ASPIRE. Upper Intermediate. and the Common European Framework of Reference. Mike Sayer

Transcription

1 ASPIRE Upper Intermediate and the Common European Framework of Reference B Mike Sayer

2 Introduction What is the Common European Framework of Reference? The Council of Europe has developed the Common European Framework of Reference: Learning, Teaching, Assessment (or CEFR for short) with a view to promoting language teaching and learning within Europe. The CEFR aims to provide a descriptive framework which encourages the development of language skills and intercultural awareness, learner autonomy and lifelong learning. It is of interest to course designers and coursebook writers as well as teachers, testers and teacher trainers. The CEFR aims to promote a coherent approach to language learning with an emphasis on examining what we can do with a language. It also provides a framework which permits the comparison of the language levels of individuals in an impartial way. What are the aims of the CEFR? It is important to be aware that the CEFR is designed as a set of common reference points and not as a set of points that should be covered systematically in study. One level or one set of reference points is not intended to refer to a year of study or a number of hours of study. It recognises that students have different aims and learn at different speeds. The CEFR does not intend to prescribe a method of teaching, and recognises that there are a variety of methods relevant to different teaching contexts. However, it has a clear focus on the four skills and on developing an ability to communicate rather than acquire knowledge. The CEFR also emphasises acquiring the skills to learn independently. It encourages autonomy in students and focuses on what they can do and not on what they still need to learn. The CEFR intends to help define teachers and learners objectives. Teachers need to understand what they want to achieve on a course and students need clear objectives. The CEFR provides a set of descriptors and levels of competence that help focus such aims. How are the levels of the CEFR organised? The CEFR has six levels which range from A (students with a starter level of English) to C (students who can use the language fluently and with precision). Below is an overview of these levels. Proficient Independent Basic C C B B A A Mastery Effective Operational Proficiency Vantage Threshold Waystage Breakthrough Students can use the language precisely and fluently with near native competence. Students are proficient in the language and have a wide range of vocabulary. Students are able to express themselves in increasingly abstract ways. Students at this level can maintain conversations. Students are able to get by in an increasing range of social situations. Students can express themselves in simple, basic language. Note that the CEFR recognises intermediate levels between the global levels above A+, B+, etc. Each of the six levels of the CEFR is defined by a large set of descriptors can do tick points which aim to define the expected language ability of an individual at each of the levels. For example, one of the descriptors under the heading Conversation at A level is: Can ask how people are and react to news. At C level, a descriptor under the same heading is: Can use language flexibly and effectively for social purposes. How does the CEFR correspond to Aspire? The Aspire series has a communicative approach with an emphasis on learning language in real life contexts and on producing language in a broad range of speaking and writing situations. Consequently, its approach mirrors the functional descriptors of the CEFR as well as its broad emphasis on being able to communicate in a range of realistic situations. Aspire Pre-intermediate covers the majority of competences for B. Aspire Intermediate covers the competences for B and some of the competencies for B. Aspire Upper Intermediate covers the competencies for B. In this booklet, each exercise of the Aspire series is mapped against core descriptors at the relevant global level. So, Aspire Pre-intermediate is mapped against descriptors at the B Threshold level, the first five units of Aspire Intermediate are mapped against descriptors at the B Threshold level, the last five units are mapped against descriptors at the B Vantage level, and Aspire Upper Intermediate is mapped throughout against descriptors at the B Vantage level. How does Aspire match the aims of the CEFR? Aspire s grammar and vocabulary syllabus encourages the linguistic competences needed for students to be able to communicate successfully. In particular, the Grammar and Vocabulary tasks and features, as well as the unit Reviews, provide information and practice necessary for students to build their understanding and use. The emphasis on the four skills of reading, writing, speaking and listening in Aspire reflects the same emphasis in the CEFR. The Everyday English section in each alternate unit of Aspire introduces and practises key functional areas of language which mirror those in the CEFR. It also encourages students to use English in realistic role play scenarios. The Video Worksheet sections in Aspire develop students ability to follow real spoken interaction and in English. The Now I can... feature in each unit Review sets clear objectives and checks that these objectives have been achieved. The Workbook and teacher s resources give students extra practice and learning resources. The Workbook aims to develop learner autonomy. Can I learn more about this? You can find more information about the Council of Europe at Hyperlinked pdfs of the CEFR are also available at this site. Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd

