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B2

OUTCOMESADVANCED

and the Common European Framework of Reference

David A. Hill

2 Outcomes Advanced © National Geographic Learning

Introduction

What is the Common European Framework of Reference? The Council of Europe has developed the Common European Framework of Reference for Languages (or CEFR for short) with a view to promoting language teaching and learning within Europe, and to provide a framework which permits the comparison of individuals’ language levels in an impartial way.

What are the aims of the CEFR? While the CEFR does not dictate a single method of teaching and learning, it encourages teachers and course providers to reconsider their course content, approach and assessment based on some core principles. These are stated at the beginning of the book:1. To ensure that all sections of their populations have access to

effective means of acquiring a knowledge of the languages of other member states [. . .] as well as the skills in the use of those languages that will enable them to satisfy their communicative needs [. . .]

1.1 to deal with the business of everyday life in another country, and to help foreigners staying in their own country to do so;

1.2 to exchange information and ideas with young people and adults who speak a different language and to communicate their thoughts and feelings to them;

1.3 to achieve a wider and deeper understanding of the way of life and forms of thought of other peoples and of their cultural heritage.

2. To promote, encourage and support the efforts of teachers and learners at all levels to apply in their own situation the prin-ciples of the construction of language – learning systems [. . .]

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

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

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

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

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

Proficient

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

C1Effective Operational Proficiency

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

Independent B2 Vantage

Students are able to express themselves in increasingly abstract ways.

B1 Threshold Students at this level can maintain conversations.

BasicA2 Waystage

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

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

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

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

3Outcomes Advanced © National Geographic Learning 3

task, including being below or above the level expected. If this happens consistently, you are probably using the wrong level book or the student is in the wrong class for them. That is for you to assess.

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

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


Communicative activitiesReception (spoken)

Listening as a member of a live audience:

Can follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex

p56, Listening exA

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.

p13, Listening exA, C, D; p18, Listening exA, B; p29 Listening exA, C, D; p31, Listening exB, C, D; p40, Listening exA, B; p45, Listening exA, C; p47, Listening exA, B; p48-49, Listening exB, C; p51, Listening exB; p52, Listening exB, C; p59, Vocabulary exB; p66, Listening exA; p69, Listening exA, B, D; p73, Listening exA; p75, Listening exA; p78, Listening 1 exA, C; p79, Listening 2 exA, C; p86, Listening exA, B; p94, Listening exA, B; p96, Listening exA, C, E; p108, Listening exB, D; p111, Developing Conversations exA; p113, Listening exB

Reception (written)

Reading for information and argument:

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

p10, Reading exB; p12, Reading exB; p16-17, Reading exA, B, C; p19, Reading exB; p22, Reading exA; p25, Speaking exA; p26, Developing Conversations exA; p28, Reading exA; p29, Speaking exA; p30, Reading exA; p38, Reading exB; p41, Vocabulary exA; p44, Vocabulary exA; p46-47, Reading exA, D, E; p48, Listening exA; p49, Conversation Practice exA; p50, Reading exB; p52, Speaking exA; p56, Speaking exA; p58, Reading 1 exB; p59, Reading 2 exA, B, C; p66, Reading exB, C; p68, Speaking exA; p69, Speaking exA; p72, Reading exB; p74, Reading exA, B, C; p80, Reading exB; p84, Reading exA, B; p85, Developing Conversations exC; p94, Speaking exA; p94, Reading exA; p97, Speaking exA; p100, Reading exA; p100, Speaking exA; p106, Reading exA, C; p112, Reading exA, B, D; p115, Speaking exA; p120, Speaking exA; p122, Writing exD; p125, Writing exA; p126, Writing exA, B; p128, Speaking exB, C; p128, Writing exA; p129, Writing practice exA; p130, Writing exA, B; p132, Writing exA; p134, Speaking exA; p134, Writing exA, B, C

Interaction (spoken)

Conversation:

Can engage in extended conversation on most general topics in a clearly participatory fashion, even in a noisy environment.

p9, Developing Conversations exC; p9, Conversation Practice exB; p15, Developing Conversations exC; p15, Grammar exC; p16, Vocabulary exF; p21, Conversation Practice exA; p22, Grammar exB; p25, Developing Conversations exB; p25, Speaking exB, C; p36, Vocabulary exB; p37, Developing Conversations exC; p38, Speaking exA; p42, Developing Conversations exA, B; p43, Grammar exD; p43, Conversation Practice exB; p49, Developing Conversations exB, C; p49. Conversation Practice exB, C; p50, Vocabulary exB; p65, Developing Conversations exA, B; p65, Conversation Practice exB; p72, Reading exC; p77, Conversation Practice exB; p82, Vocabulary exC; p85, Developing Conversations exD; p93, Conversation Practice exB; p99, Developing Conversations exB, C; p99, Conversation Practice exB; p105, Developing Conversations exB, C; p109, Vocabulary exB; p113, Vocabulary exC; p115, Speaking exB

