A2

Close-up
NEW LEARNING

A2

Close-up
New Close-up helps learners get closer to the world
NEW
through dynamic photography, video and real-world

NEW
stories from National Geographic. Relevant, global
topics, paired with a comprehensive four-skills syllabus,

Close-up
promote the key language and life skills teenagers need
to succeed in international exams, in the classroom and
in their future careers.
• Up-to-date authentic content from around the world
engages teenagers and stimulates learning.
• Updated exam-style tasks and tips build learner
confidence for international exam success.

STUDENT’S BOOK
• ‘Live well, study well’ lessons equip learners with
academic and personal skills, with a focus on
and the Common European Framework of Reference
wellbeing.
• Teaching support resources, including a
comprehensive Teacher’s Book and updated suite
of digital components, help secondary classes
achieve success.

ELTNGL.com/newcloseup

CEFR correlation

A2 B1 B2 C1

For learners preparing for the Key exam

LEARNING
Bringing the world to the classroom
and the classroom to life

ELTNGL.com
A PA RT OF C E NGAGE
LEARNING
A2
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Introduction
What is the Common European Framework of Reference?
The Council of Europe has developed the Common European Framework of Reference: Learning,
Teaching, Assessment (or CEFR for short) with a view to promoting quality in language teaching and
learning within Europe. In 2018, they updated and added to descriptors (see the Companion Volume
with New Descriptors from 2018).
The CEFR aims to provide a descriptive framework which encourages the development of language
skills and intercultural awareness, learner autonomy and lifelong learning. It is of interest to course
designers and coursebook writers as well as teachers, testers and teacher trainers.
The CEFR also aims to promote a coherent approach to language learning with an emphasis on
examining what we can do with a language. It also provides a framework which permits the
comparison of the language levels of individuals in an impartial way.

What are the aims of the CEFR?

It is important to be aware that the CEFR is designed as a set of common reference points and not as
a set of points that should be covered systematically in study. One level or one set of reference points
is not intended to refer to a year of study or a number of hours of study. It recognises that students
have different aims and learn at different speeds.
The CEFR does not intend to prescribe a method of teaching, and recognises that there are a variety
of methods relevant to different teaching contexts. However, it has a clear focus on the four skills and
on developing an ability to communicate rather than acquire knowledge.
The CEFR also emphasises acquiring the skills to learn independently. It encourages autonomy in
students and focuses on what they ‘can do’ and not on what they still need to learn. The CEFR
intends to help define teachers’ and learners’ objectives. Teachers need to understand what they
want to achieve on a course and students need clear objectives. The CEFR provides a set of
descriptors and levels of competence that help focus such aims.

How are the levels of the CEFR organised?

The CEFR has six levels which range from A1 (students with a starter level of English) to C2
(students who can use the language fluently and with precision). Below is an overview of these levels.
Proficient C2 Mastery Students can use the language precisely
and fluently with awareness of finer
shades of meaning
C1 Effective Operational Students are proficient in the language
Proficiency and have a wide range of vocabulary.
Independent B2 Vantage Students are able to justify opinions and
develop arguments
B1 Threshold Students at this level can maintain
conversations.
Basic A2 Waystage Students are able to get by in an
increasing range of social situations.
A1 Breakthrough Students can express themselves in
simple, basic language.

The CEFR also recognises intermediate levels between the global levels above – A2+, B1+, B2+, etc.
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Each of the six levels of the CEFR is defined by a large set of descriptors – ‘can do tick points’ –
which aim to define the expected language ability of an individual at each of the levels. For example,
one of the descriptors under the heading Conversation at B1 level is: Can follow clearly articulated
language directed at them in everyday conversation, though will sometimes have to ask for repetition
of particular words/signs. At C2 level, a descriptor under the same heading is: Can converse
comfortably and appropriately, unhampered by any linguistic limitations in conducting a full social and
personal life.

How does the CEFR correspond to New Close-up?

The New Close-up series has a communicative approach with an emphasis on learning language in
real-life contexts and on producing language in a broad range of speaking and writing situations.
Consequently, its approach mirrors the functional descriptors of the CEFR as well as its broad
emphasis on being able to communicate in a range of realistic situations.
Each level of New Close-up covers the majority of competences for that CEFR level. For example,
New Close-up B1 covers the majority of CEFR competences for B1. The intermediate levels (B1+ and
B2+) cover the competences for the previous level (B1 and B2) and introduce some new
competences for the intermediate level. There is, of course, built-in revision of the competences from
the previous level before moving on to the new competence. In this booklet, each exercise of the New
Close-up series is mapped against core descriptors at the relevant global level.
The descriptors contained in this document have been updated to match the revisions to the wording
in the Common European Framework Of Reference For Languages: Learning, Teaching,
Assessment, Companion Volume 2020.
New Close-up has been mapped against this updated version of the CEFR, covering a broad range of
key descriptors such as all the listening and reading skills, written and spoken production, as well as
many essential descriptors such as using cues and inferring and reading for orientation.
Activities in each unit have also been designed to incorporate mediation skills such as note taking,
collaborative skills, explaining data and adapting language. In this mapping document, exercises that
practice mediation skills are highlighted in yellow, for easy reference.

