B; p27, Developing Conversations exB, C; p27, Conversation Practice exA; p29, Speaking exA, B; p31, Grammar exD; p37, Developing Conversations exC; p37, Conversation Practice exA, B; p38, Vocabulary exB; p41, Vocabulary exB; p43, Grammar exC; p43, Developing Conversations exB; p44, Speaking exA, B, C; p45, Grammar exC; p49, Developing Conversations exA, C; p49, Conversation Practice exB; p55, Developing Conversations exB; p55, Conversation Practice exA; p57, Speaking exA; p65, Developing Conversations exB; p65, Conversation Practice exA, B; p71, Developing Conversations exB; p71, Conversation Practice exA, B; p75, Grammar exE, F; p75, Vocabulary exB; p76, Speaking exA; p77, Vocabulary exB; p77, Developing conversation exA, B; p77, Conversation Practice exA, B, C; p83, Developing Conversations exB, C; p83, Conversation Practice exA; p93, Developing Conversations exB; p93, Conversation Practice exA, B; p99, Developing Conversations exC; p99, Conversation Practice exB; p100, Grammar exD; p105, Developing Conversations exB; p106, Reading exC; p111, Developing Conversations exC; p111, Conversation Practice exA, B, C; p115, Grammar exB

Informal discussion (with friends):

Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. [B2]

p50, Speaking exA; p53, Speaking exA; p54, Speaking exA; p68, Speaking exA, B; p80, Grammar exD; p81, Speaking exB; p82, Speaking exB; p82, Speaking exA; p84, Vocabulary exB; p84, Reading exA, B, C, E; p86, Grammar exB, D; p86-87, Listening exA, C, F; p92, Vocabulary exA, D; p93, Speaking exA; p94, Speaking exA; p94-95, Reading exA, B, D; p96, Speaking exA, B, C; p96, Vocabulary exB, E; p97, Speaking exA; p98, Vocabulary exB; p98, Listening exC; p100, Speaking exA; p100, Reading exC; p102, Speaking exA; p102-103, Listening exA, B, D, E, G, H; p103, Pronunciation exD; p104, Vocabulary exA, B; p104, Listening exB, C, D; p105, Conversation Practice exA, B; p106, Reading exD; p106, Speaking exA; p108, Vocabulary exC; p108, Listening exB, D; p109, Grammar exB, D; p110, Speaking exA; p110, Vocabulary exB; p112, Vocabulary exB; p112-113, Reading exB, E; p113, Speaking exA; p114, Speaking exA; p114, Listening exA, D; p120, Speaking exA; p122, Speaking exA; p122, Writing exD; p123, Practice exA; p124, Speaking exA; p124, Writing exB; p126, Writing exC; p127, Key Words for Writing exC; p128, Speaking exA; p128, Writing exA; p129, Speaking exA; p130, Writing exA, C; p132, Speaking exA; p132, Writing exC; p133, Practice exA; p135, Practice exA


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

p16, Reading exA, E; p18, Speaking exA; p18, Listening exC, E; p21, Speaking exA; p22, Speaking exC; p24, Speaking exA; p24, Listening exC; p25, Vocabulary exB, C; p26, Vocabulary exB; p26, Listening exC; p27, Grammar exD; p28, Speaking exA, B; p28, Listening 1 exE; p29, Listening 2 exC; p29, Pronunciation exC; p30, Reading exB, D; p31, Grammar exC; p31, Speaking exA, B; p36, Speaking exA, B; p36, Listening exC; p37, Vocabulary exC; p38, Speaking exA; p38, Reading exA, D; p39, Grammar exD; p40, Listening exA, E; p41, Grammar exD, E; p42, Speaking exA; p44, Listening exA, D; p45, Grammar exA; p46, Reading exA, C, D; p47, Listening exA, D; p47, Speaking exA; p48, Vocabulary exB, E; p50, Reading exB, C, E, F; p50, Grammar exC; p52, Vocabulary exC; p54, Vocabulary exD, E; p55, Grammar exB; p56, Speaking exA; p56, Listening exA, C; p57, Grammar exA; p58, Reading exB, F; p58, Speaking exA; p64, Vocabulary exB; p64, Listening exC; p66, Listening exA; p66, Speaking exA; p66, Reading exD; p68, Listening exA; p69, Vocabulary exC; p69, Speaking exA; p71, Grammar exB; p72, Reading ex A, B; p72, Vocabulary exB; p72, Speaking exA; p74, Speaking exA; p74, Listening exD; p76, Speaking exA; p76, Listening 1 exB; p78, Reading exA, E; p78, Grammar exD; p80, Vocabulary exB; p80, Listening exC

