A1

IESOL & ISESOL

SKILLS, TOPICS, FUNCTIONS, AND GRAMMAR

C2 MASTERY LEVEL SYLLABUS

LanguageCertA PeopleCert brand

C2 – Mastery level requirementsSkills, Topics, Functions and Grammar

C2

C2 – Mastery level requirementsSkills, Topics, Functions and Grammar

Skills

Listening

The candidate will be able to:understand virtually everything spoken regardless of the rate of delivery•follow short conversations both formal and informal in a comprehensive range of situations, •understanding gist, context, purpose, function and recognising subtly expressed attitudes, feelings and opinionsunderstand sophisticated narratives, sequences, explanations and subtle arguments•recognise the function of short utterances which may contain idiomatic/colloquial English •(see also Grammar and Functions sections)follow a discussion which may be academic or professional to identify gist, detail, purposes •and key ideas and distinguish between fact and opinionextract and reproduce key information from announcements, media broadcasts, •presentations and lectures on abstract and concrete topics of general, academic and professional interestfollow a complex argument even when it is not clearly structured.•

Phonological featuresconsistently recognise how subtle changes of intonation, pitch and/or stress affect •meaningconsistently recognise subtle expressions of feelings, moods, attitudes, important points •and opinions expressed through stress, pitch and intonation.

Rangeunderstand ideas, arguments and descriptions regardless of their structure and •considerable complexityunderstand a very wide range of vocabulary including terms used in academic and •professional discourse.

Registerconsistently recognise degrees of subtle distinction used by speakers in different types of •utterances.

Understanding gistconsistently understand the main ideas of complex extended discourse even when the topic •is unfamiliar.

Understanding detailconsistently extract most points of detail from extended discourse even when the topic is •unfamiliar.

C2

Reading

The candidate will be able to:understand with ease virtually all types of authentic written texts of different purposes and •style and those dense in complex structuresunderstand the main ideas of all forms of written language, including lengthy abstract, •structurally or linguistically complex texts or highly idiomatic, literary and non-literary writing on a wide range of professional, academic and social topicsgather specific information from different parts of a text or from different texts•understand descriptions and narratives in which language is used to create different •sophisticated and subtle effectsunderstand lengthy texts containing complex instructions or explanations on specialist •subjectsunderstand texts concerned with contemporary issues in which the writers adopt •particular viewpoints, identifying finer points of attitude and implied opinions, and follow complex lines of reasoning.

Rangeunderstand a wide range of texts, hardly ever being impeded by any lexical features•understand almost all grammatical structures and features.•

Registerunderstand subtleties in the use of register across a wide range of situations, including •those involving tact and diplomacy.

Text structurerecognise how textual features are used to achieve purposes in texts including those •containing images, graphical and tabular dataunderstand the different ways in which meaning is built up in abstract, structurally or •linguistically complex textsunderstand a full range of discourse markers adapted to context and register.•

Writing

The candidate will be able to:write well-structured texts on complex or abstract subjects•write clear, smoothly flowing, complex formal letters, reports or articles in styles fully •appropriate to purpose and target readershipdescribe or narrate in an assured natural manner consistently maintaining the style •appropriate to purposedevelop cogent and smoothly flowing arguments•use all punctuation marks accurately and effectively•spell correctly words used in more specialised contexts such as business, academic and •international affairsmaintain consistent control of complex grammatical structures•use a very wide range of vocabulary demonstrating ability to distinguish between finer •shades of meaninguse idioms appropriately and naturally•

C2

use a full range of structures to achieve different styles and purposes•consistently use appropriate register in a wide range of contexts including those requiring •sensitive and tactful responsesuse a range of linguistic devices to create coherent and cohesive writing•structure texts logically using linguistic markers to enable the reader to understand •significant points.

The text types candidates at this level will be required to produce are as follows:

letter •email message•article•report•description•narrative•simple argument•

Candidates must demonstrate awareness of and ability to use a variety of registers in a variety of contexts. The extent of each text to be produced by candidates is up to 300 words.

