OUTCOMES INTERMEDIATE. and the Common European Framework of Reference. David A. Hill

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1 OUTOMES INTERMEDITE and the ommon European Framework of Reference 1 David. Hill

2 Introduction What is the ommon European Framework of Reference? The ouncil of Europe has developed the ommon European Framework of Reference for Languages (or EFR 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 EFR? While the EFR 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 EFR 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 or Formal discussion and meetings. The EFR 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 EFR organised? The six levels the EFR describes range from 1 (students with an elementary level of English) to 2 (students who can use the language fluently and with precision). However, note that there is also a level below 1. 0 is the point at which people start, with very little or no language. 1 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 EFR also allows for steps between the global levels, described as 2+, 2+, etc. The main levels are summarised below: Proficient Independent asic Mastery Effective Operational Proficiency Vantage Threshold Waystage reakthrough 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. ased on these global descriptions of the six levels, the EFR illustrates how these can be applied to a language user s ability in the specific domains and skills we mentioned before. For example, for, 1 level is described as an ask how people are and react to news and 2 as an 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. EFR levels, coursebooks and Outcomes It is important to realize that the EFR 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 EFR!). However, we can construct a scale based on the global and specific scales in the EFR and say that an 1 student can exchange basic opinions on matches, players and teams, but a 2 student can describe matches and incidents in detail, using a range of language including colloquial expressions and jargon. s 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 EFR and nor are the EFR levels necessarily even steps. It seems likely that moving from 1 to 2, for example, will take a lot longer than 1 to 2, 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 2 Outcomes 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 EFR? Outcomes was written very much with the EFR 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, LTE, 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 EFR here. We help students self-directed learning with the Vocabulary uilder, 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 EFR and you! It is not only coursebook writers that take the EFR into account. s a teacher, you can also meet EFR 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 EFR itself and use the Users of the manual may wish to consider sections it has throughout for discussions with colleagues or self-reflection. Visit to find out more about the EFR and download a pdf of the manual itself. Outcomes Intermediate National Geographic Learning 3

4 Outcomes Intermediate EFR Overview Framework level: 1 ommunicative activities Reception (spoken) native speakers: an generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard dialect. Listening as a member of a live audience: an follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward and clearly structured. p9, Listening ex, ; p12, Listening ex; p15, Listening ex, ; p18, Listening ex, ; p21, Listening ex, ; p24, Listening ex; p26, Listening ex, ; p28, Listening ex, ; p36, Listening ex, ; p37, Developing s ex; p39, Listening ex, ; p42, Listening ex; p43, Listening ex,, D; p46, Listening ex; p49, Listening ex; p52, Listening ex, ; p53, Grammar ex; p55, Listening ex,, D; p58, Listening ex, ; p65, Listening ex, ; p68, Listening ex; p71, Listening ex, ; p75, Listening ex,, ; p76, Listening ex, ; p80, Listening ex; p83, Listening ex; p85, Listening ex; p93, Listening ex; p96, Listening ex, ; p99, Listening ex; p102, Listening ex, ; p105, Listening ex, ; p109, Listening ex, ; p110, Listening ex, ; p113, Listening ex p59, Speaking ex Reception (written) Overall reading comprehension: an read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. Reading for information and argument: an identify the main conclusions in clearly signalled argumentative texts. an recognize significant points in straightforward newspaper articles on familiar subjects. p81, Pronunciation ex; p85, Vocabulary ex, ; p86, Reading ex; p94, Reading ex, ; p100, Reading ex, ; p106, Reading ex, ; p114, Reading ex,, ; p120. Writing ex, ; p122, Writing ex; p124, Writing ex; p124, Grammar ex, ; p126, Writing ex; p128, Writing ex, ; p130, Writing ex, ; p132, Writing ex; p134, Writing ex p10, Reading ex,, ; p11, Speaking ex; p16, Reading ex; p19, Speaking ex, ; p21, Listening ex; p22, Reading ex,, D p10, Reading ex,, ; p11, Speaking ex; p16, Reading ex; p19, Speaking ex, ; p21, Listening ex; p22, Reading ex,, D; p27, Developing s ex; p31, Reading ex,, D; p40, Reading ex, ; p44, Reading ex; p50, Speaking ex, p50, Reading ex, ; p53, Speaking ex; p56, Speaking ex; p56, Reading ex,, ; p66, Reading ex,, ; p69, Speaking ex; p72, Reading ex, ; p78, Reading ex,, D Interaction (spoken) : an maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what he/she would like to. p13, Speaking ex, ; p13, Developing s ex,, ; p14, Grammar ex; p15, Practice ex, ; p18, Listening ex; p18, Grammar ex; p19, Speaking exd; p20, Vocabulary ex; p21, Developing s ex; p21, Practice ex; p22, Vocabulary ex; p23, Speaking ex; p23, Grammar ex, ; p25, Speaking ex; p26, Listening ex p27, Developing s ex; p27, Practice ex; p28, Vocabulary ex; p29, Grammar exd; p29, Speaking ex; p30, Developing s ex,, ; p31, Speaking ex; p37, Vocabulary ex; p37, Developing s ex; p41, Vocabulary exd; p41, Speaking ex, ; p47, Speaking ex; p49, Developing s ex; p49, Grammar ex; p49, Practice ex; p53, Grammar exe; p58, Listening ex; p59, Grammar exe; p65, Practice ex; p68, Vocabulary ex; p69, Developing s ex; p69, Speaking ex; p71, Practice ex; p72, Vocabulary ex; p72, Developing s ex; p74, Vocabulary ex,, D; p74, Pronunciation ex, D; p82, Speaking ex; p83, Practice ex; p85, Listening ex; p93, Practice ex; p97, Speaking ex; p99, Developing s ex; p99, Practice ex; p105, Vocabulary exe; p109, Grammar ex; p109, Grammar ex; p110, Listening exd; p111, Developing s ex, ; p111, Practice ex, ; p113, Speaking ex, 4 Outcomes Intermediate National Geographic Learning