How does New Close-up match the aims of the CEFR?

New Close-up’s grammar and vocabulary syllabus encourages the linguistic competences needed for
students to be able to communicate successfully. In particular, the Grammar Reference and
Vocabulary Reference sections provide support and information for students to build their
understanding. A wordlist for each level is also provided on the companion site, which provides the
definitions of words and provides example sentences. Each word is recorded, allowing students to
hear the correct pronunciation.
The emphasis on the four skills of reading, writing, speaking and listening in New Close-up reflects
the same emphasis in the CEFR. The Your ideas activities throughout the pages of New Close-up
introduce and practise a range of spoken interaction and spoken production competences which
mirror those in the CEFR. The Live well, study well lessons (Units 1, 3, 5, 7, 9 and 11) in New Close-
up develop students’ discussion and collaborative mediation skills. The Videos (Units 2, 4, 6, 8, 10
and 12) develop students’ ability to follow real spoken production in English through authentic videos.
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Can I learn more about this?

The CEFR companion volume is available here if you wish to do further reading. You can also visit
the Council of Europe website at coe.int and enter ‘CEFR’ into the search bar. This brings up many
reports and further research that may be of interest.
•

Framework level A2
Communicative activities
Reception (spoken)

Descriptor Student’s Book activities

Overall listening comprehension:
Can understand enough to be able to meet needs of a concrete
type provided speech is clearly and slowly articulated.
Can understand phrases and expressions related to areas of
most immediate priority (e.g. very basic personal and family
information, shopping, local geography, employment), provided
speech is clearly and slowly articulated.
Understanding conversation between other speakers: p24, Vocabulary ex 5; p33 Grammar ex 5; p35
Can generally identify the topic of discussion around him/her Speaking, ex 3, 4; p58 Listening, ex 1; p68,
that is conducted slowly and clearly. Can recognise when Vocab ex 3; p71, Speaking ex 6; p82, Listening
speakers agree and disagree in a conversation conducted ex 3, 4; p96, Vocabulary ex 4; p104, Vocabulary
slowly and clearly. ex 2; p106, Listening ex 3,4; p116, Vocabulary
ex 5; p130, Listening ex 2,3; p142, Listening ex
Can follow in outline short, simple social exchanges, conducted 2, 6
very slowly and clearly.
Listening to announcements and instructions: p71, Speaking ex 3
Can understand and follow a series of instructions for familiar,
everyday activities such as sports, cooking, etc. provided they
are delivered slowly and clearly.
Can understand straightforward announcements (e.g. a
telephone recording or radio announcement of a cinema
programme or sports event, an announcement that a train has
been delayed, or messages announced by loudspeaker in a
supermarket), provided the delivery is slow and clear.
Listening to audio media and recordings: P 8, Vocabulary ex 4, 5; p10, Listening ex
Can understand the most important information contained in 1,2,3,5; p14, Writing ex 2; p20, Vocabulary ex 1;
short radio commercials concerning goods and services of p22, Listening ex 2,3,4,6; p34, Listening ex 2,3,5;
interest (e.g. CDs, video games, travel, etc.). p44, Vocabulary ex 4; p46, Listening ex 2,6,8;
p47, Speaking ex 3; p48, Vocabulary ex 2; p56,
Can understand in a radio interview what people say they do in Vocabulary ex 3; p58, Listening ex 2, 4; p60,
their free time, what they particularly like doing and what they do Vocabulary ex 3; p68, Vocabulary ex 4; p70,
not like doing, provided that they speak slowly and clearly. Listening ex 3,4,6; p80, Vocabulary ex 3; p82,
Can understand and extract the essential information from short, Listening ex 6; p84, Vocabulary ex 3; p94,
recorded passages dealing with predictable everyday matters Listening ex 2,3,5,7; p106, Listening ex 5; p108,
that are delivered slowly and clearly. Vocabulary ex 5; p117, Grammar ex 5; p118,
Can extract important information from short radio broadcasts, Listening ex 3,5; p120, Vocabulary ex 3; p126,
such as the weather forecast, concert announcements or sports Reading ex 1; p130, Listening ex 5; p140,
results, provided that people talk clearly. Vocabulary ex 3; p142, Listening ex 2,3,6
Can understand the important points of a story and manage to
follow the plot, provided the story is told slowly and clearly.

