Professional Documents
Culture Documents
PRE-INTERMEDIATE
and the Common European Framework of Reference
A2 – B1 David A. Hill
Introduction
What is the Common European Framework of the global levels, described as A2+, B2+, etc. The main levels
Reference? are summarised below:
The Council of Europe has developed the Common European
Students can use the language
Framework of Reference for Languages (or CEFR for short)
C2 Mastery precisely and fluently with near
with a view to promoting language teaching and learning native competence.
within Europe, and to provide a framework which permits Proficient
Effective Students are proficient in the
the comparison of individuals’ language levels in an
C1 Operational language and have a wide range
impartial way. of vocabulary.
Proficiency
What are the aims of the CEFR? Students are able to express
While the CEFR does not dictate a single method of teaching B2 Vantage themselves in increasingly
and learning, it encourages teachers and course providers to Independent abstract ways.
reconsider their course content, approach and assessment Students at this level can maintain
B1 Threshold
based on some core principles. These are stated at the beginning conversations.
of the book: Students are able to get by in
A2 Waystage an increasing range of social
1. To ensure that all sections of their populations have access to
Basic situations.
effective means of acquiring a knowledge of the languages
of other member states [. . .] as well as the skills in the use Students can express themselves
A1 Breakthrough
of those languages that will enable them to satisfy their in simple, basic language.
communicative needs [. . .]
Based on these global descriptions of the six levels, the CEFR
1.1 to deal with the business of everyday life in another
illustrates how these can be applied to a language user’s ability
country, and to help foreigners staying in their own
in the specific domains and skills we mentioned before. For
country to do so;
example, for Conversation, A1 level is described as ‘Can ask how
1.2 to exchange information and ideas with young people
people are and react to news’ and C2 as ‘Can use language flexibly
and adults who speak a different language and to
and effectively for social purposes’. This means language users
communicate their thoughts and feelings to them;
are able to describe their abilities more accurately, showing a
1.3 to achieve a wider and deeper understanding of the way
higher level in social situations than, say, academic writing and
of life and forms of thought of other peoples and of their
discussions.
cultural heritage.
2. To promote, encourage and support the efforts of teachers and CEFR levels, coursebooks and Outcomes
learners at all levels to apply in their own situation the principles It is important to realize that the CEFR is not a syllabus and
of the construction of language-learning systems [. . .] does not provide scales for every possible language situations
2.1 by basing language teaching and learning on the needs, for students. For example, a student’s needs and motivation
motivations, characteristics and resources of learners; may lead them to the task of talking about football (not
2.2 by defining worthwhile and realistic objectives as exemplified in the CEFR!). However, we can construct a scale
explicitly as possible; based on the global and specific scales in the CEFR and say
2.3 by developing appropriate methods and materials. that an A1 student ‘can exchange basic opinions on matches,
players and teams’, but a C2 student ‘can describe matches
Working from these principles the CEFR encourages us to think
and incidents in detail, using a range of language including
about the ‘domains’ in which we use language – social, public,
colloquial expressions and jargon’. As a teacher or materials
occupational and educational. It then suggests we consider
writer we can then think of the language students will need to
specific situations within these domains: the people we might
achieve these levels and how we might present and practise it.
need to interact with, the objects we may use, the things we
Furthermore, the can-do statements describe achievement
may read or listen to and the things we may need to do with
and current ability, not the student’s future level, the language
language. It then tries to describe not only what a language user
required to reach that level, or the time it will take. No
‘can do’, but also what they are able to do in the language, both
coursebook can guarantee a level a student will attain and it
generally and in specific skills, domains and situations such
is for you to judge whether the language presented will help
as ‘Informal discussion (with friends) or ‘Formal discussion
students achieve their objectives.
and meetings. The CEFR also encourages and comments on
areas such as intercultural awareness, self-directed learning, Finally, existing coursebook level descriptors in ELT (elementary,
paralinguistics (gesture, mime, etc.), mediating (i.e. interpreting pre-intermediate, etc.) do not exactly fit with the CEFR and nor
and translation), which have perhaps been less common are the CEFR levels necessarily even steps. It seems likely that
features of ELT materials. moving from C1 to C2, for example, will take a lot longer than
A1 to A2, largely because of the different amounts of vocabulary
How are the levels of the CEFR organised? learning each entails.