5 an express and respond to feelings such as surprise, happiness, sadness, interest and indifference. : an give or seek personal views and opinions in discussing topics of interest. an express belief, opinion, agreement and disagreement politely. an express his/her thoughts about abstract or cultural topics such as music, films. an explain why something is a problem. Goal-oriented co-operation: an make his/her opinions and reactions understood as regards possible solutions or the question of what to do next, giving brief reasons and explanations. Transactions to obtain goods and services: an cope with less routine situations in shops, post office, bank, e.g. returning an unsatisfactory purchase. an make a complaint. p13, Speaking ex, ; p13, Developing s ex,, ; p14, Grammar ex; p15, Practice ex, ; p18, Listening ex; p18, Grammar ex; p19, Speaking exd; p20, Vocabulary ex; p21, Developing s ex; p21, Practice ex; p22, Vocabulary ex; p23, Speaking ex; p23, Grammar ex, ; p25, Speaking ex; p26, Listening ex p27, Developing s ex; p27, Practice ex; p28, Vocabulary ex; p29, Grammar exd; p29, Speaking ex; p30, Developing s ex,, ; p31, Speaking ex; p37, Vocabulary ex; p37, Developing s ex; p41, Vocabulary exd; p41, Speaking ex, ; p47, Speaking ex; p49, Developing s ex; p49, Grammar ex; p49, Practice ex; p53, Grammar exe; p58, Listening ex; p59, Grammar exe; p65, Practice ex; p68, Vocabulary ex; p69, Developing s ex; p69, Speaking ex; p71, Practice ex; p72, Vocabulary ex; p72, Developing s ex; p74, Vocabulary ex,, D; p74, Pronunciation ex, D; p82, Speaking ex; p83, Practice ex; p85, Listening ex; p93, Practice ex; p97, Speaking ex; p99, Developing s ex; p99, Practice ex; p105, Vocabulary exe; p109, Grammar ex; p109, Grammar ex; p110, Listening exd; p111, Developing s ex, ; p111, Practice ex, ; p113, Speaking ex, p9, Speaking ex,; p11, Reading exd; p11, Speaking ex, ; p12, Grammar exd; p12, Listening ex,, E; p14, Vocabulary ex; p15, Speaking ex; p16, Speaking ex; p16, Reading ex, ; p17, Speaking ex; p20, Speaking ex; p22, Reading ex, E; p23, Speaking ex; p24, Vocabulary ex; p24, Listening ex; p24, speaking ex; p25, Grammar exd; p26, Speaking ex; p27, Grammar ex; p28, Listening ex, D; p31, reading ex, D; p36, Vocabulary ex p37, Listening ex; p38, Grammar ex; p39, Listening ex, ; p39, Grammar ex; p40, Reading ex, D; p42, Listening ex; p43, Developing s ex; p44, Vocabulary ex; p44, Reading ex; p46, Listening ex, ; p47, Grammar exe, F; p48, Speaking ex, ; p48, Vocabulary ex; p50, Speaking ex; p50, Reading ex; p50, Vocabulary ex; p52, Speaking ex; p52, Vocabulary ex; p52, Listening ex, D; p53, Speaking ex, ; p54, Speaking ex; p54, Vocabulary ex; p55, Listening ex; p55, Developing s ex p56, Speaking ex; p56, Reading exd; p57, Grammar ex, ; p58, Vocabulary ex; p58, Speaking ex; p58, Vocabulary ex; p59, Speaking ex, D; p64, Vocabulary ex, D; p65, Listening ex; p66, Vocabulary ex; p66, Reading exd; p68, Grammar ex, D; p69, Speaking ex; p70, Vocabulary ex, D; p72, Reading, ; p72, Speaking ex; p74, Speaking ex; p75, Speaking ex; p76, Vocabulary ex, ; p76, Speaking ex; p78, Reading ex; p79, Speaking ex; p80, Listening ex; p81, Pronunciation exd, E; p82, Vocabulary ex; p83, Developing s ex; p83, Listening ex; p85, Listening ex; p85, Vocabulary ex; p85, Grammar exd; p86, Reading ex; p87, Speaking ex; p92, Speaking ex; p92, Vocabulary exd, p93, Listening ex; p94, Speaking ex; p94, Reading ex, E; p96, Vocabulary exe; p97, Speaking ex; p98, Speaking ex; p98, Vocabulary exd; p99, Speaking ex; p99, Practice ex; p100, Reading ex, D; p100, Vocabulary ex; p102, Vocabulary ex; p102, Speaking ex; p102, Listening ex; p103, Grammar ex; p103, Speaking ex,, ; p104, Speaking ex; p104, Vocabulary ex, ; p106, Reading ex; p107, Speaking ex; p107, vocabulary ex, D; p109, Listening ex; p110, Vocabulary ex, ; p112, Speaking ex; p113, Listening ex; p114, Reading ex, E; p114, Speaking ex; p120, Speaking; p120, Vocabulary ex; p120, Writing ex; p122, Speaking ex; p123, Speaking ex; p123, Vocabulary ex, ; p124, Speaking ex; p124, Speaking ex; p126, Speaking ex; p126, Writing ex; p128, Speaking ex; p130, Speaking ex; p130, Writing ex; p131, Vocabulary ex; p131, Practice ex; p132, Speaking ex; p132, Writing ex; p133, Grammar ex; p133, Practice ex; p134, Speaking ex; p134, Writing ex p9, Speaking ex p9, Speaking ex p55, Practice ex p43, Pronunciation ex; p43, Practice ex, Outcomes Intermediate National Geographic Learning 5