Can convey degrees of emotion and highlight the personal significance of events and experiences.

p9, Developing Conversations exC; p9, Conversation Practice exB; p15, Developing Conversations exC; p15, Grammar exC; p16, Vocabulary exF; p21, Conversation Practice exA; p22, Grammar exB; p25, Developing Conversations exB; p25, Speaking exB, C; p36, Vocabulary exB; p37, Developing Conversations exC; p38, Speaking exA; p42, Developing Conversations exA, B; p43, Grammar exD; p43, Conversation Practice exB; p49, Developing Conversations exB, C; p49. Conversation Practice exB, C; p50, Vocabulary exB; p65, Developing Conversations exA, B; p65, Conversation Practice exB; p65, Conversation Practice exB; p72, Reading exC; p77, Conversation Practice exB; p82, Vocabulary exC; p85, Developing Conversations exD; p93, Conversation Practice exB; p99, Developing Conversations exB, C; p99, Conversation Practice exB; p105, Developing Conversations exB, C; p109, Vocabulary exB; p113, Vocabulary exC; p115, Speaking exB

Outcomes Advanced CEFR OverviewFramework level: B2

5Outcomes Advanced © National Geographic Learning

Informal discussion (with friends):

Can keep up with an animated discussion between native speakers.

p9, Listening exA, C; p11, Listening exA, C; p14, Listening exA, B; p20, Listening exA; p24, Listening exA, B; p26, Listening exA; p36, Listening exA, B; p42, Listening exA; p55, Listening exA, B, C; p64, Listening exA; p70, Listening exA, B; p77, Listening exB; p82, Listening exB; p93, Listening exA; p99, Listening exA, B, C; p102, Listening exB; p105, Listening exA; p110, Listening exA, B; p111, Developing Conversations exB; p114, Listening exA, B

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.

p10, Reading exA, D; p10, Vocabulary exB; p11, Listening exB, D; p11, Speaking exA, B, C; p12, Reading exA; p13, Listening exB, E; p13, Speaking exA; p14, Vocabulary exA; p14, Listening exC; p15, Conversation Practice exA, B; p16, Speaking exA; p16, Vocabulary exE; p16-17, Reading exA, D; p18, Speaking exA; p18, Listening exC; p18, Vocabulary exB; p19, Reading exA, C; p19, Speaking exB; p20, Speaking exB; p20, Vocabulary exB; p20, Listening exD; p21, Developing Conversations exA, B; p22, Reading exB, F; p24, Speaking exA, B; p24, Listening exC; p26, Developing Conversations exB; p26, Listening exC; p27, Conversation Practice exB; p28, Vocabulary exB, C; p28, Reading exB; p29, Listening exB; p29, Speaking exC; p30, Reading exB, D; p31, Speaking exA; p37, Speaking exA; p38, Reading exA, C, D; p40, Speaking exA; p40, Listening exF; p41, Vocabulary exC; p41, Speaking exC; p42, Speaking exB, C; p44, Vocabulary exA, D; p45, Listening exB, D; p46, Speaking exA; p46, Vocabulary exC; p46-47, Reading exB, C, F; p47, Listening exC; p47, Speaking exA; p48-49, Listening exA, D; p50, Reading exA, C; p51, Grammar exB; p51, Listening exA; p52, Speaking exA; p52, Listening exA, D; p53, Vocabulary exC; p53, Speaking exA; p54, Vocabulary exC; p55, Listening exD; p55, Conversation Practice exC; p56, Speaking exA; p57, Listening exD; p57, Vocabulary exB; p57, Speaking exA; p58-59, Reading exA, C; p59, Vocabulary exD; p59, Reading 2 exD; p59, Speaking exB; p64, Vocabulary exA, B, D; p64, Listening exD; p66, Vocabulary exB, C; p66, Reading exA, B, F; p66, Listening exB, C; p68, Speaking exA; p68, Vocabulary exD; p69, Listening exE; p69, Speaking exB, C; p70, Speaking exA; p70, Listening exD; p71, Vocabulary exC; p71, Developing Conversations exB; p71, Conversation Practice exB; p72, Speaking exA; p72, Reading exA; p73, Listening exB; p74, Speaking exA; p74, Reading exC, D; p75, Vocabulary exB; p75, Listening exC; p75, Speaking exA; p76, Speaking exA; p77, Listening exD; p77, Developing Conversations exA, D; p78, Speaking exA; p78, Listening 1 exB, D; p79, Listening 2 exB; p79, Speaking exA; p80, Reading exC; p80, Speaking exA; p80, Vocabulary exB; p83, Listening exD; p83, Developing Conversations exC; p84, Speaking exA; p84, Reading exD; p86, Speaking exA; p86, Vocabulary exB; p86, Listening exD; p92, Vocabulary exB, C; p93, Developing Conversations exB; p94, Speaking exA; p94, Vocabulary exB; p94, Reading exB, C; p96, Speaking exA, B; p96, Listening exD; p97, Grammar exD; p97, Speaking exB; p98, Speaking exA; p98, Vocabulary exB; p99, Developing Conversations exA; p100, Speaking exA; p100, Reading exC; p100, Speaking exA; p102, Vocabulary exB; p102-103, Listening exA, D, E, F; p104, Speaking exA; p104, Vocabulary exC; p105, Listening exC; p105, Conversation Practice exA; p106, Reading exB, D; p107, Speaking exA; p108-109, Listening exA, C, F, G; p109, Speaking exA; p110, Speaking exB; p110, Listening exC, D; p111, Developing Conversations exC; p112, Speaking exA; p112-113, Reading exB, C, D; p113, Listening exA, C, D; p114, Speaking exA, B; p114, Vocabulary exC; p114, Listening exC; p115, Grammar exE; p115, Speaking exA; p120, Speaking exA; p120, Writing exB; p121, Writing Practice exA; p122, Speaking exA; p122, Writing exA, B, C, G; p123, Writing Practice exA; p124, Speaking exA; p125, Writing exA; p126, Writing exA; p127, Speaking exA; p128, Speaking exA, C; p128, Writing exB; p129, Vocabulary exB; p129, Writing Practice exB; p130, Speaking exA, B; p132, Speaking exA; p132, Vocabulary exC; p132, Writing exA, B, C; p134, Speaking exA