Written Reception

Overall reading comprehension: p11, Speaking ex 2; p15, Writing ex 4,6; p16,

Can understand short, simple texts on familiar matters of a Live well, study well ex 1,4; p23, Speaking ex 2;
concrete type which consist of high frequency everyday or job- p31, Reading ex 5; p59, Speaking ex 2; p67,
related language. Reading ex 4,5; p74, Writing ex 2; p78, Reading
ex 1; p83, Speaking ex 2; p86, Writing ex 1,4;
Can understand short, simple texts containing the highest p91, Reading ex 4–6; p107, Speaking ex 2;
frequency vocabulary, including a proportion of shared p110, Writing ex 1,2; p119, Speaking ex 1; p127,
international vocabulary items. Reading ex 5,6; p130, Listening ex 1; p143,
Speaking ex 1
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Reading correspondence: p14, Writing ex 1; p26, Writing , ex 3,4; p39,

Can understand a simple personal letter, email or post in which Writing ex 5; p50, Writing ex 3,4; p72,
the person writing is talking about familiar subjects (such as Vocabulary ex 4; p86, Writing ex 3; p120,
friends or family) or asking questions on these subjects. Vocabulary ex 4
Can understand basic types of standard routine letters and faxes
(enquiries, orders, letters of confirmation etc.) on familiar topics.
Can understand short simple personal letters.
Can understand very simple formal emails and letters (e.g.
confirmation of a booking or on–line purchase).
Reading for orientation: p14, Writing ex 3; p31, Reading ex 4; p38,
Can find specific information in practical, concrete, predictable Writing ex 2; p127, Reading ex 4
texts (e.g. travel guidebooks, recipes), provided they are written
in simple language.
Can understand the main information in short and simple
descriptions of goods in brochures and websites (e.g. portable
digital devices, cameras, etc.).
Can find specific, predictable information in simple everyday
material such as advertisements, prospectuses, menus,
reference lists and timetables.
Can locate specific information in lists and isolate the information
required (e.g. use the ‘Yellow Pages’ to find a service or
tradesman).
Can understand everyday signs and notices etc. in public
places, such as streets, restaurants, railway stations, in
workplaces, such as directions, instructions, hazard warnings.
Reading for information & argument: p7, Reading ex 3–6; p18, Reading ex 2,3; p30,
Can identify specific information in simpler written material Reading ex 2,3; p40, Live well, study well ex
he/she encounters such as letters, brochures and short 1,2,4; p42, Reading ex 2–5; p54, Reading ex 3–
newspaper articles describing events. 5; p64, Live well, study well ex 1,4; p66,
Reading ex 2,3; p78, Reading ex 3–5; p88, Live
Can follow the general outline of a news report on a familiar type well, study well ex 1,4; p90, Reading ex 2,3;
of event, provided that the contents are familiar and predictable. p96, Vocabulary ex 2; p98, Writing ex 5; p102,
Can pick out the main information in short newspaper reports or Reading ex 4,6; p110, Writing ex 3; p112, Live
simple articles in which figures, names, illustrations and titles well, study well ex 1,4; p114, Reading ex 2–5;
play a prominent role and support the meaning of the text. p126, Reading ex 2,3,6; p134, Writing ex 2;
Can understand the main points of short texts dealing with p136, Live well, study well ex 1,2,4; p138,
everyday topics (e.g. lifestyle, hobbies, sports, weather). Reading ex 3–6; p146, Writing ex 3,4
Can understand texts describing people, places, everyday life,
and culture, etc., provided that they are written in simple
language.
Can understand information given in illustrated brochures and
maps, e.g. the principal attractions of a city or area. Can
understand the main points in short news items on subjects of
personal interest (e.g. sport, celebrities).
Can understand a short factual description or report within
his/her own field, provided that it is written in simple language
and does not contain unpredictable detail.
Can understand most of what people say about themselves in a
personal ad or post and what they say they like in other people.
Reading instructions: p26, Writing ex 2; p32, Vocabulary ex 3; p48,
Can understand regulations, for example safety, when Vocabulary ex 1
expressed in simple language.
Can understand short written instructions illustrated step by step
(e.g. for installing new technology).
Can understand simple instructions on equipment encountered
in everyday life – such as a public telephone. Can understand
simple, brief instructions provided that they are illustrated and
not written in continuous text.
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Can understand instructions on medicine labels expressed as a

simple command e.g. ‘Take before meals’ or ‘Do not take if
driving.
Can follow a simple recipe, especially if there are pictures to
illustrate the most important steps.
Reading as a leisure activity: p62, Writing ex 2,4; p122, Writing ex 3
Can understand enough to read short, simple stories and comic
strips involving familiar, concrete situations written in high
frequency everyday language.
Can understand the main points made in short magazine reports
or guide entries that deal with concrete everyday topics.
Can understand short narratives and descriptions of someone’s
life that are written in simple words.
Can understand what is happening in a photo story and form an
impression of what the characters are like
Can understand much of the information provided in a short
description of a person (e.g. a celebrity).
Can understand the main point of a short article reporting an
event that follows a predictable pattern (e.g. the Oscars)
provided it is clearly written in simple language.