6 Information exchange: an exchange, check and confirm accumulated factual information on familiar routine and non-routine matters within his field with some confidence. an find out and pass on straightforward factual information. an obtain more detailed information. Interviewing and being interviewed: an provide concrete information required in an interview/consultation (e.g. describe symptoms to a doctor) but does so with limited precision. an use a prepared questionnaire to carry out a structured interview, with some spontaneous follow up questions. p105, Listening ex; p105, Practice ex, p8, Speaking ex, ; p9, Developing s ex,,, D, E; p9, Practice ex, ; p10, Vocabulary ex p8, Speaking ex, ; p9, Developing s ex,,, D, E; p9, Practice ex, ; p10, Vocabulary ex; p105, Listening ex; p105, Practice ex, p8, Speaking ex, ; p9, Developing s ex,,, D, E; p9, Practice ex, p8, Speaking ex, ; p9, Developing s ex,,, D, E; p9, Practice ex, Interaction (written) orrespondence: an write personal letters describing experiences, feelings and events in some detail. Notes, messages and forms: an take messages communicating enquiries, explaining problems. p121, Practice ex; p123, Practice ex; p127, Practice ex, ; p129, Practice ex p29, Pronunciation ex Production (spoken) Sustained monologue (describing experience): an give straightforward descriptions on a variety of familiar subjects within his/her field of interest. p37, Practice ex; p42, Vocabulary exd Production (written) reative writing: an write straightforward, detailed descriptions on a range of familiar subjects within his/her field of interest. an write accounts of experiences, describing feelings and reactions in simple connected text. an write a description of an event, a recent trip real or imagined. an narrate a story. Reports and essays: an write very brief reports to a standard conventionalized format, which pass on routine factual information and state reasons for actions. p55, Practice ex p19, Speaking ex p19, Speaking ex; p125, Practice ex p125, Practice ex p131, Practice ex; p133, Practice ex; p135, Practice ex 6 Outcomes Intermediate National Geographic Learning