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

p8, Vocabulary exD; p9, Listening exD; p10, Reading exA, D; p10, Vocabulary exB; p11, Listening exB, D; p11, Speaking exA, B, C; p12, Reading exA; p13, Listening exB, E; p13, Speaking exA; p14, Vocabulary exA; p14, Listening exC; p15, Conversation Practice exA, B; p16, Speaking exA; p16, Vocabulary exE; p16-17, Reading exA, D; p18, Speaking exA; p18, Listening exC; p18, Vocabulary exB; p19, Reading exA, C; p19, Speaking exB; p20, Speaking exB; p20, Vocabulary exB; p20, Listening exD; p21, Developing Conversations exA, B; p22, Reading exB, F; p24, Speaking exA, B; p24, Listening exC; p26, Developing Conversations exB; p26, Listening exC; p27, Conversation Practice exB; p28, Vocabulary exB, C; p28, Reading exB; p29, Listening exB; p29, Speaking exC; p30, Reading exB, D; p31, Speaking exA; p37, Speaking exA; p38, Reading exA, C, D; p40, Speaking exA; p40, Listening exF; p41, Vocabulary exC; p41, Speaking exC; p42, Speaking exB, C; p44, Vocabulary exA, D; p45, Listening exB, D; p46, Speaking exA; p46, Vocabulary exC; p46-47, Reading exB, C, F; p47, Listening exC; p47, Speaking exA; p48-49, Listening exA, D; p50, Reading exA, C; p51, Grammar exB; p51, Listening exA; p52, Speaking exA; p52, Listening exA, D; p53, Vocabulary exC; p53, Speaking exA; p54, Vocabulary exC; p55, Listening exD; p55, Conversation Practice exC; p56, Speaking exA; p57, Listening exD; p57, Vocabulary exB; p57, Speaking exA; p58-59, Reading exA, C; p59, Vocabulary exD; p59, Reading 2 exD; p59, Speaking exB; p64, Vocabulary exA, B, D; p64, Listening exD; p66, Vocabulary exB, C; p66, Reading exA, B, F; p66, Listening exB, C; p68, Speaking exA; p68, Vocabulary exD; p69, Listening exE; p69, Speaking exB, C; p70, Speaking exA; p70, Listening exD; p71, Vocabulary exC; p71, Developing Conversations exB; p71, Conversation Practice exB; p72, Speaking exA; p72, Reading exA; p73, Listening exB; p74, Speaking exA; p74, Reading exC, D; p75, Vocabulary exB; p75, Listening exC; p75, Speaking exA; p76, Speaking exA; p77, Listening exD; p77, Developing Conversations exA, D; p78, Speaking exA; p78, Listening 1 exB, D; p79, Listening 2 exB; p79, Speaking exA; p80, Reading exC; p80, Speaking exA; p80, Vocabulary exB; p83, Listening exD; p83, Developing Conversations exC; p84, Speaking exA; p84, Reading exD; p86, Speaking exA; p86, Vocabulary exB; p86, Listening exD; p92, Vocabulary exB, C; p93, Developing Conversations exB; p94, Speaking exA; p94, Vocabulary exB; p94, Reading exB, C; p96, Speaking exA, B; p96, Listening exD; p97, Grammar exD; p97, Speaking exB; p98, Speaking exA; p98, Vocabulary exB; p99, Developing Conversations exA; p100, Speaking exA; p100, Reading exC; p100, Speaking exA; p102, Vocabulary exB; p102-103, Listening exA, D, E, F; p104, Speaking exA; p104, Vocabulary exC; p105, Listening exC; p105, Conversation Practice exA; p106, Reading exB, D; p107, Speaking exA; p108-109, Listening exA, C, F, G; p109, Speaking exA; p110, Speaking exB; p110, Listening exC, D; p111, Developing Conversations exC; p112, Speaking exA; p112-113, Reading exB, C, D; p113, Listening exA, C, D; p114, Speaking exA, B; p114, Vocabulary exC; p114, Listening exC; p115, Grammar exE; p115, Speaking exA; p120, Speaking exA; p120, Writing exB; p121, Writing Practice exA; p122, Speaking exA; p122, Writing exA, B, C, G; p123, Writing Practice exA; p124, Speaking exA; p125, Writing exA; p126, Writing exA; p127, Speaking exA; p128, Speaking exA, C; p128, Writing exB; p129, Vocabulary exB; p129, Writing Practice exB; p130, Speaking exA, B; p132, Speaking exA; p132, Vocabulary exC; p132, Writing exA, B, C; p134, Speaking exA