Reception Audio/Visual
Audio-visual Reception

Watching TV, film and video p28, Video ex 2,3; p52, Video ex 2,3; p76, Video
Can identify the main point of TV news items reporting events, ex 2,3; p100, Video ex 2,3; p124, Video ex 2,3;
accidents etc. where the visual supports the commentary. p148, Video ex 2,3
Can follow a TV commercial or a trailer for or scene from a film,
understanding what the actors are talking about, provided that
the images are a great help in understanding and the delivery is
clear and relatively slow.
Can follow changes of topic of factual TV news items, and form
an idea of the main content.
Identifying cues and inferring (spoken & written): p6, Reading ex 3; p10, Listening ex 4,5; p18,
Can use an idea of the overall meaning of short texts and Reading ex 2,3; p22, Listening ex 1,6; p30,
utterances on everyday topics of a concrete type to derive the Reading ex 2,3; p 42, Reading ex 3; p46,
probable meaning of unknown words from the context. Listening ex 3,4,5; p54, Reading ex 3; p66,
Reading ex 2,3; p70, Listening ex 5,6; p78,
Can exploit his/her recognition of known words to deduce the Reading ex 3; p82, Listening ex 6; p90, Reading
meaning of unfamiliar words in short expressions used in routine ex 3; p94, Listening ex 6,7; p102, Reading ex
everyday contexts. 5,6; p114, Reading ex 5; p118, Listening ex
Can exploit format, appearance and typographic features in 1,2,4; p126, Reading ex 3; p138, Reading ex 4,5
order to identify the type of text: news story, promotional text,
article, textbook, chat or forum etc.
Can exploit numbers, dates, names, proper nouns etc.to identify
the topic of a text.
Can deduce the meaning and function of unknown formulaic
expressions from their position in a written text (e.g. at the
beginning or end of a letter).

Spoken Production

Overall spoken production: p66, Reading ex 1; p95, Speaking ex 4; p96,

Can give a simple description or presentation of people, living or Vocabulary ex 6
working conditions, daily routines. likes/dislikes etc. as a short
series of simple phrases and sentences linked into a list.
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Sustained monologue: describing experience p5, Unit opener ex 2; p17, Unit opener ex 2; p18,
Can tell a story or describe something in a simple list of points. Reading ex 1; p23, Speaking ex 3; p24, Vocabulary
ex 4; p27, Writing ex 6; p35, Speaking ex 1; p41, Unit
Can describe everyday aspects of his/her environment e.g. opener ex 1; p47, Speaking ex 6; p48, Vocabulary ex
people, places, a job or study experience. Can give short, basic 4; p59, Speaking ex 1,5; p62, Writing ex 3; p83,
descriptions of events and activities. Speaking ex 3–5; p89, Unit opener ex 2,3,4; p95,
Can describe plans and arrangements, habits and routines, past Speaking ex 5; p109, Grammar ex 5; p122, Writing ex
activities and personal experiences. 2; p125, Unit opener ex 1,2; p131, Speaking ex 1
Can use simple descriptive language to make brief statements
about and compare objects and possessions. Can explain what
he/she likes or dislikes about something.
Can describe his/her family, living conditions, educational
background, present or most recent job. Can describe people,
places and possessions in simple terms.
Can say what he/she is good at and not so good at (e.g. sports,
games, skills, subjects).
Can briefly talk about what he/she plans to do at the weekend or
during the holidays.

Sustained monologue: giving information p71, Speaking ex 4

Can give simple directions from place to place, using basic
expressions such as ‘turn right’ and ‘go straight’ along with
sequential connectors such as ‘first,’ ‘then,’ and ‘next.’

Sustained monologue: putting a case (e.g. in a debate) p95, Speaking ex 1,2,6,7; p119, Speaking ex 5
Can explain what she likes or dislikes about something, why
he/she prefers one thing to another, making simple, direct
comparisons.
Can present his/her opinion in simple terms, provided listeners
are patient.
Addressing audiences p16, Live well, study well ex 5; p40, Live well, study
Can give a short, rehearsed presentation on a topic pertinent to well ex 5; p64, Live well, study ex 5; p88, Live well,
his/her everyday life, briefly give reasons and explanations for study well ex 5; p112, Live well, study well ex 5; p136,
opinions, plans and actions. Live well, study well ex 5; p146, Writing ex 2
Can cope with a limited number of straightforward follow up
questions.
Can give a short, rehearsed, basic presentation on a familiar
subject.
Can answer straightforward follow up questions if he/she can
ask for repetition and if some help with the formulation of his/her
reply is possible.