3 Aspire Upper Intermediate CEFR Overview Framework level: B Communicative activities Reception (spoken) : Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life. 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. Understanding interaction between native speakers: Can keep up with an animated conversation between native speakers. UB ex9; UC ex; UE ex6; UEveryday English ex, ; UA ex8, 9; UD ex; UC ex8; UE ex, ; UD ex8, 9; U5C ex; U5D ex, ; U5Everyday English ex ; U6A ex,, 5; U6B ex9, 0; U6E ex, ; UC ex, ; UE ex8, 9; U8E ex9; U9E ex6,, 9 UA ex6, ; UD ex, ; U8A ex5, 6, ; U9Everyday English ex, UD ex, 5; U6D ex, ; UEveryday English ex, 5; U8D ex, ; U9D ex, ; U9Everyday English ex, 6 Reception (audio/visual) Listening to radio and audio recordings: Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content. Can understand most radio documentaries and most other recorded or broadcast audio material delivered in standard dialect and can identify the speaker s mood, tone, etc. Watching TV and film: Can understand documentaries, live interviews, talk shows, plays and the majority of films in standard dialect. UE ex, 5, : UA ex, 8; UB ex, ; UE ex; U5A ex6, ; U5B ex, ; UA ex, ; U8B ex, ; U9A ex6, ; U9B ex5, 6, 9; U0A ex, 8; U0B ex; U0D ex, 5 UA ex, 5; UA ex,, 6, ; U0E ex, 5 UA ex, 5; UA ex,, 6, ; U0E ex, 5 Reception (written) : Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference Reading for orientation: Can scan quickly through long and complex texts, locating relevant details. Reading for information and argument: Can understand specialised articles outside his/her field, provided he/she can use a dictionary occasionally to confirm his/her interpretation of terminology. Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. UA ex; UC ex, ; UD ex,, 9, 0; UE ex,,, ; UA ex, 6, ; UC ex,, 5, 6; UD ex, ; UE ex9, 0; Case Study ex,, ; UB ex5; UC ex,,, 6; UD ex, 5,, 8; UEveryday English ex; UA ex, ; UC ex, 5, 6; UD ex; UE ex,, 5; Case Study ex,, ; U5A ex; U5C ex; U5D ex8, 9; U5E ex; U6A ex6, ; U6B ex; U6C ex5; U6D ex8, 9; Case Study ex, ; UB ex, ; UC ex6, ; UD ex, 6; UE ex,, ; U8B ex6, 9; U8C ex6; U8D ex8; U8E ex, 5, 6; Case Study ex, ; U9C ex, 5, 6; U9D ex0,,, ; U0C ex; U0E ex6; Case Study5 ex,, UD ex8, 9; UC ex; U5E ex6; U6C ex; U6E ex; UD ex9; U8C ex; U8D ex; U0D ex U0B ex UB ex; UD ex6; U5C ex; U5E ex; U9E ex, 5; U0A ex, ; U0C ex5; U0D ex0 Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd

