OUTCOMES Pre-Intermediate CEFR

A2 – B1

OUTCOMESPRE-INTERMEDIATE

David A. Hill

and the Common European Framework of Reference

2 Outcomes Pre-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 principles of the construction of language-learning systems [. . .]

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

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

2.3 by developing appropriate methods and materials.

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

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

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

Proficient

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

C1Effective Operational Proficiency

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

IndependentB2 Vantage

Students are able to express themselves in increasingly abstract ways.

B1 Threshold Students at this level can maintain conversations.

BasicA2 Waystage

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

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

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

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

3Outcomes Pre-Intermediate © National Geographic Learning 3

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

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

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


Communicative activitiesReception (spoken)

Overall listening comprehension:

Can follow extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the talk is sign-posted by explicit markers.

p12–13, Listening exA, B, C

Can understand straightforward factual information about common every day or job related topics, identifying both general messages and specific details, provided speech is clearly articulated in a generally familiar accent.

p12–13, Listening exA, B, C

Understanding interaction between native speakers:

Can keep up with an animated conversation between native speakers. [B2]

p16, Listening exB, C, D

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

p8, Listening exA, B

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.

p18, Listening exA, B, C; p38, Listening exB; p40, Listening exB; p68, Listening exA, B; p94, Listening exA, C; p102, Listening exA; p107, Listening exA; p107, Pronunciation exC; p113, Pronunciation exA; p114, Listening exA, B, C

Listening to announcements and instructions:

Can understand simple technical information such as operating instructions for everyday equipment

p86, Listening exA

Listening to radio audio and 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.

p18, Listening exA, B, C; p38, Listening exB; p40, Listening exB; p58, Listening exB, C; p68, Listening exA, B; p94, Listening exA, C; p102, Listening exA; p107, Listening exA; p107, Pronunciation exC; p113, Pronunciation exA; p114, Listening exA, B, 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.

p8, Listening exC

Reading for orientation:

Can find and understand relevant information in everyday material such as letters, brochures and short official documents.

p76, Listening exA

Reading for information and argument:

Can understand specialized articles outside his/her field, provided he/she can use a dictionary occasionally to confirm his/her interpretation of terminology. [B2]

p68, Reading exA, B; p68, Listening exF

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

p10, Reading exA, B, C, D; p18, Reading exA, B, C, D, E, F; p50, reading exC, D, E

Can identify the main conclusions in clearly signalled argumentative texts. p10, Reading exA, B, C, D

Outcomes Pre-Intermediate CEFR OverviewFramework level: A2 – B1

5Outcomes Pre-Intermediate © National Geographic Learning

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

p10, Reading exA, B, C, D; p18, Reading exA, B, C, D, E, F; p22, Reading exC; p30, Reading exA; p39, Reading exA, B; p41, Speaking exA; p45, Reading exC; p49, Grammar exB; p50-51, Reading exC, D, E; p56, Reading exA, B, C; p66, Reading exA; p67, Grammar exE; p68, Reading exA, B; p68, Listening exF; p69, Grammar exC; p72-73, Reading exA, B; p80, Reading exB; p84, Reading exB; p96, Reading exB, D; p100-101, Reading exB, E; p106, Reading exB; p112, Reading exA, B; p120, Writing exA, B; p124, Writing exA; p126, Writing exA; p128, Writing exA; p129, Grammar exB; p130, Reading exC; p132-133, Writing exA, D; p134, Writing exA, B

Interaction (spoken)

Overall spoken interaction:

Can communicate with some confidence on familiar routine and non-routine matters related to his/her interests and professional field. Can exchange, check and confirm information, deal with less routine situations and explain why something is a problem.

p9, Developing Conversations exA, B

Conversation:

Can follow clearly articulated speech directed at him/her in everyday conversation, though will sometimes have to ask for repetition of particular words and phrases.

p17, Developing Conversations exA; p21, Developing Conversations exA; p21, Grammar exD; p21, Conversation Practice exA, B; p22, 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.

p87, Speaking exB, C; p93, Conversation Practice exB; p99, Conversation Practice exB; p105, Developing Conversations exB; p105, Conversation Practice exA, B; p107, Vocabulary exA, B; p109, Speaking exA; p110, Vocabulary exC; p111, Developing Conversations exB, C, D; p111, Conversation Practice exB; p113, Pronunciation exB; p114, Grammar exD