Speaking

The candidate will be able to:display a comprehensive and reliable mastery of the language with no sign of having to •restrict what is saidcommunicate personal information, feelings, ideas and opinions on a very wide range of •topics including contemporary issuescommunicate in all situations using a very wide range of language functions•engage in discussion to express and elicit opinion, defend and justify opinions when •challenged, persuade someone to a point of view, try to reach agreement or perform a specific taskprovide sophisticated explanations, descriptions, narratives, account for or report on a •complex subject, convey subtleties of meaning, integrate sub-themes and come to an appropriate conclusion.articulate correctly and use stress and intonation patterns naturally to highlight, •emphasise, and modify meaning.maintain consistent grammatical control of complex language.•display a good command of idiomatic expressions and colloquialisms with awareness of •connotative levels of meaning, conveying subtleties by using a wide range of modification devicesadjust register appropriately across a range of situations unhampered by linguistic •limitations.produce clearly flowing, well-structured speech with an effective logical management of •the discourse, highlighting significant pointsproduce coherent and cohesive discourse using a variety of organisational patterns, a •wide range of connectors and other cohesive devices and backtracking and reformulating seamlesslyinteract skilfully and confidently with fully natural turn taking, referencing and allusion •making.

C2

Topics

PERSONAL IDENTIFICATIONpersonal details•occupation•family•likes and dislikes•physical appearance•first language•character•image•personal learning style•

HOUSE AND HOME & LOCAL ENVIRONMENT

types of accommodation•interior design•local & regional services/amenities•regional geographical features•national flora and fauna•region-specific phenomena•demographics•

DAILY LIFEat home•at work•income•prospects•stress•money management•life plans•

FREE TIME, ENTERTAINMENTleisure, hobbies and interests•TV, radio, cinema, theatre•computer, internet•intellectual/artistic pursuits•sports•press•music•photography•the written word (reading, •letterwriting, diaries etc)exhibitions, museums•leisure/work ratio•the social importance of leisure•

TRAVELpublic & private transport•traffic & traffic control•‘green’ travel•holidays•accommodation•entering and leaving a country•common currency eg. the euro•migration•travel restrictions & border controls•

RELATIONS WITH OTHER PEOPLEfamily relationships•friendship•manners•social conventions•anti-social behaviour•tolerance & respect•

SHOPPINGshopping facilities•foodstuffs•clothes, fashion•household articles•prices•ethical shopping•retail therapy•consumerism•

FOOD AND DRINKeating habits•sourcing food locally•fast food•organic food•year round availability•diets•food fashions•genetically modified food•cookery•

SERVICEScommunications•financial services•emergency services•leisure facilities•care for the elderly•IT in the community•diplomatic services•employment agencies•government•

C2

PLACES & LOCATIONsatellite navigation systems•World Heritage sites•locating motorways and airports•protecting open spaces•how geography affects people•alternative places to live eg. •underwater, on Marsliving in hostile environments•

LANGUAGEforeign language ability•accents and dialects•preserving minority languages•bilingualism•universal languages eg. Esperanto•body language•language and culture•

WEATHERclimate and weather•weather forecast•climate change•extreme weather•weather and mood•effect of weather on lifestyle•

MEASURES AND SHAPESstatistics•processes•importance of maths in everyday •lifedesign•

EDUCATIONschooling•subjects•qualifications and examinations•education systems•teaching and learning•knowledge versus skills•a basic human right•

THE ENVIRONMENTrecycling•pollution•global warming•endangered species•future of the planet•individual’s/society’s •responsibilities

BELIEFSthe paranormal & supernatural•superstitions•unexplained phenomena eg. UFOs, •coincidences etc.

ARTSmodern art, theatre, architecture•classical art, theatre, architecture•literature•popular culture•youth culture•

SCIENCE & TECHNOLOGYscientific development•space exploration•power of the computer•important inventions•genetic modification•ethics•animal testing•the limits of human endeavour•

SOCIETYindividual rights•family life•parental responsibilities•social responsibilities•equal opportunities•human rights•citizenship•the global village•world events•world economy•

C2

Functions

PERSONAL ENVIRONMENTasking for and giving personal •informationdescribing where one lives •(accommodation, area etc)asking and answering questions •for confirmation, information, identificationdescribing people, places, things•correcting information•explaining routines•narrating and describing past, •present and future eventscomparing things, people•reporting facts, actions•stating facts, actions•giving descriptions and •specifications.