Can express belief, opinion, agreement and disagreement politely.

p16, Reading exA, E; p18, Speaking exA; p18, Listening exC, E; p21, Speaking exA; p22, Speaking exC; p24, Speaking exA; p24, Listening exC; p25, Vocabulary exB, C; p26, Vocabulary exB; p26, Listening exC; p27, Grammar exD; p28, Speaking exA, B; p28, Listening 1 exE; p29, Listening 2 exC; p29, Pronunciation exC; p30, Reading exB, D; p31, Grammar exC; p31, Speaking exA, B; p36, Speaking exA, B; p36, Listening exC; p37, Vocabulary exC; p38, Speaking exA; p38, Reading exA, D; p39, Grammar exD; p40, Listening exA, E; p41, Grammar exD, E; p42, Speaking exA; p44, Listening exA, D; p45, Grammar exA; p46, Reading exA, C, D; p47, Listening exA, D; p47, Speaking exA; p48, Vocabulary exB, E; p50, Reading exB, C, E, F; p50, Grammar exC; p52, Vocabulary exC; p54, Vocabulary exD, E; p55, Grammar exB; p56, Speaking exA; p56, Listening exA, C; p57, Grammar exA; p58, Reading exB, F; p58, Speaking exA; p64, Vocabulary exB; p64, Listening exC; p66, Listening exA; p66, Speaking exA; p66, Reading exD; p68, Listening exA; p69, Vocabulary exC; p69, Speaking exA; p71, Grammar exB; p72, Reading ex A, B; p72, Vocabulary exB; p72, Speaking exA; p74, Speaking exA; p74, Listening exD; p76, Speaking exA; p76, Listening 1 exB; p78, Reading exA, E; p78, Grammar exD; p80, Vocabulary exB; p80, Listening exC

Can express his/her thoughts about abstract or cultural topics such as music, films.

p8, Vocabulary exB; p9, Developing Conversations exB; p10, Speaking exA; p10, Vocabulary exB; p10, Listening exA; p12, Reading Part 2 exB, C; p12, Speaking exA

Information exchange:

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

p97, Speaking exA, B

Interaction (written)

Correspondence:

Can write letters conveying degrees of emotion and highlighting the personal significance of events and experiences and commenting on the correspondent’s news and views.

p121, Practice exB; p123, Practice exB; p135, Practice exB, C

Notes, messages and forms:

Can take messages communicating enquiries, explaining problems.

p111, Pronunciation exC, D

Can write notes conveying simple information of immediate relevance to friends, service people, teachers and others who feature in his/her everyday life, getting across comprehensibly the points he/she feels are important.

p22, Speaking exB


Production (spoken)

Sustained monologue (describing experience):

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

p11, Speaking exA; p12, Speaking exB; p14, Speaking exB; p21, Developing Conversations exB; p39, Speaking exA; p41, Speaking exA; p45, Vocabulary exB; p49, Grammar exC; p58, Speaking exA; p67, Grammar exD; p81, Speaking exC; p85, Speaking exB; p103, Speaking exC; p109, Speaking exC; p115, Speaking exC; p126, Vocabulary exC

Addressing audiences:

Can give a clear, prepared presentation, giving reasons in support of or against a particular point of view and giving the advantages and disadvantages of various options. [B2]

p69, Speaking exC, D

Can take a series of follow-up questions with a degree of fluency and spontaneity which poses no strain for either him/herself or the audience.

p69, Speaking exC, D

Production (written)

Creative writing:

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

p49, Developing Conversations exB; p127, Practice exA

Reports and essays:

Can summarise, report and give his/her opinion about accumulated factual information on familiar routine and non-routine matters within his/her field with some confidence.

p87, Speaking exC; p125, Practice exB; p129, Practice exC; p131, Practice exB; p133, Practice exC

Communication strategiesInteraction

Planning:

Can plan what is to be said and the means to say it, considering the effect on the recipient/s. [B2]

p11, Speaking exA; p14, Speaking exA; p69, Speaking exB; p76, Speaking exA; p85, Speaking exB; p99, Conversation Practice exA; p103, Speaking exA, B; p109, Speaking exA, B; p115, Speaking exA, B; p121, Practice exA; p125, Practice exA; p129, Practice exA, B; p131, Practice exA; p133, Practice exB

Can rehearse and try out new combinations and expressions, inviting feedback.

p69, Speaking exB; p76, Speaking exA; p85, Speaking exB; p99, Conversation Practice exA; p103, Speaking exA, B; p109, Speaking exA, B; p115, Speaking exA, B; p121, Practice exA; p125, Practice exA; p129, Practice exA, B; p131, Practice exA; p133, Practice exB

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.

p49, Conversation Practice exA

Working with text

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

Can take notes during a lecture, which are precise enough for his/her own use at a later date, provided the topic is within his/her field of interest and the talk is clear and well-structured.

p26, Listening exA; p39, Grammar exC; p53, Pronunciation exA; p68, Listening exB, C; p86-87, Listening exB, D; p103, Listening exF; p103, Pronunciation exC


Communicative language competenceLinguistic – range

Vocabulary range:

Has a good range of vocabulary for matters connected to his field and most general topics. Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. [B2]

p8, Vocabulary exA; p10, Vocabulary exA, C; p12, Reading Part 2 exD; p14, Vocabulary exA; p16, Vocabulary exA, B; p16, Reading exD; p18, Listening exD; p20, Vocabulary exA, B, C; p22, Reading exC; p22, Vocabulary exA, B, C; p25, Vocabulary exA; p26, Vocabulary exA; p30, Reading exA; p37, Vocabulary exA, B; p38, Vocabulary exA; p41, Vocabulary exA; p42, Vocabulary exA, B; p45, Vocabulary exA; p47, Reading exF; p48, Vocabulary exA, C, D; p50, Reading exA; p52, Vocabulary exA, B; p53, Listening exB, C; p54, Vocabulary exa, B; p57, Vocabulary exA, B, C; p58, Reading exA; p64, Vocabulary exA; p66, Reading exC; p68, Listening exE; p69, Vocabulary exA, B; p70, Speaking exA; p72, Vocabulary exA; p75, Vocabulary exA; p76, Listening 1 exA; p77, Vocabulary exA; p78, Reading exC, D; p80, Vocabulary exA; p82, Speaking exA; p82, Vocabulary exA, B; p84, Vocabulary exA, B; p84, Reading exF; p92, Vocabulary exA, B, C; p93, Developing Conversations exA; p96, Vocabulary exA, B, D; p96, Listening exA; p98, Vocabulary exA; p100, Reading exC; p102, Vocabulary exA, B; p104, Vocabulary exA, C, D; p106, Reading exA, E; p106, Vocabulary exA, B; p108, Vocabulary exA,B; p112, Vocabulary exA; p112, Reading exC; p114, Listening exE; p115, Vocabulary exA, B, C; p121, Vocabulary exA; p122, Writing exB, C; p122, Key Words for Writing exA, B; p124, Vocabulary exA, B; p125, Key Words for Writing exA; p126, Vocabulary exB; p126, Writing exB; p128, Writing exB; p130, Writing exB; p131, Key Words for Writing exA; p133, Key Words for Writing exA, B, C; p134, Vocabulary exA, B, C

Phonological control:

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

p11, Pronunciation exA, B; p19, Pronunciation exA, B, C; p29, Pronunciation exA, B; p37, Developing Conversations exA, B, C; p43, Pronunciation exB; p53, Pronunciation exB, C; p75, Grammar exC, D, E, F; p85, Pronunciation exA, B; p103, 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; p9, Developing Conversations exA; p11, Grammar exA, B; p14, Vocabulary exB; p15, Grammar exA; p16, Reading exB; p19, Grammar exA, B, C, D; p20, Grammar exA, B; p25, Grammar exA, B, C; p26, Listening exB; p27, Grammar exA, B, C; p27, Developing Conversations exA; p28, Listening 1 exD; p31, Grammar exA, B; p39, Grammar exA, B; p41, Grammar exA, B, C, D; p43, Grammar exA, B; p43, Pronunciation exA; p43, Developing Conversations exA; p45, Grammar exB; p49, Grammar exA, B; p50, Grammar exA, B; p53, Pronunciation exD; p54, Vocabulary exC; p55, Developing Conversations exA; p55, Grammar exA; p57, Grammar exB; p58, Reading exE; p65, Grammar exA; p65, Developing Conversations exA; p67, Grammar exA, B, C; p71, Grammar exA; p71, Developing Conversations exA; p74, Grammar exA, B; p78, Grammar exA, B, C; p80, Grammar exA, B, C; p83, Developing Conversations exA; p83, Grammar exA; p86, Grammar exA, C; p93, Grammar exA, B; p94, Grammar exA, B, C; p99, Developing Conversations exA, B; p99, Grammar exA, B; p100, Grammar exA, B; p105, Developing Conversations exA; p105, Grammar exA; p109, Grammar exA, C; p110, Vocabulary exA, C; p111, Developing Conversations exA, B; p111, Grammar exA, B; p115, Grammar exA; p120, Grammar exA, B; p123, Grammar exA, B; p125, Grammar exA, B; p127, Key Words for Writing exA, B; p129, Vocabulary exA, B, C; p131, Grammar exA; p132, Grammar exA; p132, Writing exB

Pragmatic

Coherence:

Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some ‘jumpiness’ in a long contribution. [B2]

p121, Key Words for Writing exA

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

p129, Key Words for Writing exA, B;

p131, Key Words for Writing exB, C


Unit 1 EntertainmentSpeaking (page 8)

COMPONENT DESCRIPTOR EXERCISE

Conversation Can enter unprepared into conversations on familiar topics. A

Grammar (page 8)


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. A

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

Conversation

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


D

Vocabulary (page 8)


Vocabulary range Has a good range of vocabulary for matters connected to his field and most general topics. Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution.

A

Informal discussion (with friends)

Can express his/her thoughts about abstract or cultural topics such as music, films. B

Developing Conversations (page 9)


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

Conversation Practice (page 9)


Conversation



A

Outcomes Upper Intermediate CEFR mappingFramework level: B1


Speaking (page 10)



Can express his/her thoughts about abstract or cultural topics such as music, films. A

Vocabulary (page 10)



A, C



Listening (page 10)





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

Grammar (page 11)


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

Pronunciation (page 11)


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

Speaking (page 11)


Planning Can plan what is to be said and the means to say it, considering the effect on the recipient/s.

A

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

Reading Part 1 (page 12–13)




Reading for information & argument Can identify the main conclusions in clearly signalled argumentative texts. B


Reading Part 2 (page 12)


Reading for information & argument Can identify the main conclusions in clearly signalled argumentative texts. A


Can express his/her thoughts about abstract or cultural topics such as music, films. B, C


D

Speaking (page 12)




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

Unit 2 SightseeingSpeaking (page 14)


Planning Can plan what is to be said and the means to say it, considering the effect on the recipient/s. A





A

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

Listening (page 15)



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

Grammar (page 15)



Developing conversations (page 15)


Conversation



A


Conversation practice (page 15)


Conversation



A




A, B

Conversation



C

Reading (pages 16–17)




Can express belief, opinion, agreement and disagreement politely.A, E


Reading for information & argument Can identify the main conclusions in clearly signalled argumentative texts. C


D

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

Speaking (page 18)




Can express belief, opinion, agreement and disagreement politely.A

Listening (page 18)






Can express belief, opinion, agreement and disagreement politely.C, E


D


Grammar (page 19)


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



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

Speaking (page 19)


Conversation



A

Unit 3 Things You NeedVocabulary (page 20)



A, B, C

Grammar (page 20)








Listening (page 21)





Speaking (page 21)





Conversation



A



Conversation



A

Speaking (page 22)


Conversation



A, B



Reading for information & argument

Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances and viewpoints. A, B

Vocabulary rangeHas a good range of vocabulary for matters connected to his field and most general topics. Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution.

C

Vocabulary (pages 22–23)



A, B, C

Conversation



D

Speaking (pages 22–23)



Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances and viewpoints. A

Notes, messages & forms Can write notes conveying simple information of immediate relevance to friends, service people, teachers and others who feature in his/her everyday life, getting across comprehensibly the points he/she feels are important.