7 ommunication strategies Reception Identifying cues and inferring: an extrapolate the meaning of occasional unknown words from the context and deduce sentence meaning provided the topic discussed is familiar. p15, Developing s ex Interaction Planning: an 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. p25, Speaking ex; p121, Practice ex; p125, Practice ex, ; p129, Practice ex; p133, Practice ex Working with text Note-taking (lectures, seminars, etc.): an take notes as a list of key points during a straightforward lecture, provided the topic is familiar, and the talk is both formulated in simple language and delivered in clearly articulated standard speech. p49, Listening ex ommunicative language competence Linguistic 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. Phonological control: Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur. p10, Vocabulary ex, ; p11, Reading exe; p11, Vocabulary ex, ; p14, Vocabulary ex, ; p16, Speaking ex; p16, Reading exd; p17, Vocabulary ex, ; p20, Vocabulary ex, ; p22, Vocabulary ex, ; p24, Vocabulary ex, ; p26, Vocabulary ex, ; p28, Vocabulary ex; p30, Vocabulary ex; p36, Vocabulary ex, ; p37, Vocabulary ex; p37, Developing ex; p41, Reading exe; p41, Vocabulary ex,, ; p42, Vocabulary ex,, ; p44, Vocabulary ex; p44, Reading ex; p48, Vocabulary ex; p50, Reading ex; p50, Vocabulary ex; p52, Vocabulary ex; p52, Listening ex; p54, Vocabulary ex,, ; p55, Developing s ex; p58, Vocabulary ex; p59, Speaking ex; p64 Vocabulary ex, ; p66, Vocabulary ex, ; p66, Reading exe; p68, Vocabulary ex; p70, Vocabulary ex; p71, Developing s ex, ; p72, Vocabulary ex, ; p72, Reading exd, E; p75, Speaking ex; p76, Vocabulary ex; p78, Reading ex; p80, Vocabulary ex; p81, Vocabulary ex, ; p82, Vocabulary ex; p83, Listening ex; p86, Reading ex; p92, Speaking ex; p92, Vocabulary ex,, ; p93, Listening ex; p93, Vocabulary ex, ; p94, Speaking ex; p94, Reading exd; p97, Developing s ex; p98, Vocabulary ex,, ; p99, Developing s ex; p100, Vocabulary ex; p102, Vocabulary ex, ; p104, Vocabulary ex; p107, Vocabulary ex, ; p107, Vocabulary ex, ; p108, Vocabulary ex; p110, Vocabulary ex, ; p110, Listening ex; p112, Vocabulary ex,, ; p114, Reading exd; p120, Vocabulary ex; p120, Writing ex; p121, Key Words for Writing ex,, ; p123, Vocabulary ex, ; p124, Writing ex; p125, Vocabulary ex,, ; p126, Speaking ex; p126, Writing ex; p127, Key Words for Writing ex; p127, Vocabulary ex, ; p128, Writing ex; p129, Vocabulary ex; p129, Key Words for Writing ex,, ; p131, Vocabulary ex; p131, Key Words for Writing ex,, ; p132, Writing exd; p134, Vocabulary ex,, p15, Pronunciation ex, ; p26, Pronunciation ex; p29, Pronunciation ex; p43, Pronunciation ex, ; p65, Pronunciation ex, ; p74, Pronunciation ex, ; p81, Pronunciation ex, ; p85, Grammar ex; p96, Vocabulary ex; p99, Pronunciation ex, ; p111, Pronunciation ex, Outcomes Intermediate National Geographic Learning 7

8 Linguistic control Uses reasonably accurately a repertoire of frequently used routines and patterns associated with more predictable situations. p8, Grammar ex; p12, Grammar ex,, ; p12, Listening exd; p12, 13, Grammar ex, ; p14, Grammar ex; p17, Grammar ex, ; p18, Grammar ex, ; p23, Grammar ex; p25, Grammar ex,, ; p27, Grammar ex, ; p29, Grammar ex,, ; p38, Grammar ex, ; p39, Grammar ex, ; p43, Developing s ex, p46-47, Grammar ex,,, D; p49, Developing conversations ex; p49, Grammar ex; p53, Grammar ex., D; p57, Grammar ex; p59, Grammar ex,, ; p65, Developing s ex; p66, Vocabulary ex, ; p68, Grammar ex, ; p69, Developing s ex; p70. Vocabulary ex; p72, Developing s ex, ; p74, Vocabulary ex; p75, Grammar ex,, ; p77, Developing s ex, ; p77, Grammar ex, ; p79, Grammar ex, ; p81, Speaking ex; p83, Developing s ex; p84, Grammar ex,, ; p85, Grammar ex, ; p95, Grammar ex,, ; p96, vocabulary ex,, D; p97, Grammar ex; p103, Grammar ex,, D; p105, Vocabulary exd; p105, Developing s ex; p109, Grammar ex, ; p109, Grammar ex; p113, Grammar ex; p121, Grammar ex, ; p122, Writing ex,, ; p123, Grammar ex, ; p124, Grammar ex; p125, Key Words for Writing ex,, ; p126, Grammar ex,, ; p130, Writing ex; p131, Key Words for Writing ex,, ; p133, Grammar ex; p133, Key Words for Writing ex, ; p135, Grammar ex, Pragmatic oherence: an link a series of shorter, discrete simple elements into a connected, linear sequence of points. p21, Developing s ex; p47, Developing s ex; p123, Grammar ex; p125, Key Words for Writing ex,, ; p129, Key Words for Writing ex,, ; p133, Key Words for Writing ex, ; p134, Key Words for Writing ex 8 Outcomes Intermediate National Geographic Learning

