SWITCH Syllabus UPPER INTERMEDIATE General English. Listening/Speaking Reading Writing

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1 Programa de Estudio equivalente a: The Common European Framework & ALTE (Association of Language Testers in Europe) ALTE Can Do Statements: LEVEL C1 Listening/Speaking Reading Writing CAN contribute effectively to meetings and seminars within own area of work or keep up a casual conversation with a good degree of fluency, coping with abstract expressions. CAN read quickly enough to cope with an academic course, to read the media for information or to understand non-standard correspondence. CAN prepare/draft professional correspondence, take reasonably accurate notes in meetings or write an essay which shows an ability to communicate. Module A: Present Time Present simple, present continuous Present perfect simple & continuous, Past time Past simple, past continuous, past perfect Present perfect simple & past simple Used to, would Future Time Will, going to, future continuous, future perfect, present continuous, present simple Typical incountable nouns, uncountable nouns that describe a category, change of meaning, plural nouns, group nouns Clauses of purpose: so that, infinitive of purpose, in order to, so as to, for Describing facts and general truths I work in an office and live in a flat in the suburbs. The River Po flows into the Adriatic Sea. Talking about current and temporary I m reading one of the Harry Potter books at the moment. Expressing annoying habits He is always getting into trouble. Describing recent and indefinite events I ve been to France three times. Talking aboutnot completed or recently finished actions We ve been walking for hours! Describing finished events in the past Susan went into the sation and bought a ticket. Talking about continuous actions interrupted by a sudden event While she was trying to get onto the platform, a man grabbed her handbag. Talking about events at different points in the past By the time the train arrived, she had managed to push her way to the front of the crowd. Expressing habits I go jogging three times a week. I used to smoke heavily when I was at university. We would lend him money when he was unemployed. 1

2 Making predictions Perhaps she ll be late. Expressing instant decisions I know, I ll get him a wallet for his birthday. Describing present intention or plan I m going to fix the television tomorrow Describing a situation in progress at a particular time in the future This time next year I ll be living in London. Looking back from a point in the future By the time I get there, the film will have started. Describing definite fixed arrangements I m leaving in the morning. Describing future events based on a timetable My train leaves at tomorrow morning. Expressing purpose Scientists used only local materials, in order to save money. 2

3 Module B: Passive voice Future, Perfect, Continuous tenses Using and not mentioning the agent have/get something done, needs doing Relative Clauses Gerunds and infinitives verbs followed by ing or to infinitive change of meaning, verbs followed by the infinitive or a that clause, verbs followed by ing or infinitive without to Conditionals Zero conditional First conditional with if, unless, provided, as long as, the imperative, should Second conditional with if, were Third conditional Wishes and related forms Wishes with could wishes with would, wishes with if oly, it s time, I d rather, I d sooner, I d prefer, suppose, imagine Clauses of result So/such a, so many/much/few/little, too/not enough +to Focusing on important information Mr Jones will be arrested. He is said to live in New York. Peter had his car stolen last week. The foor needs cleaning. Identifying people, and things The book which you lent me is really good. Providing extra information The book, which I hadn t read, was on the shelf. Describing basic truths If I work late, I get tired. Describing real/likely Get me some ciagrettes and I ll pay you later. Should you see John, can you give him a message? Describing unreal/imaginary If I were taller, I d join the basketball team. Describing unreal/imaginary past If John had studied harder, he would have got better marks. Expressing wishes about the present, past and future I wish I knew the answer to this question. I wish I had gone to the party last week. I wish I could drive. It s hight time you learned to look after yourself. Expressing result The bookcase was too big to get down the stairs. There were so many passengers that we couldn t find a seat. 3

4 Module C: Articles Indefinite, definite and zero article All, no, none, each, every, either, neither Modal Verbs: present and past Can, could, must, have to, may, might, will, would, should and ought to, need Indirect speech With and without tense changes, questions, commands and requests, reporting verbs, paraphrase Reported Speech Statements, questions, imperatives Clauses of contrast Although, though, eventhough,while, whereas, however, nevertheless, despite, in spite of Refering to something for the first time I ve bought a new mobile phone. Refering to something mentioned before The phone connects to the Internet. Talking general Mobile phones are so useful. Expressing general and past ability I d like to be able to swim. When I was young, I could run very fast. Expressing ceratinty and uncertainty That can t be Sue. She s in Brazil. She must be having fun. I might go out, I don t know. I could get wet! Brenda should be home by now. You are bound to see Paula if you go there. You could have been killed. Expressing obligation You must start working harder! You have to turn left there. I had to take the children to school. Expressing prohibition You mustn t parke there. Expressing absence of obligation You don t have to wear a suit. I didn t need to arrive at 7. Giving advice I think you should see a doctor. You d better not drive. Expressing criticism You should have told me before. Reporting Charles asked me if I liked hamburgers. She suggested going out. Expressing contrast Although I asked her, she didn t come. Despite losing, we celebrated. 4

5 At the end of the level the learner: Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. 5