B



Can express belief, opinion, agreement and disagreement politely.C


Speaking (page 24)





Listening (page 24)







Grammar (page 25)



Conversation



D




A



Can express belief, opinion, agreement and disagreement politely.B, C

Speaking (page 25)


Conversation



A, B

Unit 4 SocietyVocabulary (page 26)



A



Can express belief, opinion, agreement and disagreement politely.B


Listening (page 26)



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

A

Note-taking (lectures, seminars, etc.)






Grammar (page 27)





Can express belief, opinion, agreement and disagreement politely.D




Conversation



B, C



Conversation



A

Speaking (page 28)




Can express belief, opinion, agreement and disagreement politely.A, B


Listening 1 (page 28)


Listening to radio audio & recordings


A, B, C

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



Can express belief, opinion, agreement and disagreement politely.E














Speaking (page 29)


Conversation



A, B

Reading (page 30)



A



Can express belief, opinion, agreement and disagreement politely.B, D


Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances and viewpoints. C


Grammar (page 31)






Conversation



D

Speaking (page 31)







Unit 5 Sports and InterestsSpeaking (page 36)





Listening (page 36)










A, B






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

Conversation



C




Conversation



A, B

Speaking (page 38)








A

Conversation



B





Can express belief, opinion, agreement and disagreement politely.A, D


Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances and viewpoints. B, C

Grammar (page 39)





C




Speaking (page 39)


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


Listening (page 40)






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

Grammar (page 41)


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



Can express belief, opinion, agreement and disagreement politely.D, E




A

Conversation



B

Speaking (page 41)


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

Unit 6 AccommodationSpeaking (page 42)








A, B

Listening (page 42)





Grammar (page 43)



Conversation



C




Can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest delivered in clear standard speech. A

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

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




Conversation



B

Conversation practice (page 43)


Conversation



A

Listening (page 44)






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

Speaking (page 44)


Conversation



A, B, C


Grammar (page 45)






Conversation



C




A






Can express belief, opinion, agreement and disagreement politely.A, C, D


Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances and viewpoints. B, C, E


F

Listening (page 47)







B



Speaking (page 47)






Unit 7 NatureVocabulary (page 48)



A, C, D



Can express belief, opinion, agreement and disagreement politely.B, E

Listening (page 49)




Grammar (page 49)



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



Conversation



A, C

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



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

Speaking (page 50)



Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. A





A


Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances and viewpoints. B, D



Can express belief, opinion, agreement and disagreement politely.B, C, E, F

Grammar (page 50)









A, B




Listening (page 53)





B, C





A

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

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

Speaking (page 53)





Unit 8 Law and OrderSpeaking (page 54)







A, B

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



Can express belief, opinion, agreement and disagreement politely.D, E

Listening (page 55)







Conversation



B

Grammar (page 55)








Conversation



A


Speaking (page 56)





Listening (pages 56–57)




Can express belief, opinion, agreement and disagreement politely.A, C



B, D, E, F




A, B, C

Grammar (page 57)






Speaking (page 57)


Conversation



A




A



Can express belief, opinion, agreement and disagreement politely.B, F


Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances and viewpoints. C, D

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


Speaking (page 58)



AInformal discussion (with friends)


Can express belief, opinion, agreement and disagreement politely.

Unit 9 Careers and StudyingVocabulary (page 64)



A




Listening (page 64)







Grammar (page 65)






Conversation



B



Conversation



A, B


Listening (page 66)







B, C

Speaking (page 66)










C




Grammar (page 67)



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

Listening (page 68)







B, C


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


E

Speaking (page 68)



Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. A, B





A, B




Speaking (page 69)





Planning

Can plan what is to be said and the means to say it, considering the effect on the recipient/s.


B

Addressing audiences

Can give a clear, prepared presentation, giving reasons in support of or against a particular point of view and giving the advantages and disadvantages of various options.

Can take a series of follow-up questions with a degree of fluency and spontaneity which poses no strain for either him/herself or the audience.