Written Production

Overall written production: p62, Writing ex 1; p74, Writing ex 1,3,7; p122, Writing
Can write a series of simple phrases and sentences linked with ex 1
simple connectors like ‘and,’ ‘but’ and ‘because’.
Creative writing: p 63, Writing ex 6,7; p75, Writing ex 7,8; p123, Writing
Can write about everyday aspects of his/her environment e.g. ex 5,6
people, places, a job or study experience in linked sentences.
Can write very short, basic descriptions of events, past activities
and personal experiences. Can tell a simple story (e.g. about
events on a holiday or about life in the distant future).
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Can write a series of simple phrases and sentences about their

family, living conditions, educational background, present or
most recent job.
Can write short, simple imaginary biographies and simple poems
about people.
Can write diary entries that describe activities (e.g. daily routine,
outings, sports, hobbies), people and places, using basic,
concrete vocabulary and simple phrases and sentences with
simple connectives like ‘and,’ ‘but’ and ‘because’.
Can write an introduction to a story or continue a story, provided
he/she can consult a dictionary and references (e.g. tables of
verb tenses in a course book).
Written reports & essays: p36, Vocabulary ex 3; p39, Writing ex 4; p40, Live
Can write simple texts on familiar subjects of interest, linking well, study well ex 5; p64, Live well, study well ex 5;
sentences with connectors like ‘and,’ ‘because,’ or ‘then.’ p86, Writing ex 2; p99, Writing ex 7,8; p111, Writing
ex 5,7,8; p112, Live well, study well ex 5; p135,
Can give his/her impressions and opinions in writing about topics Writing ex 5,6; p147, Writing ex 8,9
of personal interest (e.g. lifestyles and culture, stories), using
basic everyday vocabulary and expressions.

Planning: p27, Writing ex 7; p63, Writing ex 5; p75, Writing ex 6;

Can recall and rehearse an appropriate set of phrases from p87, Writing ex 5; p111, Writing ex 6; p119, Speaking
his/her repertoire. ex 4; p123, Writing ex 4; p131, Speaking ex 4; p143,
Speaking ex 4

Spoken Interaction

Overall spoken interaction: p6, Reading ex 1; p15, Writing ex 6; p47, Speaking ex

Can interact with reasonable ease in structured situations and 1; p70, Listening ex 2; p82, Listening ex 2; p107,
short conversations, provided the other person helps if necessary. Speaking ex 3; p131, Speaking ex 2,3,5; p144,
Can manage simple, routine exchanges without undue effort; can Vocabulary ex 5
ask and answer questions and exchange ideas and information on
familiar topics in predictable everyday situations.
Can communicate in simple and routine tasks requiring a simple
and direct exchange of information on familiar and routine matters
to do with work and free time. Can handle very short social
exchanges but is rarely able to understand enough to keep
conversation going of his/her own accord.
Conversation: p33, Grammar ex 4; p78, Reading ex 2; p84,
Can establish social contact: greetings and farewells; Vocabulary ex 3; p90, Reading ex 1; p131, Speaking
introductions; giving thanks. ex 5
Can generally understand clear, standard speech on familiar
matters directed at him/her, provided he/she can ask for repetition
or reformulation from time to time.
Can participate in short conversations in routine contexts on topics
of interest. Can express how he/she feels in simple terms, and
express thanks.
Can ask for a favour (e.g. to lend something), can offer a favour
and can respond if someone asks him/her to do a favour for them.
Can handle very short social exchanges but is rarely able to
understand enough to keep conversation going of his/her own
accord, though he/she can be made to understand if the speaker
will take the trouble.
Can use simple everyday polite forms of greeting and address.
Can make and respond to invitations, suggestions and apologies.
Can express how he/she is feeling using very basic stock
expressions.
Can say what he/she likes and dislikes.
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Informal discussion (with friends) p6, Reading ex 2; p27, Writing ex 9; p29, Unit opener
Can generally identify the topic of discussion around him/her ex 1,2; p30, Reading ex 1; p34, Listening ex 1; p35,
which is conducted slowly and clearly. Can exchange opinions Speaking ex 2,5; p40, Live well, study well ex 1–5;
and compare things and people using simple language. p41, Unit opener, ex 2; p42, Reading ex 1; p50,
Writing ex 1,2,8; p52, Video ex 1; p53, Unit opener ex
Can discuss what to do in the evening, at the weekend. Can make 1,2; p54, Reading ex 1–3; p59, Speaking ex 3; p64,
and respond to suggestions. Live well, study well ex 2,3,4; p65, Unit opener ex 2;
Can agree and disagree with others. p71, Speaking ex 2,3,7,8; p77 Unit opener ex 2; p88,
Can discuss everyday practical issues in a simple way when Live well, study well ex 2–5; p95, Speaking ex 3;
addressed clearly, slowly and directly. Can discuss what to do, p100, Video ex 1; p101, Unit opener ex 2; p102,
where to go and make arrangements to meet. Reading ex 2,3; p107, Speaking ex 1; p112, Live well,
study well ex 2–5; p113, Unit opener ex 2; p114,
Can express opinions in a limited way.
Reading ex 1; p129, Grammar ex 4; p136, Live well,
study well ex 3–5; p137, Unit opener ex 2; p138,
Reading ex 1,2; p143, Speaking ex 2,3,5; p145,
Grammar ex 5; p148, Video ex 1
Obtaining goods and services: p47, Speaking ex 4; p119, Speaking ex 3
Can deal with common aspects of everyday living such as travel,
lodgings, eating and shopping.
Can interact in predictable everyday situations (e.g. a post office,
a station, a shop), using a wide range of simple words and
expressions.
Can get all the information needed from a tourist office, as long as
it is of a straightforward, non-specialised nature.
Can ask for and provide everyday goods and services.
Can get simple information about travel, use public transport:
buses, trains, and taxis, ask and give directions, and buy tickets.
Can ask about things and make simple transactions in shops, post
offices or banks. Can give and receive information about
quantities, numbers, prices etc.
Can make simple purchases by stating what is wanted and asking
the price. Can order a meal.
Can say when something is wrong, e.g. ‘The food is cold’ or
‘There is no light in my room.’
Can ask (face-to-face) for a medical appointment and understand
the reply. Can indicate the nature of a problem to a health
professional, perhaps using gestures and body language.