9 Outcomes Intermediate EFR mapping Framework level: 1 Unit 1 My First lass Speaking (page 8) Information exchange Interviewing and being interviewed an find out and pass on straightforward factual information. an obtain more detailed information. an use a prepared questionnaire to carry out a structured interview, with some spontaneous follow up questions. an provide concrete information required in an interview but does so with limited precision., Grammar (page 8) Listening (page 9) an generally follow the main points of extended discussion around him/her,, Speaking (page 9) an express belief, opinion, agreement and disagreement politely. an express his/her thoughts about abstract or cultural topics such as music, films. an explain why something is a problem. Developing s (page 9) Information exchange Interviewing and being interviewed an find out and pass on straightforward factual information. an obtain more detailed information. an use a prepared questionnaire to carry out a structured interview, with some spontaneous follow up questions. an provide concrete information required in an interview but does so with limited precision.,,, D, E Practice (page 9) Information exchange Interviewing and being interviewed an find out and pass on straightforward factual information. an obtain more detailed information. an use a prepared questionnaire to carry out a structured interview, with some spontaneous follow up questions. an provide concrete information required in an interview but does so with limited precision., Outcomes Intermediate National Geographic Learning 9

10 Vocabulary (page 10) Information exchange an find out and pass on straightforward factual information. an obtain more detailed information., Reading (pages 10 11) Reading for information & argument an identify the main conclusions in clearly signalled argumentative texts. an recognize significant points in straightforward newspaper articles on familiar subjects.,, D E Speaking (page 11) Reading for information & argument an identify the main conclusions in clearly signalled argumentative texts. an recognize significant points in straightforward newspaper articles on familiar subjects., Vocabulary (page 11), Grammar (page 12),, D Listening (page 12) an generally follow the main points of extended discussion around him/her,,, E D 10 Outcomes Intermediate National Geographic Learning

11 Grammar (pages 12 13), Speaking (page 13), Developing s (page 13),, Unit 2 Feelings Vocabulary (page 14), Grammar (page 14) Listening (page 15) an generally follow the main points of extended discussion around him/her,, Speaking (page 15) Outcomes Intermediate National Geographic Learning 11

12 Developing s (page 15) Identifying cues & inferring an extrapolate the meaning of occasional unknown words from the context and deduce sentence meaning provided the topic discussed is familiar. 1 Pronunciation (page 15) Phonological control Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur., Practice (page 15), Speaking (page 16), Reading (pages 16 17) Reading for information & argument an identify the main conclusions in clearly signalled argumentative texts. an recognize significant points in straightforward newspaper articles on familiar subjects., D Vocabulary (page 17), Grammar (page 17), 12 Outcomes Intermediate National Geographic Learning

13 Speaking (page 17) Listening (page 18) an generally follow the main points of extended discussion around him/her,, Grammar (page 18), Grammar (page 18), Developing s (page 19), Speaking (page 19) Reading for information & argument reative writing an identify the main conclusions in clearly signalled argumentative texts. an recognize significant points in straightforward newspaper articles on familiar subjects. an write accounts of experiences, describing feelings and reactions in simple connected sentences. an write a description of an event, a recent trip real or imagined., D Outcomes Intermediate National Geographic Learning 13

14 Unit 3 Time Off Speaking (page 20) Vocabulary (page 20), Listening (page 21) Reading for information & argument an identify the main conclusions in clearly signalled argumentative texts. an recognize significant points in straightforward newspaper articles on familiar subjects. an generally follow the main points of extended discussion around him/her,, Developing s (page 21) oherence an link a series of shorter, discrete simple elements into a connected, linear sequence of points. Practice (page 21) Vocabulary (page 22), 14 Outcomes Intermediate National Geographic Learning

15 Reading (pages 22 23) Reading for information & argument an identify the main conclusions in clearly signalled argumentative texts. an recognize significant points in straightforward newspaper articles on familiar subjects., E,, D Speaking (page 23) Grammar (page 23), Vocabulary (page 24), Listening (page 24) an generally follow the main points of extended discussion around him/her, Speaking (page 24) Outcomes Intermediate National Geographic Learning 15

16 Grammar (page 25),, D Speaking (page 25) Planning an 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. Unit 4 Interests Speaking (page 26) Vocabulary (page 26), Listening (page 26) an generally follow the main points of extended discussion around him/her,, Pronunciation (page 26) Phonological control Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur. Grammar (page 27), 16 Outcomes Intermediate National Geographic Learning

17 Developing s (page 27) Reading for information & argument an recognize significant points in straightforward newspaper articles on familiar subjects. Practice (page 27) Listening (page 28) an generally follow the main points of extended discussion around him/her,, D, Vocabulary (page 28) Grammar (page 29),, D Outcomes Intermediate National Geographic Learning 17