4 Interaction (spoken) interaction: Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas. Can communicate spontaneously with good grammatical control without much sign of having to restrict what he/ she wants to say, adopting a level of formality appropriate to the circumstances. Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments. Conversation: Can convey degrees of emotion and highlight the personal significance of events and experiences. : Can express his/her ideas and opinions with precision, present and respond to complex lines of argument convincingly. Listening to radio audio and recordings. Can take an active part in informal discussion in familiar contexts, commenting, 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. Formal discussion (meetings): Can participate actively in routine and non-routine formal discussion. Can contribute, account for and sustain his/her opinion, evaluate alternative proposals and make and respond to hypotheses. Goal-oriented co-operation: Can help along the progress of the work by inviting others to join in, say what they think, etc. Can outline an issue or a problem clearly, speculating about causes or consequences, and weighing advantages and disadvantages of different approaches. Transactions to obtain goods and services: Can cope linguistically to negotiate a solution to a dispute like an undeserved traffic ticket, financial responsibility for damage in a flat, for blame regarding an accident. Information exchange: Can pass on detailed information reliably. Can synthesise and report information and arguments from a number of sources. UD ex, 8; UVideo ex, ; UE ex0; U5C ex5, 6, U6C ex5 UA ex8; UD ex6; UA ex0; UC ex, 9; UA ex5, 8; UD ex; U5B ex8; U9D ex; U0opener ex U0B ex, 0 Uopener ex; UC ex, 5; UVideo ex; UA ex,, 5; UB ex; Uopener ex, ; Uopener ex,, ; U6opener ex; U9opener ex, ; U9B ex,,, 8; U0opener ex, ; U0D ex,,, 6, ; U0E ex, 8 UE ex6, 0; UB ex; UC ex,, ; UD ex, 5, ; UVideo ex; U0A ex, 9; U0C ex UB ex, 9; UE ex; UEveryday English ex; Uopener ex; UD ex, ; UA ex, 5; UB ex,,,, 9; UC ex, 5; UD ex,,, 8; UE ex,, ; UEveryday English ex,, ; UA ex, 6; UVideo ex, ; UE ex,, 8; U5opener ex,, 5; U5E ex,,, 5; U5B ex, ; U5D ex,, ; U5E ex,, 5, ; U5Everyday English ex; U6A ex,, 9; U6B ex,, ; U6D ex, 6; U6E ex, 6; Case Study ex; Uopener ex, ; UA ex8, 0, ; UB ex,, ; UC ex,, 5, 8; UE ex,, 5, 6, 9; UVideo ex, 8; UEveryday English ex, ; U8opener ex, ; U8A ex,, ; U8B ex,, 5; U8Video ex; U8E ex, 0; Case Study ex, ; U9opener ex; U9A ex,, 5, 0; U9C ex, ; U9D ex, 9; U9Everyday English ex, ; U0C ex; U0Video ex; U0E ex UE ex8, 9; UE ex0, UB ex; UA ex5; U6D ex5; U9C ex8; U0A ex; U0C ex; U0D ex9, U5E ex; U5Everyday English ex; U8E ex; U9D ex9 U9Everyday English ex8 U9D ex; U9Review ex UE ex; U5A ex, ; U5E ex5; UC ex; Case Study5 ex Uopener ex; Case Study ex; U9D ex8; U9E ex Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd

5 Interviewing and being interviewed: Can carry out an effective, fluent interview, departing spontaneously from prepared questions, following up and probing interesting replies. U9E ex Production (spoken) : Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail. Can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples. Sustained monologue (putting a case in a debate): Can develop a clear argument, expanding and supporting his/her points of view at some length with subsidiary points and relevant examples. Addressing audiences: Can give a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting detail. Uopener ex; UA ex, 6; UD ex6; UA ex; Case Study ex; UD ex5, ; U0B ex UB ex, 8, 0; Uopener ex; U6opener ex; Uopener ex; UA ex5; U9C ex U6D ex UE ex9; UE ex Production (written) Overall written : Can write clear, detailed texts on a variety of subjects related to his field of interest, synthesising and evaluating information and arguments from a number of sources. Creative writing: Can write clear, detailed descriptions on a variety of subjects related to his/her field of interest. Reports and essays: Can write an essay or report which develops an argument systematically with appropriate highlighting of significant points and relevant supporting detail. Can write an essay or report which develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages and disadvantages of various options. Can synthesise information and arguments from a number of sources. UD ex; U5D ex0; UA ex9; U8D ex9, 0 UD ex; UD ex; UD ex; U8B ex; U6D ex0; U9D ex, 5; U0D ex UD ex0 U6 ex Communication strategies Reception (spoken & written) : Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues. UB ex,, ; UE ex5; UEveryday English ex; UA ex, ; UC ex; Case Study ex; UA ex; Case Study ex; UReview ex; U5C ex; U6A ex6; U6C ex, 6; UB ex; UD ex; U8C ex5; U8E ex, 5; U9A ex, 5; U9B ex; U9C ex6 Aspire Upper Intermediate National Geographic Learning 5 66_Aspire_Upper_CEFR_rev0.indd 5