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

p15, Developing Conversations exA, B; p15, Conversation Practice exA, B; p17, Developing Conversations exA; p21, Developing Conversations exA; p21, Grammar exD; p21, Conversation Practice exA, B; p22, Speaking exA

Informal discussion (with friends):

Can take an active part in informal discussion in familiar contexts, commenting and putting point of view clearly, evaluating alternative proposals and making and responding to hypotheses. [B2]

p10, Speaking exA

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

p10, Speaking exA; p12, Speaking exA; p15, Listening exB; p16, Listening exE; p19, Speaking exA; p28, Speaking exA; p30, Speaking exA; p30, 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 compare and contrast alternatives, discussing what to do, where to go, who or which to choose, etc. p13, Listening exE; p13, Grammar exA, B, C; p14, Vocabulary exB, D

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

p8, Vocabulary exB, C; p9, Conversation Practice exA; p10, Speaking exA; 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 express belief, opinion, agreement and disagreement politely. p12, Speaking exA

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

p8, Vocabulary exB, C

Can give brief comments on the views of others. p12, Speaking exA

Formal discussion (meetings):

Can take part in routine formal discussion of familiar subjects which is conducted in clearly articulated speech in the standard dialect, and which involves the exchange of factual information, receiving instructions or the discussion of solutions to practical problems.

p81, Reading exD; p83, Conversation Practice exA, B


Goal-oriented co-operation:

Can explain why something is a problem, discuss what to do next, compare and contrast alternatives.

p77, Conversation Practice exA, B

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

p77, Conversation Practice exA, B

Transactions to obtain goods and services:

Can deal with most transactions likely to arise while travelling, arranging travel or accommodation, or dealing with authorities during a foreign visit.

p77, Developing Conversations exA, B, C

Information exchange:

Can find out and pass on straightforward factual information.

p9, Grammar exC; p11, Grammar exB, C; p24, Listening exB

Interaction (written)

Correspondence:

Can write personal letters giving news and expressing thoughts about abstract or cultural topics such as music, films.

p127, Practice exB, C; p129, Practice exC; p131, Practice exB; p133, Practice exB; p135, Practice exB, C

Notes, messages and forms:

Can take messages communicating enquiries, explaining problems.

p87, Speaking exA

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.

p55, Developing Conversations exC; p76, Listening exB; p82, Listening exA; p83, Conversation Practice exA, B

Can write numbers and dates, nationality, address, age, date of birth or arrival in the country etc. such as on a hotel registration form. [A1]

p77, Pronunciation exC, D

Production (spoken)

Sustained monologue (describing experience):

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

p13, Speaking exA; p99, Listening exB

Can give detailed accounts of experiences, describing feelings and reactions. p13, Speaking exA; p53, Speaking exB; p85, p13, Speaking exA

Sustained monologue (putting a case):

Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. [B2]

p17, Speaking exA, B, C

Can develop an argument well enough to be followed without difficulty most of the time. [B2] p17, Speaking exA, B, C

Can briefly give reasons and explanations for opinions, plans and actions. p17, Speaking exA, B, C

Production (written)

Overall written production:

Can write straightforward connected texts on a range of familiar subjects within his/her field of interest, by linking a series of shorter discrete elements into a linear sequence.

p19, Speaking exB

Reports and essays:

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

p121, Practice exB; p123, Practice exD; p125, Practice exC


Communication strategiesReception

Identifying cues and inferring:

Can identify unfamiliar words from the context on topics related to his/her field and interests.

p8, Vocabulary exA

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

p8, Vocabulary exA

Interaction

Planning:

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

p93, Conversation Practice exA; p99, Conversation Practice exA; p111, Conversation Practice exA; p115, Speaking exA

Communicative language competenceLinguistic – range

Vocabulary range:

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

p8, Vocabulary exD; p13, Listening exD; p20, Vocabulary exA; p22, Reading exA; p24, Vocabulary exA, B; p26, Vocabulary exB; p28, Vocabulary exA; p31, Vocabulary exA, B; p36, Vocabulary exA, B; p38, Vocabulary exA, B; p39, Reading exC; p41, Vocabulary exA, B; p41, Speaking exC; p43, Vocabulary exA; p45, Reading exB; p46, Vocabulary exA, B; p48, Vocabulary exA, B, D; p50-51, Reading exA, F; p51, Vocabulary exA, B; p52, Vocabulary exA, B; p54, Vocabulary exA, B; p55, Listening exB; p55, Developing Conversations exA; p56, Reading exD, E; p58, Vocabulary exA, B; p64, Vocabulary exA, C; p66, Vocabulary exA, B, C; p66, Reading exC; p68, Listening exC, D, E; p70, Vocabulary exA; p72, Vocabulary exA, B; p73, Reading exD, E, F; p74, Vocabulary exA, B; p76, Listening exC; p78, Vocabulary exA, B; p79, Listening exD; p81, Reading exE; p82, Vocabulary exA; p83, Developing Conversations exA; p84, Reading exC; p85, Vocabulary exA, B; p92, Vocabulary exA; p94, Vocabulary exA; p96, Reading exC; p96, Vocabulary exA, D, E; p98, Grammar exA, B; p99, Vocabulary exA, B, D; p99, Developing Conversations exA; p100, Vocabulary exA, B; p102, Listening exB, C; p102, Vocabulary exA; p104, Vocabulary exA, B; p104, Listening exB; p105, Developing Conversations exB; p107, Vocabulary exA, B; p109, Vocabulary exA, B; p110, Vocabulary exA, B; p110, Listening exB; p112, Vocabulary exA, B; p120, Vocabulary exA, B; p122, Vocabulary exA; p122, Writing exB, C; p124, Vocabulary exA, B; p126, Writing exA; p129, Vocabulary exA, B, C; p130, Writing exA; p132, Vocabulary exA; p132–133, Writing exB, C; p135, Vocabulary exA

Linguistic – control

Grammatical accuracy

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

p9, Grammar exA, B; p11, Grammar exA; p15, Grammar exA; p17, Grammar exA, C, D; p18-19, Grammar exA, B, C; p21, Grammar exA, B, C; p23, Grammar exA; p25, Grammar exA; p27, Grammar exA; p29, Grammar exA, B; p30, Reading exC; p31, Grammar exA, B, C; p37, 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


Vocabulary control:

Shows good control of elementary vocabulary but major errors still occur when expressing more complex thoughts or handling unfamiliar topics and situations.

p13, Vocabulary exA, B; p14, Vocabulary exA, C

Phonological control:

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

p13, Pronunciation exA, B; p19, Pronunciation exA, B; p29, Pronunciation exD; p38, Pronunciation exA, B; p57, Pronunciation exA, B; p71, Pronunciation exA, B; p77, Pronunciation exA, B, C; p82, Pronunciation exA, B; p96, Vocabulary exB, C; p107, Pronunciation exA, B

Pragmatic

Coherence:

Can link groups of words with simple connectors like ‘and’, ‘but’ and ‘because’.

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; p128, Key Words for Writing exA, B; p131, Key Words for Writing exA, C; p133, Key Words for Writing exA, B; p135, Key Words for Writing exB

Framework level: B2 (units 7 to 12)


Unit 1 Family and FriendsVocabulary (page 8)

COMPONENT DESCRIPTOR EXERCISE

Identifying cues and inferring

Can identify unfamiliar words from the context on topics related to his/her field and interests.

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

A

Informal discussion (with friends)

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

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

B, C

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

D

Listening (page 8)


Understanding inter-action 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

Overall reading comprehension

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

Grammar (page 9)


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

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

Developing Conversations (page 9)


Overall spoken interaction

Can communicate with some confidence on familiar routine and non-routine matters related to his/her interests and professional field. Can exchange, check and confirm information, deal with less routine situations and explain why something is a problem.

A, B

Conversation Practice (page 9)



Can generally follow the main points in an informal discussion with friends provided speech is clearly articulated in standard dialect.

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

Outcomes Pre-Intermediate CEFR mappingFramework level: A2 – B1


Speaking (page 10)



Can generally follow the main points in an informal discussion with friends provided speech is clearly articulated in standard dialect.