The six levels the CEFR describes range from A1 (students with For all these reasons, this book has been developed for students
an elementary level of English) to C2 (students who can use the who are at one level, and who are working towards the next level.
language fluently and with precision). However, note that there This means that some tasks and language input – particularly
is also a level below A1. A0 is the point at which people start, at the beginning of the book – are aimed more at revising and
with very little or no language. A1 is the first point at which we teaching language to achieve the lower level, while most other
can describe a (limited) range of abilities in a number of skills input is aimed at achieving the higher level. Note though, that
and domains. For example, students probably need to be able in any one class, students will achieve different levels in any one
to recognize a substantial number of words (say 300+) for basic task, including being below or above the level expected. If this
reading and listening. The CEFR also allows for steps between happens consistently, you are probably using the wrong level
Communicative activities
Reception (spoken)
Overall listening comprehension:
Can follow extended speech and complex lines of p12–13, Listening exA, B, C
argument provided the topic is reasonably familiar, and
the direction of the talk is sign-posted by explicit markers.
Listening as a member of a live audience: p18, Listening exA, B, C; p38, Listening exB; p40, Listening exB; p68,
Can follow a lecture or talk within his/her own field, Listening exA, B; p94, Listening exA, C; p102, Listening exA; p107,
provided the subject matter is familiar and the Listening exA; p107, Pronunciation exC; p113, Pronunciation exA; p114,
presentation straightforward and clearly structured. Listening exA, B, C
Listening to radio audio and recordings: p18, Listening exA, B, C; p38, Listening exB; p40, Listening exB; p58,
Can understand the information content of the majority Listening exB, C; p68, Listening exA, B; p94, Listening exA, C; p102,
of recorded or broadcast audio material on topics of Listening exA; p107, Listening exA; p107, Pronunciation exC; p113,
personal interest delivered in clear standard speech. Pronunciation exA; p114, Listening exA, B, C
Reception (written)
Overall reading comprehension:
Can read straightforward factual texts on subjects related p8, Listening exC
to his/her field and interest with a satisfactory level of
comprehension.
Interaction (spoken)
Overall spoken interaction:
Can communicate with some confidence on familiar
routine and non-routine matters related to his/her p9, Developing Conversations exA, B
interests and professional field. Can exchange, check and
confirm information, deal with less routine situations and
explain why something is a problem.
Conversation:
Can follow clearly articulated speech directed at him/her p17, Developing Conversations exA; p21, Developing Conversations exA;
in everyday conversation, though will sometimes have to p21, Grammar exD; p21, Conversation Practice exA, B; p22, Speaking exA
ask for repetition of particular words and phrases.