6 Interaction Cooperating: Can help the discussion along on familiar ground, confirming, inviting others in, etc. Planning: Can plan what is to be said and the means to say it, considering the effect on the recipient/s. UA ex9 UA ex8; UD ex6, ; UD ex5, ; UB ex; UD ex, 9; UA ex, ; UD ex; U5A ex; U5C ex6; U5Everyday English ex; U6E ex; UA ex; UD ex5; U8E ex; U9C ex9; U0D ex Communicative language competence Linguistic range : Has a good range of vocabulary for matters connected to his/her field and Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. Uopener ex; UB ex; UC ex; UVideo ex, 6; Uopener ex; UA ex6; UB ex; UReview ex,, 6; UReview ex,, ; Uopener ex; UD ex, 6; UE ex, ; UReview ex; UReview ex, ; U5C ex; U6A ex; U6B ex; U6D ex6,, 8; U5Review ex5; UA ex, ; UVideo ex, ; UEveryday English ex; U8opener ex; U8A ex, ; U8C ex, 6; U8Review ex,, 6; U9A ex, ; U9E ex0; U0opener ex; U0E ex, ; U9Review ex; U0Review ex, UD ex; UE ex,,, 8; UD ex; UA ex0,; UD ex6, ; Uopener ex, ; UA ex; UD ex, 8, 0; U9opener ex; U9C ex; U9Everyday English ex5; U0A ex, 5; U0B ex; U0C ex Linguistic control : Good grammatical control. Occasional slips or nonsystematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect. Shows a relatively high degree of grammatical control. Does not make : Lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication. Phonological control: Has a clear, natural pronunciation and intonation. U8E ex; UReview ex, ; U8Review ex, ; U9B ex9, 0,,, ; U9D ex, ; U9E ex8, 9, ; U0B ex, 5, 6, 8, 9, 0; U0D ex, 8, 9 UA ex9, 0, ; UB ex5, 6, 8; UC ex6, ; UE ex, ; UEveryday English ex; UA ex, ; UB ex5, 6, ; UC ex, 8; UReview ex,, 5; UReview ex, 5; UA ex9, 0, ; UB ex6,, 8, 9, 0, ; UB ex, 5, 6,, 8, 9; UD ex,, 5, ; UReview ex, ; UReview ex,, ; U5A ex8, 9, 0, ; U5B ex5, 6, ; U6A ex8; U6B ex, 5, 6,, 8, 0, ; U6E ex, 5, 6; U5Review ex, ; U6Review ex,, 5; UB ex, 5, 6, ; U8A ex8, 0, ; U8B ex6,, 9, 0,, ; U8C ex,, ; U9A ex8, 9; U9Review ex, ; U0Review ex,, 5 UA ex; UD ex, 0, ; UC ex,, 0; UE ex, 6; UC ex, 6; UD ex0; UE ex6; U5opener ex; U5A ex; U5Everyday English ex; U6C ex,,,, 6; U5Review ex, ; U6Review ex, ; U8A ex; U8E ex,, ; UReview ex, ; U9B ex; U9E ex,, ; U0Video ex, 6 UA ex; UB ex8, 9; UC ex9; UA ex9; U5A ex8, ; U5C ex; U5D ex5, 6; U6C ex; UA ex; U8A ex, 9; U8B ex6, ; U8D ex5; U9D ex5, 6; U0A ex0; U0C ex6 Orthographic control: Can produce clearly intelligible continuous writing, which follows standard layout and paragraphing conventions. UD ex; UD ex0; UD ex; U6D ex0; U6E ex; UD ex Spelling and punctuation are reasonably accurate but may show signs of mother tongue influence. UD ex; UD ex0; UD ex; U6D ex0; UD ex 6 Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd 6

7 Sociolinguistic Sociolinguistic appropriateness: Can express him or herself confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned. Can express him or herself appropriately in situations and avoid crass errors of formulation. UEveryday English ex5, 6; UEveryday English ex,, ; UReview ex; U5D ex; U5Everyday English ex; UEveryday English ex6, ; U8D ex6; U8E ex8; U9Everyday English ex9; U0D ex9; U9Review ex U8D ex, Pragmatic Spoken fluency: Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he/she searches for patterns and expressions, there are few noticeably long pauses. UB ex8, 0; UB ex,, 9; UA ex; U8A ex; U8D ex6; U9B ex; U0A ex6 Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd

8 Aspire Intermediate CEFR mapping Framework level: B Unit Artists Unit opener (page 5) Can express his/her ideas and opinions with precision, and present and respond to complex lines of argument convincingly. Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail. Unit a Making music (pages 6 ) Listening to radio audio and recordings Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail. Can understand most radio documentaries and most other recorded or broadcast audio material delivered in standard dialect and can identify the speaker s mood, tone etc., 6, 5 Phonological control Has a clear, natural pronunciation and intonation. Planning interaction Can plan what is to be said and the means to say it, considering the effect on the recipient/s. Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments , 0, Unit b On stage (pages 8 9) Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues. Can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples., 9,,, 8, 0 5, 6, 8 8 Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd 8