Information exchange: p11, Speaking ex 5,6; p23, Speaking ex 1; p71,

Can understand enough to manage simple, routine exchanges Speaking ex 4
without undue effort.
Can deal with practical everyday demands: finding out and
passing on straightforward factual information. Can ask and
answer questions about habits and routines.
Can ask and answer questions about pastimes and past activities.
Can ask and answer questions about plans and intentions.
Can give and follow simple directions and instructions e.g. explain
how to get somewhere.
Can communicate in simple and routine tasks requiring a simple
and direct exchange of information. Can exchange limited
information on familiar and routine operational matters.
Can ask and answer questions about what they do at work and in
free time. Can ask for and give directions referring to a map or
plan.
Can ask for and provide personal information.
Can ask and answer simple questions about an event, e.g. ask
where and when it took place, who was there and what it was like.
•

Interviewing and being interviewed: p11, Speaking ex 6; p23, Speaking ex 5; p59,

Can make him/herself understood in an interview and Speaking ex 4,5; p107, Speaking ex 5; p146,
communicate ideas and information on familiar topics, provided Writing ex 1
he/she can ask for clarification occasionally, and is given some
help to express what he/she wants to.
Can describe to a doctor very basic symptoms and ailments such
as cold and flu.
Can answer simple questions and respond to simple statements in
an interview.
Can indicate in simple language the nature of a problem to a
health professional, perhaps using gestures and body language.

Written Interaction

Overall written interaction: p38, Writing ex 3

Can write short, simple formulaic notes relating to matters in areas
of immediate need.
Correspondence: p26, Writing ex 3,4; p39, Writing ex 6,7; p51,
Can exchange information by text message, e-mail or in short Writing ex 7; p97, Writing ex 6,7
letters, responding to questions the other person had (e.g. about a
new product or activity).
Can convey personal information of a routine nature, for example
in a short email or letter introducing him/herself. Can write very
simple personal letters expressing thanks and apology.
Can write short, simple notes, emails and text messages (e.g. to
send or reply to an invitation, to confirm or change an
arrangement).
Can write a short text in a greetings card (e.g. for someone’s
birthday or to wish them a Happy New Year).
Notes, messages & forms: p14, Writing ex 2,7; p99, Writing ex 6,7; p110,
Can take a short, simple message provided he/she can ask for Writing ex 4; p135 Writing ex 4
repetition and reformulation.
Can write short, simple notes and messages relating to matters in
areas of immediate need.
Can fill in personal and other details on most everyday forms, e.g.
to request a visa or visa waiver, to open a bank account, to send a
letter recorded delivery, etc.

Mediation

Overall mediation: p6, Reading ex 4; p8, Vocabulary ex 7; p27,

Can play a supportive role in interaction, provided that other Writing ex 6; p44, Vocabulary ex 4; p93, Grammar
participants speak slowly and that one or more of them helps ex 1; p95, Speaking ex 5; p119, Speaking ex 3;
him/her to contribute and to express his/her suggestions. p122, Writing ex 1; p140, Vocabulary ex 6
Can convey relevant information contained in clearly structured,
short, simple, informational texts, provided that the texts concern
concrete, familiar subjects and are formulated in simple everyday
language.
Can use simple words to ask someone to explain something.
Can recognise when difficulties occur and indicate in simple
language the apparent nature of a problem.
Can convey the main point(s) involved in short, simple
conversations or texts on everyday subjects of immediate interest
provided these are expressed clearly in simple language.
•