Can account for and sustain his/her opinions in discussion p10, Speaking exA; p12, Speaking exA; p15, Listening exB; p16, Listening
by providing relevant explanations, arguments and exE; p19, Speaking exA; p28, Speaking exA; p30, Speaking exA; p30,
comments. [B2] Reading exB, D; p37, Conversation Practice exA, B; p40, Listening exA,
E; p41, Vocabulary exC; p43, Developing Conversations exB, C; p43,
Vocabulary exB; p43, Conversation Practice exB; p44, Speaking exA; p45,
Grammar exC, D; p45, Reading exA, D; p46, Speaking exA; p46, Listening
exC; p47, Speaking exA, B, C, D, E; p48, Vocabulary exC; p49, Conversation
Practice exA, B, C; p50-51, Reading exB, C, D, G; p51, Speaking exA; p52,
Listening exD; p55, Conversation Practice exA; p56, Speaking exA; p59,
Speaking exA; p64, Vocabulary exB, D; p65, Conversation Practice exA,
B; p67, Speaking exA, B; p68, Reading exC; p69, Speaking exA; p70,
Vocabulary exB, C; p70, Listening exD; p71, Pronunciation exC; p71,
Conversation Practice exA, B; p72, Vocabulary exC; p72, Speaking exA; p73,
Reading exB, C; p73, Speaking exA; p74, Listening exA, C, F; p75, Speaking
exA, B; p76, Speaking exA, B; p79, Listening exA, E; p80-81, Reading exA,
B, C, F; p81, Grammar exE; p84, Reading exA, D; p86, Speaking exA; p86,
Listening exC, E; p87, Grammar exC; p92, Speaking exA; p92, Vocabulary
exB; p93, Developing Conversations exB, C; p94, Vocabulary exB; p95,
Speaking exA; p96, Speaking exA; p96, Reading exA, B, D, E; p96, Speaking
exA; p98, Grammar exE; p100, Vocabulary exC; p100-101, Reading exA,
B, C, D, E; p102, Speaking exA; p102, Listening exD; p102, Vocabulary exB;
p103, Speaking exA; p104, Vocabulary exC; p104, Listening exC; p105,
Grammar exB; p105, Developing Conversations exC; p106, Reading exA,
C; p107, Listening exB; p107, Speaking exA; p108, Listening exA, D; p109,
Vocabulary exC; p110, Speaking exA; p110, Listening exC; p113, Speaking
exA, B, C; p114, Listening exD; p115, Speaking exB
Can give or seek personal views and opinions in discussing p8, Vocabulary exB, C; p9, Conversation Practice exA; p10, Speaking exA;
topics of interest. p14, Vocabulary exB, D; p15, Listening exB; p16, Listening exA, E; p17,
Grammar exB; p18, Reading exG; p19, Grammar exD; p19, Speaking
exA; p20, Speaking exA; p20, Vocabulary exB; p21, Listening exC; p22,
Reading exB, D; p23, Grammar exB; p24, Speaking exA; p24, Vocabulary
exC; p25, Grammar exB, C; p26, Vocabulary exA, C, D; p26, Developing
Conversations exA, B, C; p27, Listening exC; p27, Grammar exB; p27,
Conversation Practice exA; p28, Listening exA, B; p28, Speaking exA;
p28, Vocabulary exB; p29, Grammar exC; p30, Speaking exA; p30,
Reading exB, D; p36, Speaking exA; p36, Vocabulary exC; p36, Listening
exB; p37, Speaking exA; p37, Developing Conversations exA, B; p37,
Grammar exE; p37, Conversation Practice exA, B; p38, Vocabulary
exC; p38, Listening exA, C; p38, Grammar exC; p39, Reading exD;
p40, Listening exA, E; p41, Vocabulary exC; p41, Speaking exB, C; p42,
Speaking exA; p42, Listening exA, D; p43, Developing Conversations
exB, C; p43, Vocabulary exB; p43, Conversation Practice exB; p44,
Speaking exA; p45, Grammar exC, D; p45, Reading exA, D; p46,
Vocabulary exC; p46, Speaking exA; p46, Listening exC; p46, Developing
Conversations exC; p47, Grammar exC; p47, Speaking exA, B, C, D, E;
p48, Vocabulary exC; p49, Grammar exC; p49, Developing Conversations
exA, B; p49, Conversation Practice exA, B, C; p50-51, Reading exB,
C, D, G; p51, Speaking exA; p52, Listening exD; p54, Vocabulary exC;
p55, Listening exC; p55, Conversation Practice exA; p56, Speaking
exA; p57, Grammar exC; p57, Pronunciation exC; p58, Vocabulary exC;
p58, Listening exA, E; p59, Grammar exC; p59, Speaking exA; p64,