18 Pronunciation (page 29) Phonological control Notes, messages & forms Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur. an take messages, communicating enquiries, explaining problems. Speaking (page 29) Developing s (page 30),, Vocabulary (page 30) Reading (pages 30 31) Reading for information & argument an recognize significant points in straightforward newspaper articles on familiar subjects., D,, D Speaking (page 31) Unit 5 Working Life Vocabulary (page 36), 18 Outcomes Intermediate National Geographic Learning

19 Listening (pages 36 37) an generally follow the main points of extended discussion around him/her,, Vocabulary (page 37) Developing s (page 37) an generally follow the main points of extended discussion around him/her, Practice (page 37) Sustained monologue: Describing experience an give straightforward descriptions on a variety of familiar subjects within his/her field of interest. Grammar (page 38), Listening (page 39) an generally follow the main points of extended discussion around him/her,,, Outcomes Intermediate National Geographic Learning 19

20 Grammar (page 39), Reading (pages 40 41) Reading for information & argument an recognize significant points in straightforward newspaper articles on familiar subjects.,, D, E Vocabulary (page 41),, D Speaking (page 41), Unit 6 Going Shopping Vocabulary (page 42) Sustained monologue: Describing experience an give straightforward descriptions on a variety of familiar subjects within his/her field of interest.,, D Listening (page 42) an generally follow the main points of extended discussion around him/her, 20 Outcomes Intermediate National Geographic Learning

21 Pronunciation (page 43) Phonological control Transactions to obtain goods & services Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur. an cope with less routine situations in shops, post office, bank, e.g. returning an unsatisfactory purchase., Developing s (page 43) Listening (page 43) an generally follow the main points of extended discussion around him/her,,, D Practice (page 43) Transactions to obtain goods & services an cope with less routine situations in shops, post office, bank, e.g. returning an unsatisfactory purchase., Vocabulary (page 44) Reading (pages 44 45) Reading for information & argument an recognize significant points in straightforward newspaper articles on familiar subjects. Listening (page 46), Outcomes Intermediate National Geographic Learning 21

22 an generally follow the main points of extended discussion around him/her, Grammar (pages 46 47),,, D E, F Developing s (page 47) oherence an link a series of shorter, discrete simple elements into a connected, linear sequence of points. Speaking (page 47) Unit 7 School and Studying Speaking (page 48), Vocabulary (page 48) Developing s (page 49) 22 Outcomes Intermediate National Geographic Learning

23 Listening (page 49) Note-taking an generally follow the main points of extended discussion around him/her, an take notes as a list of key points during a straightforward lecture, provided the topic is familiar, and the talk is formulated in simple language and delivered in clearly articulated standard speech. Grammar (page 49) Practice (page 49) Speaking (page 50) Reading for information & argument an recognize significant points in straightforward newspaper articles on familiar subjects. Reading (pages 50 51) Reading for information & argument an recognize significant points in straightforward newspaper articles on familiar subjects., Vocabulary (page 50) Outcomes Intermediate National Geographic Learning 23

24 Speaking (page 52) Vocabulary (page 52) Listening (page 52) an generally follow the main points of extended discussion around him/her,,, D Grammar (page 53) an generally follow the main points of extended discussion around him/her,,, D E Speaking (page 53) Reading for information & argument an recognize significant points in straightforward newspaper articles on familiar subjects., Unit 8 Eating Speaking (page 54) 24 Outcomes Intermediate National Geographic Learning

25 Vocabulary (page 54),, Listening (page 55) an generally follow the main points of extended discussion around him/her,,, D Developing s (page 55) Practice (page 55) reative writing Goal-oriented cooperation an write straightforward, detailed descriptions on a range of familiar subjects within his/her field of interest. an make his/her opinions and reactions understood as regards possible solutions or the question of what to do next, giving brief reasons and explanations. Speaking (page 56) Reading for information & argument an recognize significant points in straightforward newspaper articles on familiar subjects. Reading (pages 56 57) Reading for information & argument an recognize significant points in straightforward newspaper articles on familiar subjects.,, D Outcomes Intermediate National Geographic Learning 25

26 Grammar (page 57), Vocabulary (page 58) Speaking (page 58) Listening (page 58) an generally follow the main points of extended discussion around him/her,, Vocabulary (page 58) Grammar (page 59) reative writing an write accounts of experiences, describing feelings and reactions in simple connected text.,, D E 26 Outcomes Intermediate National Geographic Learning

27 Speaking (page 59) Listening as a member of a live audience an follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward and clearly structured., D Unit 9 Houses Vocabulary (page 64),, D Listening (page 65) an generally follow the main points of extended discussion around him/her,, Pronunciation (page 65) Phonological control Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur., Developing s (page 65) Sustained monologue: Describing experience an give straightforward descriptions on a variety of familiar subjects related to his/her field of interest. Practice (page 65) Outcomes Intermediate National Geographic Learning 27