Mediating a text

Explaining data in speech (e.g. in graphs, diagrams, charts p23, Speaking ex 1; p38, Writing ex 2; p40, Live
etc.): well, study well ex 5; p64, Live well, study well ex
Can interpret and describe (in Language B) simple visuals on 5; p128, Vocabulary ex 5; p146, Writing ex 2
familiar topics (e.g. a weather map, a basic flow chart) (with text in
Language A), even though pauses, false starts and reformulation
may be very evident in speech.
Note-taking (lectures, seminars, meetings etc.) p27, Writing ex 6; p44, Vocabulary ex 4; p71,
Can make simple notes at a presentation/demonstration where the Speaking ex 2; p95, Speaking ex 5
subject matter is familiar and predictable and the presenter allows
for clarification and note-taking.

Mediating concepts: collaborating in a group

Facilitating collaborative interaction with peers: p16, Live well, study well ex 5; p40, Live well,
Can collaborate in simple, shared tasks, provided that other study well ex 5; p64, Live well, study well ex 5;
participants speak slowly and that one or more of them help p80, Vocabulary ex 2; p88, Live well, study well
him/her to contribute and to express his/her suggestions. ex 5; p112, Live well, study well ex 5; p136,
Live well, study well ex 5; p146, Writing ex 2
Can collaborate in simple, practical tasks, asking what others
think, making suggestions and understanding responses, provided
he/she can ask for repetition or reformulation from time to time.
Collaborating to construct meaning: p48, Vocabulary ex 4; p59, Speaking ex 3; p64,
Can ensure that the person he/she is talking to understands what Live well, study well ex 5; p71, Speaking ex 2;
he/she means by asking appropriate questions. p86, Writing ex 3; p112, Live well, study well ex
5; p146, Writing ex 2
Can make simple remarks and pose occasional questions to
indicate that he/she is following.
Can make suggestions in a simple way in order to move the
discussion forward.

STRATEGIES TO EXPLAIN A NEW CONCEPT

Adapting language: p6, Reading ex 4; p48, Vocabulary ex 4

Can repeat the main point of a simple message on an everyday
subject, using different words to help someone else understand it.

Communicative language competence

Linguistic – range

General linguistic range:

Has a repertoire of basic language, which enables him/her to deal
with everyday situations with predictable content, though he/she
will generally have to compromise the message and search for
words.
Can produce brief everyday expressions in order to satisfy simple
needs of a concrete type: personal details, daily routines, wants
and needs, requests for information.
Can use basic sentence patterns and communicate with
memorised phrases, groups of a few words and formulae about
themselves and other people, what they do, places, possessions
etc.
Has a limited repertoire of short memorised phrases covering
predictable survival situations; frequent breakdowns and
misunderstandings occur in non-routine situations.
•

Vocabulary range: P8, Vocabulary ex 2,3; p12, Vocabulary ex 1;

Has sufficient vocabulary to conduct routine, everyday p20, Vocabulary ex 4; p24, Vocabulary ex 4;
transactions involving familiar situations and topics. p34, Listening ex 4; p36, Vocabulary ex 2,3,4;
p44, Vocabulary ex 1,3; p46, Listening ex 1;
Has a sufficient vocabulary for the expression of basic p56, Vocabulary ex 3; p68, Vocabulary ex 2;
communicative needs. Has a sufficient vocabulary for coping with p70, Listening ex 1; p80, Vocabulary ex 2; p84,
simple survival needs. Vocabulary ex 1,3; p92, Vocabulary ex 3;
p102, Reading ex 1; p108, Vocabulary ex 2;
p116, Vocabulary ex 2; p128, Vocabulary ex 5;
p132, Vocabulary ex 1; p140, Vocabulary ex 2;
p141, Grammar ex 5,6; p144, Vocabulary ex 5

Grammatical accuracy: p9, Grammar ex 1–9; p11, Speaking ex 3,4;

Uses some simple structures correctly, but still systematically p13, Grammar ex 1–7; p21, Grammar ex 1–7;
makes basic mistakes – for example tends to mix up tenses and p25, Grammar ex 1–5; p33, Grammar ex 1–6;
forget to mark agreement; nevertheless, it is usually clear what p37, Grammar ex 1–7; p45, Grammar ex 1–7;
he/she is trying to say. p49, Grammar ex 1–5; p51, Writing ex 6,7;
p57, Grammar ex 1–7; p61, Grammar ex 1–6;
p69, Grammar ex 1–6; p73, Grammar ex 1–4;
p74, Writing ex 3,4,5; p81, Grammar ex 1–6;
p85, Grammar ex 1–8; p93, Grammar ex 1–4;
p97, Grammar ex 1–7; p98, Writing ex 1,2,3,7;
p105, Grammar ex 1–7; p107, Speaking ex
4,5; p109, Grammar ex 1–7; p117, Grammar
ex 1–5; p121, Grammar ex 1–5; p129,
Grammar ex 1–6; p133, Grammar ex 1–6;
p134, Writing ex 1,2,3,5; p141, Grammar ex 1–
6; p145, Grammar ex 1–4; p147, Writing ex 6