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


Can take an active part in informal discussion in familiar contexts, commenting and putting point of view clearly, evaluating alternative proposals and making and responding to hypotheses.

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

Reading (pages 10–11)


Reading for information and argument

Can identify main conclusions in clearly signalled argumentative texts.

Can recognize significant points in straightforward newspaper articles on familiar subjects

A, B, C, DReading for information and argument

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

Grammar (page 11)


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

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

Speaking (page 12)



Can express belief, opinion, agreement and disagreement politely.

Can give brief comments on the views of others. A



Listening (pages 12–13)


Overall listening comprehension

Can understand straightforward factual information about common every day or job related topics, identifying both general messages and specific details, provided speech is clearly articulated in a generally familiar accent. A, B, C

Overall listening comprehension

Can follow extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the talk is sign-posted by explicit markers.


D


Can compare and contrast alternatives, discussing what to do, where to go, who or which to choose etc.

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


Grammar (page 13)




Can give and seek personal views and opinions in discussing topics of interest.A, B, C

Vocabulary (page 13)


Vocabulary control Shows good control of elementary vocabulary but major errors still occur when expressing more complex thoughts or handling unfamiliar topics and situations.

A, B

Pronunciation (page 13)


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

Speaking (page 13)


Sustained monologue (describing experience)

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

Can give detailed accounts of experiences, describing feelings and reactions. A

Unit 2 ShopsVocabulary (page 14)


Vocabulary control Shows good control of elementary vocabulary but major errors still occur when expressing more complex thoughts or handling unfamiliar topics and situations.

A, C



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

Listening (page 15)


Understanding interaction between native speakers

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

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

BInformal discussion (with friends)




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


Grammar (page 15)





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

Listening (page 16)


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


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

B, C, DUnderstanding interaction between native speakers

Can keep up with an animated conversation between native speakers.


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



Conversation



A

Grammar (page 17)


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

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

Speaking (page 17)


Sustained monologue: Putting a case Can briefly give reasons and explanations for opinions, plans and actions.

A, B, CSustained monologue: Putting a case

Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Can develop an argument well enough to be followed without difficulty most of the time.


Reading (page 18)



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

E, FReading for information and argument

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

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

Listening (page 18)


Listening to radio 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. A, B, C

Grammar (pages 18–19)


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

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




Speaking (page 19)



AInformal discussion (with friends)


Overall written production

Can write straightforward connected texts on a range of familiar subjects within his/her field of interest, by linking a series of shorter discrete elements into a linear sequence.

B

Unit 3 EatSpeaking (page 20)


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




A



Listening (page 21)



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

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



Conversation



A

Grammar (page 21)



Conversation



D



Conversation



A, B

Speaking (page 22)


Conversation



A




A

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


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


Grammar (page 23)




Speaking (page 24)






A, B




Reading for orientation Can find and understand relevant information everyday material such as letters, brochures and short official documents. A

Information exchange Can find out and pass on straightforward factual information. Can obtain more detailed information. B

Transactions to obtain goods and services

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


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

Grammar (page 25)



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

Speaking (page 25)


Transactions to obtain goods and services

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

Unit 4 JobsVocabulary (page 26)


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



B



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

Listening (page 27)



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


Grammar (page 27)







Listening (page 28)


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


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

Speaking (page 28)








A



Grammar (page 29)






Notes, messages & forms

Can write notes conveying simple information of immediate relevance to friends, service people, teachers and others who feature in his/her daily life A, B, C

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

Speaking (page 30)








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


B, DInformal discussion (with friends)


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




A, B

Grammar (page 31)




Speaking (page 31)


Creative writing Can write a description of an event – real or imagined. Can narrate a story. Can write accounts of experiences, describing feelings and reactions in simple connected texts.

A

Thematic development Can reasonably fluently relate a straightforward narrative or description as a linear sequence of points. B

Unit 5 RelaxSpeaking (page 36)






A, B


Listening (page 36)



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


Speaking (page 37)






Grammar (page 37)


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

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





A, BInformal discussion (with friends)





A, B


Listening (page 38)


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



B

Grammar (page 38)







Reading (page 39)


Reading for information & argument

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


C



Listening (page 40)



A, EInformal discussion (with friends)




B

Note-taking (lectures, seminars, etc.)