28 Vocabulary (page 66), Reading (pages 66 67) Reading for information & argument an recognize significant points in straightforward newspaper articles on familiar subjects.,, D E Vocabulary (page 68) Listening (page 68) an generally follow the main points of extended discussion around him/her, Grammar (page 68),, D Speaking (page 69) Reading for information & argument an recognize significant points in straightforward newspaper articles on familiar subjects. 28 Outcomes Intermediate National Geographic Learning

29 Developing s (page 69) oherence an link a series of shorter, discrete simple elements into a connected linear sequence of points. Speaking (page 69) Unit 10 Going Out Vocabulary (page 70), D Listening (page 71) an generally follow the main points of extended discussion around him/her,, Developing s (page 71), Practice (page 71) Outcomes Intermediate National Geographic Learning 29

30 Vocabulary (page 72), Reading (pages 72 73) Reading for information & argument an recognize significant points in straightforward newspaper articles on familiar subjects.,, D, E Speaking (page 72) Developing s (page 72), Speaking (page 74) Vocabulary (page 74),, D 30 Outcomes Intermediate National Geographic Learning

31 Pronunciation (page 74) Phonological control Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur.,, D Listening (page 75) an generally follow the main points of extended discussion around him/her,,, Grammar (page 75),, Speaking (page 75) Unit 11 The Natural World Vocabulary (page 76), Listening (page 76) an generally follow the main points of extended discussion around him/her,, Speaking (page 76) Outcomes Intermediate National Geographic Learning 31

32 Developing s (page 77), Grammar (page 77), Practice (page 77) Sustained monologue: Describing experience an give straightforward descriptions on a variety of familiar subjects related to his/her field of interest. Reading (pages 78 79) Reading for information & argument an recognize significant points in straightforward newspaper articles on familiar subjects.,, D Grammar (page 79), Speaking (page 79), Vocabulary (page 80) Sustained monologue: Describing experience an give straightforward descriptions on a variety of familiar subjects related to his/her field of interest. Listening (page 80) an generally follow the main points of extended discussion around him/her, 32 Outcomes Intermediate National Geographic Learning

33 Pronunciation (page 81) Phonological control Overall reading comprehension Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur. an read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension., D, E Vocabulary (page 81), Speaking (page 81) Sustained monologue: Describing experience an give straightforward descriptions on a variety of familiar subjects related to his/her field of interest. Unit 12 People I Know Speaking (page 82) Vocabulary (page 82) Developing s (page 83) Outcomes Intermediate National Geographic Learning 33

34 Listening (page 83) an generally follow the main points of extended discussion around him/her, Practice (page 83) Grammar (page 84) Sustained monologue: Describing experience an give straightforward descriptions on a variety of familiar subjects related to his/her field of interest.,, D Listening (page 85) an generally follow the main points of extended discussion around him/her, Vocabulary (page 85) Overall reading comprehension an read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension., Grammar (page 85) Phonological control Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur., 34 Outcomes Intermediate National Geographic Learning

35 D Reading (pages 86 87) Overall reading comprehension an read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. Speaking (page 87) oherence an link a series of shorter, discrete simple elements into a connected, linear sequence. Unit 13 Travel Speaking (page 92) Vocabulary (page 92),, D Listening (page 93) an generally follow the main points of extended discussion around him/her, Outcomes Intermediate National Geographic Learning 35

36 Vocabulary (page 93) reative writing an write accounts of experiences, describing feelings and reactions in simple connected text., Practice (page 93) Speaking (page 94) Reading (pages 94 95) Overall reading comprehension an read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension.,, E D Grammar (page 96),, Vocabulary (page 96) Phonological control Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur.,, D E 36 Outcomes Intermediate National Geographic Learning

37 Listening (page 96) an generally follow the main points of extended discussion around him/her,, Grammar (page 97) Developing s (page 97) Speaking (page 97) Unit 14 Technology Speaking (page 98) Vocabulary (page 98),, D Pronunciation (page 99) Phonological control Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur., Outcomes Intermediate National Geographic Learning 37

38 Listening (page 99) an generally follow the main points of extended discussion around him/her, Speaking (page 99) Developing s (page 99) Practice (page 99) Reading (pages ) Overall reading comprehension an read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension., D, Vocabulary (page 100) Vocabulary (page 102), 38 Outcomes Intermediate National Geographic Learning

39 Speaking (page 102) Listening (page 102) an generally follow the main points of extended discussion around him/her,, Grammar (page 103),, D Speaking (page 103),, Unit 15 Injuries and Illness Speaking (page 104) Vocabulary (pages ), D E Outcomes Intermediate National Geographic Learning 39