Vocabulary exB, D; p65, Listening exB; p65, Developing Conversations
exA, B, C; p65, Conversation Practice exA, B; p66, Vocabulary exD;
p66, Reading exB, D; p67, Grammar exD; p67, Speaking exA, B; p68,
Reading exC; p69, Speaking exA; p70, Vocabulary exB, C; p70, Listening
exD; p71, Pronunciation exC; p71, Developing Conversations exA;
p71, Conversation Practice exA, B; p72, Vocabulary exC; p72, Speaking
exA; p73, Reading exB, C; p73, Speaking exA; p74, Listening exA, C, F;
p75, Grammar exC; p75, Speaking exA, B; p76, Speaking exA, B; p78,
Vocabulary exC; p79, Grammar exD; p79, Listening exA, E; p80-81,
Reading exA, B, C, F; p81, Grammar exE; p82, Vocabulary exB; p83,
Developing Conversations exB; p84, Reading exA, D; p86, Speaking
exA; p86, Listening exC, E; p87, Grammar exC; p92, Speaking exA; p92,
Vocabulary exB; p93, Developing Conversations exB, C; p93, Grammar
exB; p94, Vocabulary exB; p94, Listening exB; p95, Grammar exC;
p95, Speaking exA; p96, Speaking exA; p96, Reading exA, B, D, E; p96,
Speaking exA; p98, Grammar exE; p99, Vocabulary exC; p99, Developing
Conversations exB; p100, Vocabulary exC; p100-101, Reading exA, B, C,
D, E; p102, Speaking exA; p102, Listening exD; p102, Vocabulary exB;
p103, Speaking exA; p104, Vocabulary exC; p104, Listening exC; p105,
Grammar exB; p105, Developing Conversations exC; p106, Reading exA,
C; p107, Listening exB; p107, Speaking exA; p108, Listening exA, D;
p109, Vocabulary exC; p110, Speaking exA; p110, Listening exC; p112,
Reading exC; p113, Speaking exA, B, C; p114, Speaking exA; p114,
Listening exD; p115, Speaking exB; p120, Speaking exA; p121, Grammar
exB; p122, Speaking exA; p122, Vocabulary exB; p122, Writing exA;
p123, Practice exA, B; p124, Speaking exA; p124, Writing exB; p125,
Practice exB; p126, Speaking exA; p128, Speaking exA; p129, Grammar
exA; p129, Practice exB; p130, Writing exB; p131, Speaking exA; p132,
Speaking exA; p132, Vocabulary exB; p134, Speaking exA, B; p134,
Writing exC; p135, Vocabulary exB
Can give brief comments on the views of others. p12, Speaking exA
Information exchange:
Can find out and pass on straightforward factual p9, Grammar exC; p11, Grammar exB, C; p24, Listening exB
information.
Interaction (written)
Correspondence:
Can write personal letters giving news and expressing p127, Practice exB, C; p129, Practice exC; p131, Practice exB; p133,
thoughts about abstract or cultural topics such as music, Practice exB; p135, Practice exB, C
films.
Production (spoken)
Sustained monologue (describing experience):
Can give straightforward descriptions on a variety of p13, Speaking exA; p99, Listening exB
familiar subjects within his/her field of interest.
Production (written)
Overall written production:
Can write straightforward connected texts on a range of p19, Speaking exB
familiar subjects within his/her field of interest, by linking
a series of shorter discrete elements into a linear sequence.
Interaction
Planning:
Can work out how to communicate the main point(s) he/ p93, Conversation Practice exA; p99, Conversation Practice exA; p111,
she wants to get across, exploiting any resources available Conversation Practice exA; p115, Speaking exA
and limiting the message to what he/she can recall or find
the means to express.
Linguistic – control
Grammatical accuracy p9, Grammar exA, B; p11, Grammar exA; p15, Grammar exA; p17,
Grammar exA, C, D; p18-19, Grammar exA, B, C; p21, Grammar exA,
Uses reasonably accurately a repertoire of frequently used
B, C; p23, Grammar exA; p25, Grammar exA; p27, Grammar exA; p29,
‘routines’ and patterns associated with more predictable
Grammar exA, B; p30, Reading exC; p31, Grammar exA, B, C; p37,
situations.