9 Spoken fluency Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he/she searches for patterns and expressions, there are few noticeably long pauses. 9 8, 0 Unit c Photographic art (pages 0 ) Can express his/her ideas and opinions with precision, and present and respond to complex lines of argument convincingly., 5, 6, Unit d Taste in music (pages ) interaction Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas., 8,, 9, 0 Understanding conversation between native speakers Can keep up with an animated conversation between native speakers., 5 Planning interaction Creative writing Orthographic control Can plan what is to be said and the means to say it, considering the effect on the recipient/s. Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments. Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. Can write clear, detailed descriptions on a variety of subjects related to his/her field of interest. Can produce clearly intelligible continuous writing, which follows standard layout and paragraphing conventions. 6, 6 Unit e Art for the public (pages 5),,,, Aspire Upper Intermediate National Geographic Learning 9 66_Aspire_Upper_CEFR_rev0.indd 9

10 Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues. 5 6 Unit Video worksheet: A chinese artist in Harlem (page 6) interaction Watching TV and film Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas. Can understand documentaries, live interviews, talk shows, plays and the majority of films in standard dialect. Can express his/her ideas and opinions with precision, and present and respond to complex lines of argument convincingly.,, 6, 5 Everyday English: Phoning the box office (page 6) Sociolinguistic appropriateness Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues. Can express him or herself confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned., 5, 6 Unit Crossing borders Unit opener (page ) Can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples. Unit a International cooperation (pages 8 9) Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues. an express his/her ideas and opinions with precision, and present and respond to complex lines of argument convincingly.,,, 5 0 Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd 0

11 , 6, 6 8, 9, Unit b Global action (pages 0 ) Reading for information and argument Formal discussion and meetings Can express his/her ideas and opinions with precision, and present and respond to complex lines of argument convincingly. Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. Can contribute, account for and sustain his/her opinion, evaluate alternative proposals and make and respond to hypotheses. 5, 6, Phonological control Has a clear, natural pronunciation and intonation. 8, 9 Unit c Leaving home (pages ) interaction Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments. Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues., 9,, 5, 6, 8 Unit d Travel experiences (pages 5) Planning Can plan what is to be said and the means to say it, considering the effect on the recipient/s.,,, 0, 5, Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd

12 Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail. 6 Reading for orientation Can scan quickly through long and complex texts, locating relevant details. 8, 9 Overall written Orthographic control Can write clear, detailed texts on a variety of subjects related to his field of interest, synthesising and evaluating information and arguments from a number of sources. Spelling and punctuation are reasonably accurate but may show signs of mother tongue influence. Unit e Between two cultures? (pages 6 ) Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution.,,, 8 Information exchange Can pass on detailed information reliably. Listening to radio audio and recordings interaction Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content. Can take an active part in informal discussion in familiar contexts, commenting, putting point of view clearly, evaluating alternative proposals and making and responding to hypotheses. Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas., 5, 6, 0 9, 0 0 Case Study Artists for the planet (page 8) Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues.,, Unit Review (page 9),, 6,, 5 Unit Review (page 0),,, 5 Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd

13 Unit Living in a changing world Unit opener (page ) Information exchange Can synthesise and report information and arguments from a number of sources. Can express his/her ideas and opinions with precision, and present and respond to complex lines of argument convincingly., Unit a Embracing the future (pages ) Listening to radio audio and recordings interaction Can understand most radio documentaries and most other recorded or broadcast audio material delivered in standard dialect and can identify the speaker s mood, tone, etc. Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues. Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments., 5,, 6, 5, 8 9, 0, Unit b Getting older (pages 5) Planning Spoken fluency Can plan what is to be said and the means to say it, considering the effect on the recipient/s. Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he/she searches for patterns and expressions, there are few noticeably long pauses.,,,, 9,, 9 5 6,, 8, 9, 0, Unit c Nanotechnology (pages 6 ), 5,,, 6,, 0 8 Phonological control Has a clear, natural pronunciation and intonation. 9 Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd

14 Unit d Predicting the future (pages 8 9) Planning Reading for information and argument Reports and essays Orthographic control Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. Can plan what is to be said and the means to say it, considering the effect on the recipient/s. Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. Can write an essay or report which develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages and disadvantages of various options. Can produce clearly intelligible continuous writing, which follows standard layout and paragraphing conventions. Spelling and punctuation are reasonably accurate but may show signs of mother tongue influence.,,, 8, 5,, 8, Unit e Changing food culture (pages 0 ),,,, 6 5 Formal discussion and meetings Can participate actively in routine and non-routine formal discussion. 8, 9 Addressing audiences Can give a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting detail. 9 Everyday English: Making arrangements (page ) Sociolinguistic appropriateness Can express him or herself confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned.,,, Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd

15 Unit Reaching for the stars Unit opener (page ) Can express his/her ideas and opinions with precision, and present and respond to complex lines of argument convincingly.,, Unit a Science fiction (pages 5), 6 Reading for orientation Can scan quickly through long and complex texts, locating relevant details. Planning Formal discussion and meetings Listening to radio audio and recordings Can plan what is to be said and the means to say it, considering the effect on the recipient/s. Can contribute, account for and sustain his/her opinion, evaluate alternative proposals and make and respond to hypotheses. Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content.,, 5, 8 Phonological control Has a clear, natural pronunciation and intonation. 9 Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail. 0, Unit b Life on the space station (pages 6 ) Listening to radio audio and recordings Can take an active part in informal discussion in familiar contexts, commenting, putting point of view clearly, evaluating alternative proposals and making and responding to hypotheses. Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content.,, 5, 6,, 8, 9 Unit c Science fact (pages 8 9) Can take an active part in informal discussion in familiar contexts, commenting, putting point of view clearly, evaluating alternative proposals and making and responding to hypotheses.,,, 6, 5, 6 Aspire Upper Intermediate National Geographic Learning 5 66_Aspire_Upper_CEFR_rev0.indd 5

16 Unit d Unexplained events (pages 50 5) Planning interaction Creative writing Orthographic control Can take an active part in informal discussion in familiar contexts, commenting, putting point of view clearly, evaluating alternative proposals and making and responding to hypotheses. Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. Can plan what is to be said and the means to say it, considering the effect on the recipient/s. Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments. Can write clear, detailed descriptions on a variety of subjects related to his/her field of interest. Can produce clearly intelligible continuous writing, which follows standard layout and paragraphing conventions. Spelling and punctuation are reasonably accurate but may show signs of mother tongue influence., 5,,, 5, 6, 8, 9 0 Unit Video worksheet: Mysterious crop circles (page ) Watching TV and film Can understand documentaries, live interviews, talk shows, plays and the majority of films in standard dialect. Can take an active part in informal discussion in familiar contexts, commenting, putting point of view clearly, evaluating alternative proposals and making and responding to hypotheses.,, 6, 5 Unit e Our universe (pages 5 5),, 8,,, 5 6 Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd 6

17 Listening to radio audio and recordings Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content. 6 Case Study The end of the world? (page 5) Information exchange Can synthesise and report information and arguments from a number of sources. Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues. Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail.,, Unit Review (page 55) Sociolinguistic appropriateness Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues. Can express him or herself confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned., Unit Review (page 56),,, Unit 5 Higher education Unit 5 opener (page 5),,, 5 Unit 5a Education systems (pages 58 59),,, 5 Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd

18 Information exchange Can pass on detailed information reliably., Listening to radio audio and recordings Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content. 6, 8, 9, 0, Phonological control Has a clear, natural pronunciation and intonation. 8, Planning Can plan what is to be said and the means to say it, considering the effect on the recipient/s. Unit 5b Making the right choice (pages 60 6) Listening to radio audio and recordings interaction Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content. Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments.,, 5, 6, 8 Unit 5c Career paths (pages 6 6) Phonological control Has a clear, natural pronunciation and intonation. interaction Planning Reading for information and argument Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues. Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas. Can plan what is to be said and the means to say it, considering the effect on the recipient/s. Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. 5, 6, 6 Unit 5d Talking about obligations (pages 6 65),, 8 Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd 8

19 , Phonological control Has a clear, natural pronunciation and intonation. 5, 6 Sociolinguistic appropriateness Overall written Can express him or herself confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned. Can write clear, detailed texts on a variety of subjects related to his field of interest, synthesising and evaluating information and arguments from a number of sources. 8, 9 0 Unit 5e University life (pages 66 6) Goal-oriented co-operation Reading for information and argument Can help along the progress of the work by inviting others to join in, say what they think, etc. Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints.,, 5, Information exchange Can pass on detailed information reliably. 5 Reading for orientation Can scan quickly through long and complex texts, locating relevant details. 6 Everyday English: Applying for a student loan (page 68) Goal-oriented co-operation Planning Sociolinguistic appropriateness Can help along the progress of the work by inviting others to join in, say what they think, etc. Can plan what is to be said and the means to say it, considering the effect on the recipient/s. Can express him or herself confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned. Unit 6 Learning from the past Unit 6 opener (page 69) Can express his/her ideas and opinions with precision, and present and respond to complex lines of argument convincingly. Can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples. Aspire Upper Intermediate National Geographic Learning 9 66_Aspire_Upper_CEFR_rev0.indd 9