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

C, D




A, B


CInformal discussion (with friends)


Speaking (page 41)




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


C

Unit 6 HomeSpeaking (page 42)



Listening (page 42)


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


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



C


Developing Conversations (pages 42–43)


Reading for orientation Can find and understand relevant information in everyday material, such as letters, brochures and short official documents. A


B, CInformal discussion (with friends)





A




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



Planning Can work out how to communicate the main points he/she wants to get across. A




Speaking (page 44)





Listening (page 44)



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



B, C






C, DInformal discussion (with friends)


Reading (page 45)



A, DInformal discussion (with friends)



B






A, B


Speaking (page 46)





Listening (page 46)




A

Listening as a member of a live audience

Can follow in outline straightforward talks on familiar topics provided these are delivered in clearly articulated standard speech. B









Grammar (page 47)




Speaking (page 47)



A, B, C, D, EInformal discussion (with friends)


Unit 7 Mind and BodyVocabulary (page 48)



A, B, D




Listening (page 48)




Grammar (page 49)




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









A, B, CInformal discussion (with friends)





A, F


B, C, D, GInformal discussion (with friends)




C, D, EReading for information & argument

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




A, B

Speaking (page 51)








A, B

Listening to announcements and instructions

Can follow detailed directions. C

Listening (page 52)



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



DInformal discussion (with friends)


Grammar (page 53)



Speaking (page 53)


Planning Can work out how to communicate the main points he/she wants to get across. A

Sustained monologue: describing experience

Can reasonably fluently relate a straightforward narrative or description as a linear sequence of points. Can give detailed accounts of experiences, describing feelings and reactions.

B

Unit 8 Getting ThereVocabulary (page 54)



A, B


Listening (page 55)





B





A

Reading for orientation Can find and understand information in everyday material, such as letters, brochures and short official documents. B


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 that he/she feels are important.

C







Speaking (page 56)





Reading (page 56)



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


D, E

Grammar (page 57)











A, B


Listening (page 58)


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



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

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

Grammar (page 59)

COMPONENT DESCRIPTOR EXERCIS E



Speaking (page 59)





Unit 9 Science and NatureVocabulary (page 64)



A, C


B, DInformal discussion (with friends)


Listening (page 65)







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










A, B, C






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


C

Grammar (page 67)





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

Speaking (page 67)





Reading (page 68)




A, BReading for information & argument

Can understand specialized articles outside his/her field, provided he/she can use a dictionary occasionally to confirm his/her interpretation of terminology.




Listening (page 68)




A, B



C, D, E



FReading for information & argument

Can understand specialized articles outside his/her field, provided he/she can use a dictionary occasionally to confirm his/her interpretation of terminology.

Grammar (page 69)





Speaking (page 69)





Unit 10 EducationVocabulary (page 70)



A




Listening (page 70)



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














Grammar (page 71)











A, B




Speaking (page 72)













D, E, F


Speaking (page 73)





Listening (page 74)



A, C, FInformal discussion (with friends)



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




A, B

Grammar (page 75)




Speaking (page 75)





Unit 11 Places to StaySpeaking (page 76)





Listening (page 76)


Reading for orientation Can find and understand relevant information in everyday material such as letters, brochures and short official documents. A






B


C



Transactions to obtain goods & services

Can deal with most transactions likely to arise while travelling, arranging travel or accommodation, or dealing with authorities during a foreign visit. A, B, C



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

Notes, messages & forms [A1]

Can write numbers and dates, nationality, address, age, date of birth or arrival in the country etc. such as on a hotel registration form. C, D



Goal-oriented cooperation

Can explain why something is a problem, discuss what to do next, compare and contrast alternatives.

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

A, B




A, B






Listening (page 79)



A, EInformal discussion (with friends)




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


D




A, B, C, FInformal discussion (with friends)




Formal discussion

Can take part in routine formal discussion of familiar subjects which is conducted in clearly articulated speech in the standard dialect, and which involves the exchange of factual information, receiving instructions or the discussion of solutions to practical problems.