Can express his/her thoughts about abstract or cultural topics such as music, films. [B1] p8, Speaking exA

Interaction (written)

Correspondence:

Can write letters conveying degrees of emotion and highlighting the personal significance of events and experiences and commenting on the correspondent’s news and views.

p129, Writing practice exC


Production (spoken)

Sustained monologue (describing experience):

Can give clear, detailed descriptions on a wide range of subjects related to his/her field of interest.

p13, Speaking exB; p19, Speaking exB; p29, Speaking exB; p37, Conversation Practice exB; p41, Speaking exB; p45, Speaking exC, D; p55, Conversation Practice exB; p65, Conversation Practice exA, B; p66, Reading exE; p69, Listening exC; p76, Listening exC; p79, Grammar exC; p82, Vocabulary exA; p83, Conversation Practice exB; p85, Speaking exA; p87, Speaking exB; p111, Conversation Practice exB; p124, Vocabulary exC

Production (written)

Creative writing:

Can write clear, detailed descriptions of real or imaginary events and experiences marking the relationship between ideas in clear connected text, and following established conventions of the genre concerned.

p31, Grammar exC

Reports and essays:

Can write an essay or report that develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages and disadvantages of various options.

p121, Writing practice exA; p122, Writing exD, E, F; p123, Writing practice exB, C, D; p125, Writing practice exA; p127, Writing practice exA; p131, Writing practice exC; p133, Writing practice exA, B, C; p135, Writing practice exB

Can synthesise information and arguments from a number of sources.

p121, Writing practice exA; p122, Writing exD, E, F; p123, Writing practice exB, C, D; p125, Writing practice exA; p127, Writing practice exA; p131, Writing practice exC; p133, Writing practice exA, B, C; p135, Writing practice exB

Communication strategiesInteraction

Planning:

Can plan what is to be said and the means to say it, considering the effect on the recipient/s.

p9, Conversation Practice exA; p13, Speaking exB; p19, Speaking exA, B; p20, Speaking exA; p27, Conversation Practice exA; p29, Speaking exB; p37, Conversation Practice exA; p41, Speaking exA; p43, Conversation Practice exA, B; p45, Speaking exA, B; p55, Conversation Practice exA; p59, Speaking exA; p71, Conversation Practice exA; p77, Conversation Practice exA; p83, Conversation Practice exA; p85, Vocabulary exB; p87, Speaking exA; p93, Conversation Practice exA; p99, Conversation Practice exA; p103, Speaking exA; p111, Conversation Practice exA; p131, Writing practice exA, B

Can rehearse and try out new combinations and expressions, inviting feedback.

p9, Conversation Practice exA; p13, Speaking exB; p19, Speaking exA, B; p20, Speaking exA; p27, Conversation Practice exA; p29, Speaking exB; p37, Conversation Practice exA; p41, Speaking exA; p43, Conversation Practice exA, B; p45, Speaking exA, B; p55, Conversation Practice exA; p59, Speaking exA; p71, Conversation Practice exA; p77, Conversation Practice exA; p83, Conversation Practice exA; p85, Vocabulary exB

Working with text

Note-taking (lectures, seminars, etc.):

Can understand a clearly structured lecture on a familiar subject, and can take notes on points which strike him/her as important, even though he/she tends to concentrate on the words themselves and therefore to miss some information.

p9, Listening exB; p14, Listening exA; p48, Listening exB; p56, Listening exA, B; p64, Listening exA, B; p78, Listening 1 exA, B; p102, Listening exC, D


Communicative language competenceLinguistic – range

Vocabulary range:

Has a good range of vocabulary for matters connected to his field and most general topics. Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution.