Grammar exA, B, C, D; p38, Grammar exA, B; p44-45, Grammar exA,
B; p46, Developing conversartions exA, B; p47, Grammar exA, B; p49,
Grammar exA; p53, Grammar exA, B; p57, Grammar exA, B; p58,
Listening exD; p59, Grammar exA, B, C; p67, Grammar exA, B, C; p69,
Grammar exA, B; p71, Grammar exA, B; p75, Grammar exA, B; p78-79,
Grammar exA, B, C; p81, Grammar exA, B, C, D; p83, Grammar exA; p86,
Listening exD; p86-87, Grammar exA, B; p93, Developing Conversations
exA; p93, Grammar exA; p95, Grammar exA, B, D; p98, Grammar exC,
D; p101, Grammar exA, B; p105, Grammar exA; p109, Grammar exA,
B; p111, Developing Conversations exA; p113, Grammar exA, B; p114,
Grammar exA, B, C; p121, Grammar exA; p125, Grammar exA, B; p127,
Grammar exA, B, C; p129, Grammar exA, B; p131, Vocabulary exA; p131,
Key Words for Writing exB, C; p135, Key Words for Writing exA
Phonological control: p13, Pronunciation exA, B; p19, Pronunciation exA, B; p29, Pronunciation
Pronunciation is clearly intelligible even if a foreign accent exD; p38, Pronunciation exA, B; p57, Pronunciation exA, B; p71,
is sometimes evident and occasional mispronunciations Pronunciation exA, B; p77, Pronunciation exA, B, C; p82, Pronunciation
occur. exA, B; p96, Vocabulary exB, C; p107, Pronunciation exA, B
Pragmatic
Coherence: p121, Key Words for Writing exA, B; p123, Key Words for Writing exA, B;
p124, Key Words for Writing exA, B; p127, Key Words for Writing exA;
Can link groups of words with simple connectors like p128, Key Words for Writing exA, B; p131, Key Words for Writing exA, C;
‘and’, ‘but’ and ‘because’. p133, Key Words for Writing exA, B; p135, Key Words for Writing exB
Can give or seek personal views and opinions in discussing topics of interest.
Informal discussion
Can express his/her thoughts about abstract or cultural topics such as music, B, C
(with friends)
films.
Listening (page 8)
COMPONENT DESCRIPTOR EXERCISE
Understanding inter-
Can generally follow the main points of extended discussion around him/her,
action between native A, B
provided speech is clearly articulated in standard dialect.
speakers
Overall reading Can read straightforward factual texts on subjects related to his/her field of
C
comprehension interest with a satisfactory level of comprehension.
Grammar (page 9)
COMPONENT DESCRIPTOR EXERCISE
Uses reasonably accurately a repertoire of frequently used ‘routines’ and
Grammatical accuracy A, B
patterns associated with more predictable situations.
Information exchange Can find out and pass on straightforward factual information. C
Reading for Can identify main conclusions in clearly signalled argumentative texts.
information and Can recognize significant points in straightforward newspaper articles on
argument familiar subjects
A, B, C, D
Reading for
Can understand articles and reports concerned with contemporary problems in
information and
which the writers adopt particular stances or viewpoints.
argument
Information exchange Can find out and pass on straightforward factual information. B, C
Informal discussion Can express belief, opinion, agreement and disagreement politely.
(with friends) Can give brief comments on the views of others.
A
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Can compare and contrast alternatives, discussing what to do, where to go,
Informal discussion who or which to choose etc. E
(with friends)
Can give and seek personal views and opinions in discussing topics of interest.
Unit 2 Shops
Vocabulary (page 14)
COMPONENT DESCRIPTOR EXERCISE
Shows good control of elementary vocabulary but major errors still occur
Vocabulary control when expressing more complex thoughts or handling unfamiliar topics and A, C
situations.