ExPRESSING THOUGHTS, FEELINGS AND ATTITUDES

expressing and asking about •agreement or disagreementdenying something•expressing agreement reluctantly •or with reservationsconceding, demurring•expressing views and feelings with •reasonsasserting and asking about •knowledge or ignorance of something or someonestating whether a person, thing or •action is remembered or forgottenenquiring of someone else whether •a person, thing or action is remembered or forgottenstating and asking about degrees •of probabilityexpressing, denying or asking •about necessity (including logical deduction)stating and asking about one’s •certainty or uncertainty of somethingreminding someone to do •somethingexpressing doubt, incredulity, •bewildermenthypothesising•speculating•stating and asking about one’s •ability or inability to do something

stating and enquiring about •one’s obligation (or lack of) to do somethingseeking, granting or denying •permissionstating and asking about the •permissibility of doing somethingexpressing and asking about •wishes, hopes, expectationsexpressing and asking about •wants, desires, needsstating and asking about intention•stating, responding to and asking •about preferenceexpressing and asking about likes •and dislikes, with reasonsexpressing and asking about (dis)•pleasure, (un)happinessexpressing and asking about •satisfaction or dissatisfactionexpressing disappointment•expressing gratitude•expressing and asking about •interest or lack of itexpressing surprise or lack of it•expressing and asking about fear, •anxietygiving reassurance•expressing regret, sympathy, •condolenceexpressing fellow-feeling, empathy•expressing and asking about pain, •anguish, sufferingexpressing relief•expressing indifference•expressing fatigue, resignation•offering and accepting an apology•granting forgiveness•expressing and asking about •approval, appreciation or disapprovalexpressing moral obligation•expressing regret•accepting, attaching or denying •blame for something.

MAKING THINGS HAPPENresponding to a request•requesting something, or •requesting someone to do somethinginviting someone to do something•accepting or declining an offer or •invitationgiving instructions or orders•

C2

giving and asking for advice•responding to or rejecting advice, •with reasonswarning others to be careful or to •stop doing somethingoffering and requesting assistance•insisting politely•persuading someone to do •somethingsuggesting a course of action•asking for, responding to, agreeing •to or rejecting suggestions with reason/alternativemaking and agreeing plans and •arrangementsencouraging someone to do •somethingreaching a compromise•negotiating a result•prohibiting someone from doing •somethingmaking a complaint•refusing to do something, •expressing defiancepleading with someone to do •something.

SOCIAL CONTACTgetting someone’s attention•greeting people and responding to •greetingsexpressing thanks•addressing somebody•making and responding to formal •and informal introductionsopening, closing a formal or •informal conversationcongratulating someone•praising someone•paying someone a compliment•asking someone’s opinion•making someone feel welcome•giving and responding to •constructive criticismindicating lack of understanding•giving and asking for clarification, •explanation or definition of something

confirming one’s own or another’s •understandingasking someone to repeat all or •part of somethingasking someone to speak more •slowlyasking for help in finding words or •phrasesasking for and giving the spelling •and meaning of wordscounting and using numbers•asking for and telling people the •time, day, dateinterrupting politely•objecting, protesting•exemplifying or emphasising a •pointclassifying, generalising, defining •somethingencouraging another speaker to •continueindicating a wish to continue or •finish speakingsumming up•taking leave•observing telephone conventions•observing letter-writing •conventions.