p8, Vocabulary exA, B, C; p9, Developing Conversations exA, B; p10, Reading exC, E; p10, Vocabulary exA; p12, Reading exC, D; p13, Listening exB; p13, Vocabulary exA, B; p14, Vocabulary exA, B, C; p16, Vocabulary exA, B, C, D; p18, Vocabulary exA; p20, Vocabulary exA, B, C; p22, Vocabulary exA; p22, Reading exD, E; p25, Vocabulary exA, B, C; p25, Developing Conversations exA; p26, Listening exB; p27, Vocabulary exA, B; p28, Vocabulary exA; p30, Reading exC; p30, Vocabulary exA, B, C; p31, Listening exA; p36, Vocabulary exA; p36, Listening exC; p38, Vocabulary exA, B; p41, Vocabulary exA, B; p42, Speaking exA; p43, Vocabulary exA, B, C; p44, Vocabulary exB, C; p45, Listening exE; p46, Vocabulary exA, B; p48, Vocabulary exA, B; p50, Vocabulary exA; p53, Vocabulary exA, B; p54, Vocabulary exA, B; p56, Listening exC; p57, Vocabulary exA; p59, Reading 1 exD; p59, Vocabulary exA, C; p64, Vocabulary exC; p64, Listening exC; p66, Vocabulary exA, B; p66, Reading exD; p68, Vocabulary exA, B, C; p70, Speaking exA; p70, Listening exC; p71, Vocabulary exA, B; p71, Developing Conversations exA; p73, Vocabulary exA, B, C; p74, Speaking exA; p74, Reading exC, E; p75, Vocabulary exA; p75, Listening exB; p76, Speaking exA; p76, Vocabulary exA, B; p76, Listening exA; p78, Speaking exA; p78, Vocabulary exA, B; p78, Listening 1 exC; p80, Reading exA; p80, Vocabulary exA; p82, Vocabulary exB; p82, Listening exA, C; p83, Developing Conversations exA, B, C, D ,E; p84, Reading exC; p85, Vocabulary exA; p86, Vocabulary exA; p86, Listening exC; p92, Vocabulary exA, B; p93, Listening exB; p93, Developing Conversations exA; p94, Vocabulary exA; p96, Listening exB; p98, Vocabulary exA; p100, Reading exB; p100, Speaking exB; p102, Vocabulary exA; p103, Listening exG; p104, Vocabulary exA, B; p105, Listening exB; p109, Listening exE; p109, Vocabulary exA, C; p110, Speaking exA; p110, Listening exC; p111, Developing Conversations exA; p111, Vocabulary exA, B, C; p113, Vocabulary exA, B; p114, Vocabulary exA, B; p120, Vocabulary exA; p123, Key Words for Writing exA, B, C, D, E; p124, Vocabulary exA, B; p125, Key Words for Writing exA; p126, Writing exD; p127, Vocabulary exA, B; p127, Key Words for Writing exB; p129, Vocabulary exA; p132, Writing exB; p134, Writing exB

Phonological control:

Has a clear, natural pronunciation and intonation.

p49, Developing Conversations exA; p55, Developing Conversations exB

Linguistic – control

Grammatical accuracy:

Good grammatical control. Occasional ‘slips’ or non-systemic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect.

p11, Grammar exA, B; p15, Developing Conversations exA, B; p15, Grammar exA, B; p20, Listening exB, C; p21, Grammar exA, B ,C; p22, Reading exC; p22, Grammar exA; p27, Grammar exA, B; p27, Vocabulary exC; p31, Grammar exA, B; p37, Developing Conversations exA, B; p38, Grammar exA, B; p40, Listening exC, D, E; p43, Grammar exA, B, C; p51, Grammar exA, C; p55, Developing Conversations exA, B; p57, Grammar exA, B; p65, Grammar exA, B, C; p75, Grammar exA, B, C; p77, Developing Conversations exB, C; p79, Grammar exA, B; p85, Developing Conversations exA, B; p87, Grammar exA, B; p97, Grammar exA, B, C; p100, Grammar exA, B, C; p107, Grammar exA, B; p115, Grammar exA, B, C, D, F; p121, Grammar exA, B; p125, Key Words for Writing exB; p128, Writing exA; p129, Key Words for Writing exA, B; p131, Grammar exA, B; p132, Vocabulary exA, B; p135, Grammar exA; p135, Key Words for Writing exA, B

Pragmatic

Coherence:

Can use a variety of linking words efficiently to mark clearly the relationships between ideas.

p121, Key Words for Writing exA; p122, Writing exF; p126, Writing exC; p127, Key Words for Writing exA, B; p131, Key Words for Writing exA; p133, Key Words for Writing exA exA


Unit 1 CitiesSpeaking (page 8)

COMPONENT DESCRIPTOR EXERCISE

Informal discussion (with friends)

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

Vocabulary (page 8)


Vocabulary range Has a good range of vocabulary for matters connected to his field and most general topics. Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution.

A, B, C


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

Listening (page 9)


Informal discussion (with friends) Can keep up with an animated discussion between native speakers. A, C

Note-taking (lectures, seminars, etc.)