D


E

Grammar (page 81)


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


EInformal discussion (with friends)


Unit 12 PhoneVocabulary (page 82)



A


Listening (page 82)




AUnderstanding interaction between native speakers

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





Developing Conversation (page 83)



A


Grammar (page 83)





Formal discussion

Can take part in routine formal discussion of familiar subjects which is conducted in clearly articulated speech in the standard dialect, and which involves the exchange of factual information, receiving instructions or the discussion of solutions to practical problems. A, B











C




A, B


Speaking (page 85)



Can reasonably fluently relate a straightforward narrative or description as a linear sequence of points. Can give detailed accounts of experiences, describing feelings and reactions.

A

Speaking (page 86)





Listening (page 86)


Listening to announcements & instructions

Can understand simple technical information such as operating instructions for everyday equipment. A




C, EInformal discussion (with friends)


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







Speaking (page 87)


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

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


Unit 13 CultureSpeaking (page 92)








A




Listening (page 92)




Developing Conversations (pages 92–93)






Grammar (page 93)






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





A




Listening (page 94)




A, C


Grammar (page 95)


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


Speaking (page 95)





Speaking (page 96)








A, B, D, EInformal discussion (with friends)




Can identify the main conclusions in clearly signaled argumentative texts.B, D



C




A, D, E

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

Speaking (page 96)





Unit 14 ThingsGrammar (page 98)



A, B

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


EInformal discussion (with friends)







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




A, B, D






A





A





A, B







A, B, C,

D, EInformal discussion (with friends)



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

Grammar (page 101)



Speaking (page 102)






Listening (page 102)




A


B, C







A




Speaking (page 103)





Unit 15 MoneyVocabulary (page 104)



A, B









B





Grammar (page 105)









B







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

Reading (page 106)



A, CInformal discussion (with friends)








A








A, B

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

Speaking (page 107)











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

Grammar (page 109)






A, B





Speaking (page 109)


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

Unit 16 Dates and HistorySpeaking (page 110)








A, B

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






B







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




A






A, B






Grammar (page 113)







A


Speaking (page 113)



A, B, CInformal discussion (with friends)


Speaking (page 114)






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, B, C





Grammar (page 114)



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

Speaking (page 115)



A




1 Writing: Personal ProfileSpeaking (page 120)



Writing (page 120)







A, B

Grammar (page 121)




Key Words for Writing (page 121)


Coherence Can link groups of words with simple connectors like ‘and’, ‘but’ and ‘because’. A, B


Practice (page 121)



A

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

B

2 Writing: Expressing OpinionsSpeaking (page 122)






A


Writing (page 122)




B, C




Practice (page 123)




C


D


3 Writing: Describing PlacesSpeaking (page 124)






A, B

Writing (page 124)








Grammar (page 125)



Practice (page 125)



A



C

4 Writing: Plans and SchedulesSpeaking (page 126)




Writing (page 126)




A


Grammar (page 127)





Coherence Can link groups of words with simple connectors like ‘and’, ‘but’ and ‘because’. A

Practice (page 127)



A

Correspondence Can write personal letters giving news and expressing thoughts about abstract or cultural topics such as music, films. B, C

5 Writing: Writing AnecdotesSpeaking (page 128)



Writing (page 128)







Grammar (page 129)










A, B, C

Practice (page 129)



A


Correspondence Can write personal letters giving news and expressing thoughts about abstract or cultural topics such as music, films. C

6 Writing: PostcardsWriting (page 130)



A




Speaking (page 131)








Coherence Can link groups of words with simple connectors like ‘and’, ‘but’ and ‘because’. A, C

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


Practice (page 131)



A

Correspondence Can write personal letters giving news and expressing thoughts about abstract or cultural topics such as music, films. B

7 Writing: ComplaintsSpeaking (page 132)






A


Writing (pages 132–133)



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

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

B, C




Practice (page 133)



A

Correspondence Can write personal letters giving news and expressing thoughts about abstract or cultural topics such as music, films. B

8 Writing: InvitationsSpeaking (page 134)




Writing (page 134)








A





Coherence Can link groups of words with simple connectors like ‘and’, ‘but’ and ‘because’. B

Practice (page 135)



A

Correspondence Can write personal letters giving news and expressing thoughts about abstract or cultural topics such as music, films. B, C

Documents

OUTCOMES Pre-Intermediate CEFR