C, D

Unit 10 SocialisingSpeaking (page 70)



A

Listening (page 70)




Grammar (page 71)









Conversation



B




Conversation



A, B







Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances and viewpoints. B




A




Speaking (page 72)





Speaking (page 74)





Listening (page 74)



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





Grammar (pages 74–75)



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

Conversation



E, F




A

Conversation



B

Speaking (page 76)


Planning



A

Conversation



A

Unit 11 Transport and TravelSpeaking (page 76)








A





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





A

Conversation



B







Conversation



A, B



Conversation



A, B, C









C, D

Grammar (page 78)










A




Listening (page 80)







Grammar (page 80)




Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. D

Speaking (page 81)





Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. B


Unit 12 Health and MedicineSpeaking (page 82)



A






A, B


Listening (page 82)




Speaking (page 82)







Conversation



B, C

Grammar (page 83)





Conversation



A




A, B






Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. A, B, C, E


Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances and viewpoints. B, D


F







C

Speaking (page 85)




Planning


Can rehearse and try out new combinations and expressions, inviting feedback. B


Grammar (page 86)


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


Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. B, D






Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. A, C, F



B, D, E



B, D

Speaking (page 87)


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

Reports & essays Can summarise, report and give his/her opinion about accumulated factual information on familiar routine and non-routine matters within his/her field with some confidence.

C


Unit 13 Life EventsVocabulary (page 92)



A, B, C


Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. A, D

Grammar (page 93)



Listening (page 93)




Speaking (page 93)







A

Conversation



B



Conversation



A, B

Speaking (page 94)





Grammar (page 94)






Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances and viewpoints. A, C


Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. A, B, D

Creative writing Can write clear, detailed descriptions on a variety of subjects related to his/her field of interest. E

Speaking (page 96)



Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. A, B, C




A*, B, D


Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. B, E

Listening (page 96)



A



B, C

Speaking (page 97)




Unit 14 Banks and MoneyVocabulary (page 98)



A




Listening (page 98)





Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. C

Developing Conversation (page 99)



Conversation



C

Grammar (page 99)





Planning



A

Conversation



B

Speaking (page 100)












B



C



Grammar (page 100)





Conversation



D

Speaking (page 102)







A, B






Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. A, B, D, E, G, H



C, E, F



F






C




Speaking (page 103)


Planning



A, B


Unit 15 FoodVocabulary (page 104)



A, C, D



Listening (page 104)





Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. B, C, D




Conversation



B

Grammar (page 105)











A, E



Conversation



C






A, B

Speaking (page 106)







A, B









A, C



Grammar (page 109)






Speaking (page 109)


Planning



A, B


Unit 16 BusinessSpeaking (page 110)












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

Developing Conversation (page 111)



Conversation



C




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

Grammar (page 111)






Conversation



A, B, C




A






Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances and viewpoints. A, D


Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. B, E


C

Speaking (page 113)




Speaking (page 114)



Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances and viewpoints.


Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments.




Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. A, D



B, C


E


Grammar (page 115)



Conversation



B




A, B, C

Speaking (page 115)


Planning



A, B


1 Writing: Giving AdviceSpeaking (page 120)




Grammar (page 120)



Writing (page 120)







A


Key Words for Writing (page 121)


Coherence Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some ‘jumpiness’ in a long contribution.

A

Practice (page 121)


Planning



A

Correspondence Can write letters conveying degrees of emotion and highlighting the personal significance of events and experiences and commenting on the correspondent’s news and views.

B

2 Writing: Letters of ComplaintSpeaking (page 122)




Writing (page 122)





B, C






A, B

Grammar (page 123)




Practice (page 123)





Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments.


B

3 Writing: A Leaflet/PosterSpeaking (page 124)




Writing (page 124)









A, B




A

Grammar (page 125)



Practice (page 125)


Planning



A


B


4 Writing: StoriesVocabulary (page 126)





B

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

Writing (page 126)





B








Practice (page 127)


Creative writing

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

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

A

5 Writing: Personal StatementsSpeaking (page 128)




Writing (page 128)






B



Speaking (page 129)









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

Practice (page 129)


Planning



A, B


C

6 Writing: ReportsWriting (page 130)





Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. A, C


B

Grammar (page 131)






A

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


Practice (page 131)


Planning



A


B

7 Writing: Arguing Your CaseSpeaking (page 132)




Grammar (page 132)



Writing (page 132)










A, B, C

Practice (page 133)




Planning



B


C


8 Writing: Formal and Informal EmailsWriting (page 134)







A, B, C

Practice (page 135)





B, C

outcomes - national geographic learningprobably using the wrong level book or the student is in the...

Documents