Can understand a clearly structured lecture on a familiar subject, and can take notes on points which strike him/her as important, even though he/she tends to concentrate on the words themselves and therefore miss some information.

B


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

Developing Conversations (page 9)



A, B

Conversation



C

Conversation Practice (page 9)


Planning



A

Conversation



B

Outcomes Advanced CEFR mappingFramework level: B2


Reading (page 10)


Informal discussion



A, D

Reading for information & argument

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


C, E

Vocabulary (page 10)



A

Informal discussion



B

Grammar (page 11)


Grammatical accuracy Good grammatical control. Occasional ‘slips’ or non-systemic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect.

A, B

Listening (page 11)


Informal discussion (with friends) Can keep up with an animated discussion between native speakers. A, C

Informal discussion



B, D

Speaking (page 11)


Informal discussion



A, B, C


Reading (page 12)


Informal discussion



A




C, D

Listening (page 13)


Listening to radio audio & recordings


A, C, D

Informal discussion



B, E


B




A, B

Speaking (page 13)


Informal discussion



A

Planning Can plan what is to be said and the means to say it, considering the effect on the recipient/s.

Can rehearse and try out new combinations and expressions, inviting feedback. B

Sustained monologue Can give clear, detailed descriptions on a wide range of subjects related to his/her field of interest.


Unit 2 Culture and IdentityVocabulary (page 14)



A, B, C

Informal discussion



A

Listening (page 14)


Informal discussion (with friends) Can keep up with an animated discussion between native speakers. A, B



A

Informal discussion



C




A, B

Conversation



C

Grammar (page 15)



A, B

Conversation



C




Informal discussion



A, B

Speaking (page 16)


Informal discussion



A




A, B, C, D

Informal discussion



E

Conversation



F

Reading (pages 16–17)


Informal discussion



A, D


Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances and viewpoints. A, B, C

Speaking (page 18)


Informal discussion



A


Listening (page 18)




A, B

Informal discussion



C




A

Informal discussion



B

Reading (page 19)


Informal discussion



A, C



Processing text Can summarise a wide range of factual and imaginative texts, commenting on and discussing contrasting points of view and the main themes. C

Speaking (page 19)


Planning



A, B


B

Informal discussion




Unit 3 RelationshipsSpeaking (page 20)


Planning



A

Informal discussion



B




A, B, C

Informal discussion



D

Listening (page 20)


Informal discussion (with friends) Can keep up with an animated discussion between native speakers. A


B, C

Informal discussion



D



Informal discussion



A, B

Grammar (page 21)



A, B, C




Conversation



A




A

Reading (page 22)



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

Informal discussion



B, F


C


D, E

Grammar (page 22)



A

Conversation



B

Speaking (page 24)


Informal discussion



A, B


Listening (page 24)



Informal discussion



C




A, B, C




A

Conversation



B

Speaking (page 25)




Conversation



B, C

Unit 4 PoliticsDeveloping Conversations (page 26)




Informal discussion



B


Listening (page 26)




B

Informal discussion



C

Grammar (page 27)



A, B




A, B


C



Planning



A

Informal discussion



B




A

Informal discussion



B, C


Reading (page 28)




Informal discussion



B

Listening (page 29)




A, C, D

Informal discussion



B

Speaking (page 29)




Planning



B

Sustained monologue Can give clear, detailed descriptions on a wide range of subjects related to his/her field of interest. B

Informal discussion



C

Reading (page 30)




Informal discussion



B, D


C





A, B, C

Listening (page 31)



A



B, C, D

Grammar (page 31)



A, B

Creative writing Can write clear, detailed descriptions of real or imaginary events and experiences marking the relationship between ideas in clear connected text, and following established conventions of the genre concerned.

C

Speaking (page 31)


Informal discussion



A

Unit 5 Night In, Night OutVocabulary (page 36)



A

Conversation



B

Listening (page 36)




C


Speaking (page 37)


Informal discussion



A




A, B

Conversation



C




Can rehearse and try out new combinations and expressions, inviting feedback.A




Informal discussion



A, C, D



Speaking (page 38)


Conversation



A




A, B


Grammar (page 38)



A, B

Speaking (page 40)


Informal discussion



A

Listening (page 40)




A, B


C, D, E

Informal discussion



F






A, B

Informal discussion



C

Speaking (page 41)






Informal discussion



C

Unit 6 ConflictSpeaking (page 42)



A

Informal discussion



B, C

Listening (page 42)





Conversation



A, B

Grammar (page 43)



A, B, C

Conversation



D




A, B, C





Can rehearse and try out new combinations and expressions, inviting feedback.A, B

Conversation



B





Informal discussion



A, D


B, C

Listening (page 45)




A, C

Informal discussion



B, D


E

Speaking (page 45)


Planning



A, B


C, D

Formal discussion

Can keep up with animated discussion, identifying accurately arguments supporting and opposing points of view.