20 Unit 6a Prehistory (pages 0 ) Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues.,, 9,, 5 6, 6 8 Unit 6b Ancient civilisations (pages ),,, 5, 6,, 8, 0, 9, 0 Unit 6c Unlocking the secrets of the past (pages 5),,,, 6 Phonological control Has a clear, natural pronunciation and intonation. Reading for orientation Can scan quickly through long and complex texts, locating relevant details., 6 interaction Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues. Can communicate spontaneously with good grammatical control without much sign of having to restrict what he/she wants to say, adopting a level of formality appropriate to the circumstances., Unit 6d Bringing the past into the present (pages 6 ), 6 0 Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd 0

21 Understanding conversation between native speakers Can keep up with an animated conversation between native speakers., Sustained monologue (debate) Formal discussion and meetings Reports and essays Orthographic control Can develop a clear argument, expanding and supporting his/her points of view at some length with subsidiary points and relevant examples Can contribute, account for and sustain his/her opinion, evaluate alternative proposals and make and respond to hypotheses. Can write an essay or report which develops an argument systematically with appropriate highlighting of significant points and relevant supporting detail. Can produce clearly intelligible continuous writing, which follows standard layout and paragraphing conventions. Spelling and punctuation are reasonably accurate but may show signs of mother tongue influence. 5 6,, 8 8, Unit 6e Your history (pages 8 9), 6, Reading for orientation Can scan quickly through long and complex texts, locating relevant details. Planning Can plan what is to be said and the means to say it, considering the effect on the recipient/s., 5, 6 Reports and essays Can synthesise information and arguments from a number of sources. Orthographic control Can produce clearly intelligible continuous writing, which follows standard layout and paragraphing conventions. Case Study Putting the world on the map (page 80), Unit 5 Review (page 8),, 5 Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd

22 Unit 6 Review (page 8),,, 5 Unit Important events Unit opener (page 8) Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. Can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples.,, Unit a Coming of age (pages 8 85) Planning Spoken fluency Cooperating Overall written Listening to radio audio and recordings Can plan what is to be said and the means to say it, considering the effect on the recipient/s. Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he/she searches for patterns and expressions, there are few noticeably long pauses. Can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples. 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. Can help the discussion along on familiar ground, confirming, inviting others in, etc. Can write clear, detailed texts on a variety of subjects related to his field of interest, synthesising and evaluating information and arguments from a number of sources. Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content. Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution., 5 6, 8, 0, 9 9, Phonological control Has a clear, natural pronunciation and intonation. Unit b Wedding traditions (pages 86 8),, Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd

23 Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues.,, 5, 6, Unit c Birth and birthdays (pages 88 89) Information exchange Can pass on detailed information reliably.,, 5, 8, 6, Unit d Traditions and festivals (pages 90 9) Planning Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues. 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. Can plan what is to be said and the means to say it, considering the effect on the recipient/s. Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail. Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution., 6, 5 5,, 8, 0 Reading for orientation Can scan quickly through long and complex texts, locating relevant details. 9 Creative writing Orthographic control Can write clear, detailed descriptions on a variety of subjects related to his/her field of interest. Can produce clearly intelligible continuous writing, which follows standard layout and paragraphing conventions. Spelling and punctuation are reasonably accurate but may show signs of mother tongue influence. Unit e How people celebrate (pages 9 9),, 5, 6, 9,, Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd

24 8, 9 Formal discussion and meetings Can participate actively in routine and non-routine formal discussion. 0, Addressing audiences Can give a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting detail. Unit Video worksheet: The great kite fight (page 8) Watching TV and film Can understand documentaries, live interviews, talk shows, plays and the majority of films in standard dialect., 8,,, 5, 6 Everyday English: Choosing a present (page 9), Understanding conversation between native speakers Can keep up with an animated conversation between native speakers., 5 Sociolinguistic appropriateness Can express him or herself confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned. 6, Unit 8 Get to work Unit 8 opener (page 95), Unit 8a The right person for the job (pages 96 9),,, Phonological control Has a clear, natural pronunciation and intonation., 9 Spoken fluency 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. Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he/she searches for patterns and expressions, there are few noticeably long pauses. 5, 6, 8, 0, Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd

25 Unit 8b Animals at work (pages 98 99) Listening to radio audio and recordings Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content.,, 5, Phonological control Has a clear, natural pronunciation and intonation. 6, Creative writing Can write clear, detailed descriptions on a variety of subjects related to his/her field of interest. 6,, 9, 0,, 6, 9 Unit 8c A centuries-old occupation (pages 00 0),, Reading for orientation Can scan quickly through long and complex texts, locating relevant details. Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues. 5 6 Unit 8 Video worksheet: The Gauchos of Argentina (page 9) Watching TV and film Can understand documentaries, live interviews, talk shows, plays and the majority of films in standard dialect., 6,, 5 Unit 8d Making conversation (pages 0 0) Sociolinguistic appropriateness Can express him or herself appropriately in situations and avoid crass errors of formulation., Understanding conversation between native speakers Can keep up with an animated conversation between native speakers., Phonological control Has a clear, natural pronunciation and intonation. 5 Sociolinguistic appropriateness Spoken fluency Can express him or herself confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned. Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he/she searches for patterns and expressions, there are few noticeably long pauses. 6 6 Aspire Upper Intermediate National Geographic Learning 5 66_Aspire_Upper_CEFR_rev0.indd 5

26 Reading for orientation Can scan quickly through long and complex texts, locating relevant details. Overall written Can write clear, detailed texts on a variety of subjects related to his field of interest, synthesising and evaluating information and arguments from a number of sources. 8 9, 0 Unit 8e Work culture (pages 0 05) Planning Sociolinguistic appropriateness Goal-oriented co-operation Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues. Good grammatical control. Occasional slips or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect. Can plan what is to be said and the means to say it, considering the effect on the recipient/s. Can express him or herself confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned. Can help along the progress of the work by inviting others to join in, say what they think etc., 5, 0,,, 5, Case Study Celebrations and customs (page 06),, Unit Review (page 0) Good grammatical control. Occasional slips or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect.,, 6 Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd 6

27 Unit 8 Review (page 08) Good grammatical control. Occasional slips or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect.,, 6, Unit 9 The economy Unit 9 opener (page 09) Can express his/her ideas and opinions with precision, and present and respond to complex lines of argument convincingly. Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution., Unit 9a Stone age economics (pages 0 ) Listening to radio audio and recordings Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues. Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content.,,, 5, 0, 5 6, 8, 9 Unit 9b Freeconomics (pages ) Listening to radio audio and recordings Spoken fluency Can express his/her ideas and opinions with precision, and present and respond to complex lines of argument convincingly. Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content. Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues. Good grammatical control. Occasional slips or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect. Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he/she searches for patterns and expressions, there are few noticeably long pauses.,,, 8 5, 6, 9 9, 0,,, Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd

28 Unit 9c Social entrepreneurs (pages 5) Formal discussion and meetings Planning Addressing audiences Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. Can use a variety of strategies to achieve, including listening for main points; checking by using contextual clues. Can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples. Can contribute, account for and sustain his/her opinion, evaluate alternative proposals and make and respond to hypotheses. Can plan what is to be said and the means to say it, considering the effect on the recipient/s. Can give a clear, prepared presentation, giving reasons in support of or against a particular point of view and giving the advantages and disadvantages of various options.,, 5, Unit 9d Negotiating (pages 6 ) interaction Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments. Understanding conversation between native speakers Can keep up with an animated conversation between native speakers.,, 9 Phonological control Has a clear, natural pronunciation and intonation. 5, 6 Transactions to obtain goods and services Information exchange Goal-oriented co-operation Reports and essays Can cope linguistically to negotiate a solution to a dispute like an undeserved traffic ticket, financial responsibility for damage in a flat, for blame regarding an accident. Can synthesise and report information and arguments from a number of sources. Can help along the progress of the work by inviting others to join in, say what they think, etc. Good grammatical control. Occasional slips or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect. Can write an essay or report which develops an argument systematically with appropriate highlighting of significant points and relevant supporting detail ,,,,, 5 Unit 9e The third sector (pages 8 9),, 8 Aspire Upper Intermediate National Geographic Learning 66_Aspire_Upper_CEFR_rev0.indd 8