40 Listening (page 105) Information exchange an generally follow the main points of extended discussion around him/her, an exchange, check and confirm accumulated factual information on familiar routine and non-routine matters within his field with some confidence. an obtain more detailed information., Developing s (page 105) Practice (page 105) Information exchange an exchange, check and confirm accumulated factual information on familiar routine and non-routine matters within his field with some confidence. an obtain more detailed information., Reading (pages ) Overall reading comprehension an read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension., Vocabulary (page 107), Speaking (page 107) Vocabulary (page 107),, D 40 Outcomes Intermediate National Geographic Learning

41 Vocabulary (page 108) Sustained monologue: Describing experience an give straightforward descriptions on a variety of familiar subjects related to his/her field of interest. Listening (page 109) an generally follow the main points of extended discussion around him/her,, Grammar (page 109), Grammar (page 109) Speaking (page 109) Sustained monologue: Describing experience an give straightforward descriptions on a variety of familiar subjects related to his/her field of interest. Unit 16 News and Weather Vocabulary (page 110), Outcomes Intermediate National Geographic Learning 41

42 Listening (page 110) an generally follow the main points of extended discussion around him/her,, D Developing s (page 111), Pronunciation (page 111) Phonological control Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur., Practice (page 111), Speaking (page 112) Vocabulary (page 112),, Listening (page 113) an generally follow the main points of extended discussion around him/her, 42 Outcomes Intermediate National Geographic Learning

43 Grammar (page 113) Speaking (page 113), Reading (pages ) Overall reading comprehension an read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension.,,, E D Speaking (page 114) 1 Writing: Introducing Yourself Speaking (page 120) Vocabulary (page 120) Writing (page 120) Overall reading comprehension an read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension., Outcomes Intermediate National Geographic Learning 43

44 Key Words for Writing (page 121),, Grammar (page 121), Practice (page 121) Planning orrespondence an 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. an write personal letters describing experiences, feelings and events in some detail. 2 Writing: Short s Speaking (page 122) Writing (page 122) Overall reading comprehension an read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension.,, Speaking (page 123) Grammar (page 123) oherence an link a series of shorter, discrete simple elements into a connected, linear sequence of points., 44 Outcomes Intermediate National Geographic Learning

45 Vocabulary (page 123), Practice (page 123) orrespondence an write personal letters describing experiences, feelings and events in some detail. 3 Writing: Stories Speaking (page 124) Writing (page 124) Overall reading comprehension an read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. Grammar (page 124) Overall reading comprehension an read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension., Speaking (page 124) Key Words for Writing (page 125) oherence an link a series of shorter, discrete simple elements into a connected, linear sequence of points.,, Outcomes Intermediate National Geographic Learning 45

46 Vocabulary (page 125),, Practice (page 125) Planning reative writing an 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. an narrate a story. an write a description of an event, a recent trip real or imagined., 4 Writing: Making Requests Speaking (page 126) Grammar (page 126),, Writing (page 126) Overall reading comprehension an read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. Key Words for Writing (page 127) Vocabulary (page 127), 46 Outcomes Intermediate National Geographic Learning

47 Practice (page 127) orrespondence an write personal letters describing experiences, feelings and events in some detail., 5 Writing: Suggesting hanges Speaking (page 128) Writing (page 128) Overall reading comprehension an read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension., Vocabulary (page 129) Key Words for Writing (page 129) oherence an link a series of shorter, discrete simple elements into a connected, linear sequence of points.,, Practice (page 129) Planning orrespondence an 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. an write personal letters describing experiences, feelings and events in some detail. 6 Writing: Reports Speaking (page 130) Outcomes Intermediate National Geographic Learning 47

48 Writing (page 130) Overall reading comprehension an read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension., Vocabulary (page 131) Key Words for Writing (page 131),, Practice (page 131) Reports & essays an write very brief reports to a standard conventionalized format, which pass on routine factual information and state reasons for actions. 7 Writing: For and gainst Speaking (page 132) Writing (page 132) Overall written interaction Overall reading comprehension an convey information and ideas on abstract as well as concrete topics, check information and ask about or explain problems with reasonable precision. an read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. D 48 Outcomes Intermediate National Geographic Learning

49 Grammar (page 133) Overall written interaction an convey information and ideas on abstract as well as concrete topics, check information and ask about or explain problems with reasonable precision. Key Words for Writing (page 133) oherence an link a series of shorter, discrete simple elements into a connected, linear sequence of points., Practice (page 133) Planning Reports & essays an 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. an write very brief reports to a standard conventionalized format, which pass on routine factual information and state reasons for actions. 8 Writing: Review Speaking (page 134) Vocabulary (page 134),, Writing (page 134) Overall reading comprehension an read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. Key Words for Writing (page 134) oherence an link a series of shorter, discrete simple elements into a connected, linear sequence of points. Outcomes Intermediate National Geographic Learning 49

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