Can contribute, account for and sustain his/her opinion, evaluate alternative proposals and make and respond to hypotheses.


Speaking (page 46)


Informal discussion



A




A, B

Informal discussion



C




Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances and viewpoints. A, D, E

Informal discussion



B, C, F

Listening (page 47)




A, B

Informal discussion



C

Speaking (page 47)


Informal discussion



A


Unit 7 Science and ResearchVocabulary (page 48)



A, B

Listening (pages 48–49)




Informal discussion



A, D



B, C



B



Phonological control Has a clear, natural pronunciation and intonation. A

Conversation



B, C





Conversation



B, C




A

Conversation



B


Reading (page 50)


Informal discussion



A, C



Grammar (page 51)



A, C

Informal discussion



B

Listening (page 51)


Informal discussion



A



B

Speaking (page 52)




A

Informal discussion



Listening (page 52)


Informal discussion



A, D




B, C




A, B

Informal discussion



C

Speaking (page 53)


Informal discussion



A

Unit 8 NatureVocabulary (page 54)



A, B

Informal discussion



C

Listening (page 55)


Informal discussion (with friends) Can keep up with an animated discussion between native speakers. A, B, C

Informal discussion



D




A, B

Phonological control Has a clear, natural pronunciation and intonation. B




Planning



A


Informal discussion



C

Speaking (page 56)




A

Informal discussion





Listening as a member of a live audience

Can follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex.

A



A, B


C

Informal discussion



D

Grammar (page 57)



A, B





A

Informal discussion



B

Speaking (page 57)


Informal discussion



A

Reading 1 (pages 58–59)


Informal discussion



A, C




D




A, C



B

Informal discussion



D

Reading 2 (page 59)





Informal discussion



D

Speaking (page 59)


Planning



A

Informal discussion



B

Unit 9 WorkVocabulary (page 64)


Informal discussion



A, B, D


C

Listening (page 64)





A, B


C

Informal discussion



D



Conversation



A, B


Grammar (page 65)



A, B, C



Sustained monologue Can give clear, detailed descriptions on a wide range of subjects related to his/her field of interest. A,B

Conversation



B




A, B

Informal discussion



B, C

Reading (page 66)


Informal discussion



A, B, F


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


D

Sustained monologue Can give clear, detailed descriptions on a wide range of subjects related to his/her field of interest. E

Listening (page 66)




A


Informal discussion



B, C

Speaking (page 68)




A

Informal discussion






A, B, C

Informal discussion



D

Listening (page 69)




A, B, D

Sustained monologue Can give clear, detailed descriptions on a wide range of subjects related to his/her field of interest. C

Informal discussion



E

Speaking (page 69)




Informal discussion



B, C


Unit 10 Health and IllnessSpeaking (page 70)



A

Informal discussion



Listening (page 70)




C

Informal discussion



D




A, B

Informal discussion



C




A

Informal discussion



B




Planning



A

Informal discussion



B

Speaking (page 72)


Informal discussion



A



Informal discussion



A



Conversation



C




A, B, C

Listening (page 73)




A

Informal discussion



B


Speaking (page 74)



A

Informal discussion



Reading (page 74)





C, E

Informal discussion



C, D




A

Informal discussion



B

Listening (page 75)




A


B

Informal discussion



C


Grammar (page 75)



A, B, C

Speaking (page 75)


Informal discussion



A

Unit 11 PlaySpeaking (page 76)



A

Informal discussion






A, B




A

Informal discussion (with friends) Can keep up with an animated discussion between native speakers. B


Informal discussion



D




Informal discussion



A, D


B, C



Planning



A

Conversation



B

Speaking (page 78)



A

Informal discussion






A, B

Listening 1 (page 78)




A, C



A, B


C


Informal discussion



B, D

Grammar (page 79)



A, B


Listening 2 (page 79)




A, C

Informal discussion



B

Speaking (page 79)


Informal discussion



A




A



Informal discussion



C


Speaking (page 80)


Informal discussion



A




A

Informal discussion



B

Unit 12 HistoryVocabulary (page 82)


Sustained monologue Can give clear, detailed descriptions on a wide range of subjects related to his/her field of interest. A


B

Conversation



C




A, C


Informal discussion



D




A, B, C, D, E


Informal discussion



C



Planning



A


Speaking (page 84)


Informal discussion



A

Reading (page 84)



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


C

Informal discussion



D




A, B


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

Conversation



D





A

Planning



B

Speaking (page 85)


Sustained monologue Can give clear, detailed descriptions on a wide range of subjects related to his/her field of interest. A

Speaking (page 86)


Informal discussion



A




A

Informal discussion



B

Listening (page 86)




A, B


C

Informal discussion



D


Grammar (page 87)



A, B

Speaking (page 87)





Unit 13 News and the MediaVocabulary (page 92)



A, B

Informal discussion



B, C

Listening (page 93)