C2

Gra

mm

ar

Plea

se n

ote

that

:Ca

ndid

ates

are

req

uire

d to

pos

sess

all

stru

ctur

es d

escr

ibed

in th

e le

vel(s

) bel

ow th

em•

Com

mun

icat

oras

Ach

ieve

r an

d in

add

ition

Expe

rtas

Com

mun

icat

or a

nd in

add

ition

Mas

tery

as E

xper

t and

in a

dditi

on

Sim

ple,

com

poun

d an

dco

mpl

exse

nten

ces

with

subo

rdin

ate

clau

ses

wor

d or

der

in s

ente

nces

with

mor

e th

an

•on

e su

bord

inat

e cl

ause

ther

e ha

d be

en•

use

of c

omm

on c

onju

nctio

ns e

xpre

ssin

g •

cont

rast

, pur

pose

, con

sequ

ence

, con

di-

tion,

con

cess

ion

non-

defin

ing

rela

tive

clau

ses

•de

finin

g re

lativ

e cl

ause

s w

ith

•w

here

, w

hose

, w

hen

defin

ing

rela

tive

clau

ses

with

out r

elat

ive

•pr

onou

nspa

rtic

ipia

l cla

uses

des

crib

ing

actio

n w

ith

•–i

ng

wor

d or

der

in c

ompl

ex s

ente

nces

, •

incl

udin

g or

der

sele

cted

for

emph

asis

ther

e co

uld

be/w

ould

be/

shou

ld b

e•

coul

d ha

ve/w

ould

hav

e/sh

ould

hav

e•

wid

er r

ange

of c

onju

nctio

ns in

clud

ing

•on

co

ndit

ion

that

, pr

ovid

ed t

hat

com

para

tive

clau

ses

•m

ore

com

plex

par

ticip

ial c

laus

es

•de

scrib

ing

actio

n w

ith -

ed

full

rang

e of

con

junc

tions

•

C2

Verb

for

ms

Com

mun

icat

oras

Ach

ieve

r an

d in

add

ition

Expe

rtas

Com

mun

icat

or a

nd in

add

ition

Mas

tery

as E

xper

t and

in a

dditi

on

Verb

form

sPr

esen

t/Pa

st r

efer

ence

:pr

esen

t per

fect

con

tinuo

us• Pa

st r

efer

ence

:pa

st p

erfe

ct• O

ther

:si

mpl

e pa

ssiv

e•

use

of 2

•nd

and

3rd c

ondi

tiona

lve

rbs

+ (o

bjec

t) +

ger

und

or in

finiti

ve

•su

ch a

s w

ould

like

som

eone

to

do

som

ethi

ng,

+ s

ugge

st d

oing

som

ethi

ngca

usat

ive

use

of

•ha

ve a

nd g

etre

port

ed s

peec

h w

ith a

ran

ge o

f ten

ses

•w

ider

ran

ge o

f phr

asal

ver

bs s

uch

as

•gi

ve u

p, h

old

out

repo

rted

req

uest

s an

d in

stru

ctio

ns•

ques

tion

tags

usi

ng te

nses

app

ropr

iate

•

to th

is le

vel

all v

erb

form

s ac

tive

and

pass

ive

• Oth

er:

wou

ld•

exp

ress

ing

habi

t in

the

past

mix

ed c

ondi

tiona

ls•

repo

rted

spe

ech

with

full

rang

e of

•

tens

es a

nd in

trod

ucto

ry v

erbs

exte

nded

phr

asal

ver

bs s

uch

as

•ge

t ro

und

to,

carr

y on

wit

hqu

estio

n ta

gs u

sing

all

tens

es•

impe

rativ

e +

que

stio

n ta

g•

cont

ract

ed fo

rms

appr

opria

te to

this

•

leve

l

as E

xper

t•

C2

Mod

als,

nou

ns, pre

pos

itio

ns

Com

mun

icat

oras

Ach

ieve

r an

d in

add

ition

Expe

rtas

Com

mun

icat

or a

nd in

add

ition

Mas

tery

as E

xper

t and

in a

dditi

on

Mod

als

ough

t to

• (o

blig

atio

n)ne

gativ

e of

•

need

and

hav

e to

to e

xpre

ss

abse

nce

of o

blig

atio

nm

ust/

can’

t•

(ded

uctio

n)

shou

ld h

ave/

mig

ht h

ave/

may

hav

e/•

coul

d ha

ve/m

ust

have

and

neg

ativ

e fo

rms

of th

ese

can’