Can compare and contrast alternatives, discussing what to do, where to go,
Informal discussion who or which to choose etc. B, D
(with friends)
Can give or seek personal views and opinions in discussing topics of interest.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
B
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Understanding
Can generally follow the main points of an extended discussion around him/
interaction between
her, provided speech is clearly articulated in standard dialect.
native speakers
B, C, D
Understanding
interaction between Can keep up with an animated conversation between native speakers.
native speakers
Informal discussion Can account for and sustain his/her opinions in discussion by providing
E
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. G
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. D
(with friends)
Unit 3 Eat
Speaking (page 20)
COMPONENT DESCRIPTOR EXERCISE
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. A
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B, D
(with friends)
Reading for information Can recognize significant points in straightforward newspaper articles on
C
and argument familiar subjects.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Can find out and pass on straightforward factual information. Can obtain
Information exchange B
more detailed information.
Transactions to obtain Can cope with less routine situations in shops, post office, bank, e.g. returning
C, D
goods and services an unsatisfactory purchase. Can make a complaint.
Understanding
Can generally follow the main points of an extended discussion around him/
interaction between E, F
her, provided speech is clearly articulated in standard dialect.
native speakers
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B, C
(with friends)
Unit 4 Jobs
Vocabulary (page 26)
COMPONENT DESCRIPTOR EXERCISE
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. A, C, D
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Understanding
Can generally follow the main points of an extended discussion around him/
interaction between C, D, E
her, provided speech is clearly articulated in standard dialect.
native speakers
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
B, D
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Unit 5 Relax
Speaking (page 36)
COMPONENT DESCRIPTOR EXERCISE
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. A
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. E
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. D
(with friends)
Can take notes during a lecture, which are precise enough for his/her own use
Note-taking (lectures,
later, provided the topic is within his/her field of interest and the talk is clear C, D
seminars, etc.)
and well-structured.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
C
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B, C
(with friends)
Unit 6 Home
Speaking (page 42)
COMPONENT DESCRIPTOR EXERCISE
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. A
(with friends)
Understanding
Can generally follow the main points of an extended discussion around him/
interaction between B
her, provided speech is clearly articulated in standard dialect.
native speakers
Can take notes during a lecture, which are precise enough for his/her own use
Note-taking (lectures,
later, provided the topic is within his/her field of interest and the talk is clear C
seminars, etc.)
and well-structured.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
B, C
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
B
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
B
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Can take notes during a lecture, which are precise enough for his/her own use
Note-taking (lectures,
later, provided the topic is within his/her field of interest and the talk is clear B, C
seminars, etc.)
and well-structured.
Reading for information Can recognize significant points in straightforward newspaper articles on
C
& argument familiar subjects.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Listening as a member Can follow in outline straightforward talks on familiar topics provided these
B
of a live audience are delivered in clearly articulated standard speech.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
C
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
C
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Reading for information Can recognize significant points in straightforward newspaper articles on
B
& argument familiar subjects.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
B, C, D, G
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Reading for information Can recognize significant points in straightforward newspaper articles on
& argument familiar subjects.
C, D, E
Reading for information Can understand articles and reports concerned with contemporary problems in
& argument which the writers adopt particular stances or viewpoints.
Listening to
announcements and Can follow detailed directions. C
instructions
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
B, D
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. D
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B, D
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. D
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
C
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Unit 10 Education
Vocabulary (page 70)
COMPONENT DESCRIPTOR EXERCISE
Has a sufficient vocabulary to express him/herself with some circumlocutions
Vocabulary range on most topics pertinent to his/her everyday life such as family, hobbies and A
interests, work, travel, and current events.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
B, C
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
D
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
C
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
C
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
B, C
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Understanding
Can generally follow the main points of an extended discussion around him/
interaction between B, D, E
her, provided speech is clearly articulated in standard dialect.