B




A

Informal discussion



B






Conversation



B

Speaking (page 94)




A

Informal discussion



Listening (page 94)




A, B




A

Informal discussion



B





Informal discussion



B, C


Speaking (page 96)


Informal discussion



A, B

Listening (page 96)




A, C, E


B

Informal discussion



D

Grammar (page 97)



A, B, C

Informal discussion



D

Speaking (page 97)




Informal discussion



B

Unit 14 Business and EconomicsSpeaking (page 98)


Informal discussion



A





A

Informal discussion



B

Listening (page 99)


Informal discussion (with friends) Can keep up with an animated discussion between native speakers. A, B, C



Informal discussion



A

Conversation



B, C



Planning



A

Conversation



B

Speaking (page 100)


Informal discussion



A







B

Informal discussion



C

Grammar (page 100)



A, B, C

Speaking (page 100)




A

Informal discussion




B




A

Informal discussion



B

Listening (page 102–103)


Informal discussion



A, D, E, F





C, D


G

Speaking (page 103)


Planning



A

Formal discussion (meetings)

Can express his/her ideas and opinions with precision, present, and respond to complex lines of argument convincingly. B

Unit 15 FashionSpeaking (page 104)


Informal discussion



A




A, B

Informal discussion



C

Listening (page 105)




B

Informal discussion



C




Monitoring & repair Can correct slips and errors if he/she becomes conscious of them or if they have led to misunderstandings. A, C

Conversation



B, C



Informal discussion



A




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

Informal discussion



B, D

Speaking (page 107)


Informal discussion



A

Grammar (page 107)



A, B



Informal discussion



A, C, F, G




B, D


E




A, C

Conversation



B

Speaking (page 109)


Informal discussion



A

Unit 16 Danger and RiskSpeaking (page 110)



A

Informal discussion



B





C

Informal discussion



C, D





A




Informal discussion



C




A, B, C



Planning



A


Speaking (page 112)


Informal discussion



A




Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances and viewpoints. A, B, D

Informal discussion



B, C, D





A, B

Conversation



C



Informal discussion



A, C, D



B

Speaking (page 114)


Informal discussion



A, B



Vocabulary rangeHas a good range of vocabulary for matters connected to his field and most general topics. Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution.

A, B

Informal discussion



C




Informal discussion



C


Grammar (page 115)



A, B, C, D, F

Informal discussion



E

Speaking (page 115)




A

Informal discussion



Conversation



B

1 Writing: Describing Visual DataSpeaking (page 120)


Informal discussion



A

Writing (page 120)




Informal discussion



B




A


Grammar (page 121)



A, B

Key Words for Writing (page 121)


Coherence Can use a variety of linking words efficiently to mark clearly the relationships between ideas. A

Writing Practice (page 121)


Informal discussion



A

Reports & essays



B

2 Writing: Expressing Your OpinionSpeaking (page 122)


Informal discussion



A

Writing (page 122)


Informal discussion



A, B, C, G


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

Reports & essays



D, E, F

Coherence Can use a variety of linking words efficiently to mark clearly the relationships between ideas. F





A, B, C, D, E



Informal discussion



A

Reports & essays



B, C, D

3 Writing: A ReviewSpeaking (page 124)


Informal discussion



A




A, B


Writing (page 125)




A

Informal discussion







A


B



Reports & essays



A

4 Writing: Describing ProcessesWriting (page 126)




Informal discussion



A

Coherence Can use a variety of linking words efficiently to mark clearly the relationships between ideas. C


D

Speaking (page 127)


Informal discussion



A




A, B




Coherence Can use a variety of linking words efficiently to mark clearly the relationships between ideas. A, B


B



Reports & essays



A

5 Writing: A Covering LetterSpeaking (page 128)


Informal discussion



A, C


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

Writing (page 128)




A


Informal discussion



B




A

Informal discussion



B





A, B





Informal discussion



B

Correspondence Can write letters conveying degrees of emotion and highlighting the personal significance of events and experiences and commenting on the correspondent’s news and views.

C

6 Writing: A Magazine ArticleSpeaking (page 130)


Informal discussion



A, B

Writing (page 130)







Grammar (page 131)



A, B





Can rehearse and try out new combinations and expressions, inviting feedback.A, B

Reports & essays



C

7 Writing: A Wiki GuideSpeaking (page 132)


Informal discussion



A




A, B

Informal discussion



C

Writing (page 132)




Informal discussion



A, B, C


B







Reports & essays



A, B, C

8 Writing: Giving InformationSpeaking (page 134)




A

Informal discussion



Writing (page 134)





B

Grammar (page 135)



A




A, B



Processing text Can summarise a wide range of factual and imaginative texts, commenting on and discussing contrasting points of view and main themes. A

Reports & essays



B

outcomes - cengagengl.cengage.com/assets/outcomes/downloads/outcomes_adv.pdf · b2 outcomes...

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