t ha

ve,

need

n’t

have

•

as E

xper

t•

Nou

nsw

ider

ran

ge o

f nou

n ph

rase

s w

ith p

re-

•an

d po

st-m

odifi

catio

nw

ord

orde

r of

det

erm

iner

s, e

g a

•ll

my

book

s

exte

nded

ran

ge o

f com

plex

nou

n •

phra

ses

as E

xper

t•

Prep

ositi

ons

and

prep

ositi

onal

phra

ses

wid

er r

ange

of p

repo

sitio

ns in

clud

ing

•de

spit

e, in

spi

te o

fco

lloca

tions

of v

erbs

/nou

ns +

•

prep

ositi

ons

such

as

poin

t at

, ha

ve a

n in

tere

st in

prep

ositi

on

•+

-in

g fo

rm s

uch

as a

fter

le

avin

g

prep

ositi

on +

hav

ing

+ p

ast p

artic

iple

•

such

as

havi

ng e

aten

as E

xper

t•

C2

Art

icle

s, d

eter

min

ers,

adje

ctiv

es, ad

verb

s, i

nten

sifi

ers

Com

mun

icat

oras

Ach

ieve

r an

d in

add

ition

Expe

rtas

Com

mun

icat

or a

nd in

add

ition

Mas

tery

as E

xper

t and

in a

dditi

on

Artic

les

defin

ite, i

ndefi

nite

and

zer

o ar

ticle

with

•

both

cou

ntab

le a

nd u

ncou

ntab

le n

ouns

in

a r

ange

of u

ses

as C

omm

unic

ator

•as

Exp

ert

•

Adje

ctiv

esco

mpa

rison

s w

ith

•fe

wer

and

less

collo

catio

n of

adj

ectiv

e +

pre

posi

tion

•su

ch a

s re

spon

sibl

e fo

r

as C

omm

unic

ator

•as

Exp

ert

•

Adve

rbs

adve

rbia

l phr

ases

of d

egre

e, e

xten

t, •

prob

abilit

yco

mpa

rativ

e an

d su

perla

tive

of a

dver

bs•

as C

omm

unic

ator

•as

Exp

ert

•

Inte

nsifi

ers

wid

e ra

nge,

incl

udin

g •

extr

emel

y, m

uch,

to

oco

lloca

tion

of in

tens

ifier

s w

ith a

bsol

ute

•an

d re

lativ

e ad

ject

ives

suc

h as

ab

solu

tely

gor

geou

s, v

ery

pret

ty

as E

xper

t•

C2

Pun

ctua

tion

and

spel

ling

Com

mun

icat

oras

Ach

ieve

r an

d in

add

ition

Expe

rtas

Com

mun

icat

or a

nd in

add

ition

Mas

tery

as E

xper

t and

in a

dditi

on

Artic

les

mul

tiple

use

s of

com

mas

•us

e of

apo

stro

phes

for

poss

essi

on a

nd

•om

issi

onus

e of

oth

er p

unct

uatio

n to

enh

ance

•

mea

ning

accu

rate

use

of a

ll pu

nctu

atio

n•

as E

xper

t•

Adje

ctiv

esth

e co

rrec

t spe

lling

of w

ords

use

d in

•

wor

k, s

tudi

es a

nd d

aily

life

the

corr

ect s

pellin

g of

wor

ds u

sed

in

•w

ork,

stu

dies

and

dai

ly li

fe in

clud

ing

fam

iliar

tech

nica

l wor

ds

the

corr

ect s

pellin

g of

wor

ds u

sed

in

•m

ore

spec

ializ

ed c

onte

xts

(suc

h as

bu

sine

ss, ac

adem

ia, in

tern

atio

nal

affa

irs)

Dis

cour

seC

omm

unic

ator

as A

chie

ver

and

in a

dditi

onEx

pert

as C

omm

unic

ator

and

in a

dditi

onM

aste

ryas

Exp

ert a

nd in

add

ition

Dis

cour

sea

rang

e of

dis

cour

se m

arke

rs

•ex

pres

sing

add

ition

, cau

se a

nd e

ffect

, co

ntra

st (h

owev

er),

sequ

ence

and

tim

e (a

t a

late

r da

te)

mar

kers

to s

truc

ture

spo

ken

disc

ours

e •

(as

I was

say

ing)

use

of e

llipsi

s in

info

rmal

spe

ech

and

•w

ritin

g (s

ound

s go

od)

a ra

nge

of lo

gica

l mar

kers

(•

in t

his

resp

ect,

acc

ordi

ngly

)se

quen

ce m

arke

rs (

•su

bseq

uent

ly)

a w

ider

ran

ge o

f dis

cour

se m

arke

rs to

•

stru

ctur

e fo

rmal

and

info

rmal

spe

ech

(can

we

now

tur

n to

)

a fu

ll ra

nge

of d

isco

urse

mar

kers

•

adap

ted

to c

onte

xt a

nd r

egis

ter