native speakers
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Notes, messages & Can write numbers and dates, nationality, address, age, date of birth or arrival
C, D
forms [A1] in the country etc. such as on a hotel registration form.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. D
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
E
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Unit 12 Phone
Vocabulary (page 82)
COMPONENT DESCRIPTOR EXERCISE
Has a sufficient vocabulary to express him/herself with some circumlocutions
Vocabulary range on most topics pertinent to his/her everyday life such as family, hobbies and A
interests, work, travel, and current events.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Understanding
Can generally follow the main points of an extended discussion around him/
interaction between B
her, provided speech is clearly articulated in standard dialect.
native speakers
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
C, E
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
C
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
B
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
B, C
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
B
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Unit 14 Things
Grammar (page 98)
COMPONENT DESCRIPTOR EXERCISE
Has a sufficient vocabulary to express him/herself with some circumlocutions
Vocabulary range on most topics pertinent to his/her everyday life such as family, hobbies and A, B
interests, work, travel, and current events.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
E
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Sustained monologue: Can give straightforward descriptions on a variety of familiar subjects within
B
describing experience his/her field of interest.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
C
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
D
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
B
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Unit 15 Money
Vocabulary (page 104)
COMPONENT DESCRIPTOR EXERCISE
Has a sufficient vocabulary to express him/herself with some circumlocutions
Vocabulary range on most topics pertinent to his/her everyday life such as family, hobbies and A, B
interests, work, travel, and current events.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
C
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
B
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
C
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
B
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Listening to radio Can understand the information content of the majority of recorded or broadcast
C
audio & recordings audio material on topics of personal interest delivered in clear standard speech.
Understanding
Can generally follow the main points of an extended discussion around him/
interaction between B, C
her, provided speech is clearly articulated in standard dialect.
native speakers
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
C
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
C
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
D
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest.
(with friends)
B
Informal discussion Can account for and sustain his/her opinions in discussion by providing
(with friends) relevant explanations, arguments and comments.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Can summarise, report and give his/her opinion about accumulated factual
Reports & essays information on familiar routine and non-routine matters within his field with B
some confidence.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Can work out how to communicate the main point(s) he/she wants to get
Planning across, exploiting any resources available and limiting the message to what he/ C
she can recall or find the means to express.
Can summarise, report and give his/her opinion about accumulated factual
Reports & essays information on familiar routine and non-routine matters within his field with D
some confidence.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Can summarise, report and give his/her opinion about accumulated factual
Reports & essays information on familiar routine and non-routine matters within his field with C
some confidence.
Can write personal letters giving news and expressing thoughts about abstract
Correspondence B, C
or cultural topics such as music, films.
Coherence Can link groups of words with simple connectors like ‘and’, ‘but’ and ‘because’. A, B
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Can write personal letters giving news and expressing thoughts about abstract
Correspondence C
or cultural topics such as music, films.
6 Writing: Postcards
Writing (page 130)
COMPONENT DESCRIPTOR EXERCISE
Has a sufficient vocabulary to express him/herself with some circumlocutions
Vocabulary range on most topics pertinent to his/her everyday life such as family, hobbies and A
interests, work, travel, and current events.
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Can write personal letters giving news and expressing thoughts about abstract
Correspondence B
or cultural topics such as music, films.
7 Writing: Complaints
Speaking (page 132)
COMPONENT DESCRIPTOR EXERCISE
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. A
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Can write personal letters giving news and expressing thoughts about abstract
Correspondence B
or cultural topics such as music, films.
8 Writing: Invitations
Speaking (page 134)
COMPONENT DESCRIPTOR EXERCISE
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. A, B
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. C
(with friends)
Informal discussion
Can give or seek personal views and opinions in discussing topics of interest. B
(with friends)
Coherence Can link groups of words with simple connectors like ‘and’, ‘but’ and ‘because’. B
Can write personal letters giving news and expressing thoughts about abstract
Correspondence B, C
or cultural topics such as music, films.