Vocabulary control: p5, Unit opener ex 1,2; p8, Vocabulary ex

Can control a narrow repertoire dealing with concrete everyday 1,6,7; p11, Speaking ex 1; p12, Vocabulary ex
needs. 1–4; p13, Grammar ex 7; p15, Writing ex 5;
p17 Unit opener ex 1,2; p20, Vocabulary ex 2–
6; p24, Vocabulary ex 1,2,3; p28, Video ex 1,3;
p29, Unit opener ex 2; p30, Reading ex 1; p32,
Vocabulary ex 1–5; p35, Speaking ex 1; p36,
Vocabulary ex 1,5; p38, Writing ex 1; p41, Unit
opener ex 1,2; p44, Vocabulary ex 2,5; p45,
Grammar ex 2; p47, SPeaking ex 2,5; p48,
Vocabulary ex 3,5,6; p50, Writing ex 5; p52,
Video ex 3; p56, Vocabulary 1,2,4; p60,
Vocabulary ex 1,2,4,5,6; p64, Live well, study
well ex 5; p65, Unit opener ex 1,2; p68,
Vocabulary ex 1,4; p71, Speaking ex 1,5; p72,
Vocabulary ex 1–4; p76, Video ex 1,3; p80,
Vocabulary ex 1,4,5; p82, Listening ex 1; p83,
Speaking ex 1; p84, Vocabulary ex 1–5; p89,
Unit opener ex 1,2,3,4; p92, Vocabulary ex 1–
7; p96, Vocabulary ex 1,3,5; p98, Writing ex
4,7; p100, Video ex 3; p101, Unit opener ex
1,2; p104, Vocabulary ex 1–6; p106, Listening
ex 1,2; p108, Vocabulary ex 1,3,4,5; p109,
Grammar ex 4; p110, Writing ex 2; p113, Unit
opener ex 1,2; p116, Unit opener ex 1–4;
p119, Speaking ex 2; p120, Vocabulary ex 1–
4; p124, Video ex 1,3; p128, Vocabulary ex 1–
6; p132, Vocabulary ex 1–5; p135, Writing ex
5; p137, Unit opener, ex 1,2; p140, Vocabulary
ex 1–6; p142, Listening ex 1; p144, Vocabulary
ex 1–5; p147, Writing ex 5,6; p148, Video ex 3
•
•

Phonological Control

Overall phonological control:

Pronunciation is generally clear enough to be understood, but
conversational partners will need to ask for repetition from time to
time. A strong influence from other language(s) he/she speaks on
stress, rhythm and intonation may affect intelligibility, requiring
collaboration from interlocutors. Nevertheless, pronunciation of
familiar words is clear.
Sound articulation: p94, Listening ex 1,4
Pronunciation is generally intelligible when communicating in
simple everyday situations, provided the interlocutor makes an
effort to understand specific sounds.
Systematic mispronunciation of phonemes does not hinder
intelligibility, provided the interlocutor makes an effort to recognise
and adjust to the influence of the speaker's language background
on pronunciation.

Pragmatic

Thematic development: p63, Writing ex 6,7

Can tell a story or describe something in a simple list of points.
Can give an example of something in a very simple text using ‘like’
or ‘for example.’
Coherence and cohesion: p23, Speaking ex 4; p26, Writing ex 1,5; p63,
Can use the most frequently occurring connectors to link simple Writing ex 6,7; p122, Writing ex 1,5; p135,
sentences in order to tell a story or describe something as a Writing ex 5,6
simple list of points.
Can link groups of words with simple connectors like ‘and, ‘but’
and ‘because’.
•

Unit 1 Who am I?

Unit opener (page 5)

Component Skill Descriptor Exercise

Vocabulary Control Can control a narrow repertoire dealing with 1, 2
concrete everyday needs.
Sustained Monologue: Describing Can describe his/her family, living conditions, 2
Experience
educational background, present or most recent job.

Reading (pages 6–7)

Component Skill Descriptor Exercise

Overall Spoken Interaction Can manage simple, routine exchanges without undue 1
effort; can ask and answer questions and exchange
ideas and information on familiar topics in predictable
everyday situations.
Informal Discussion (With Friends) Can express opinions in a limited way. 2
Identifying Cues And Inferring Can use an idea of the overall meaning of short 3
(Spoken & Written) texts and utterances on everyday topics of a
concrete type to derive the probable meaning of
unknown words from the context.

Overall Mediation Can convey relevant information contained in clearly 4

structured, short, simple, informational texts,
provided that the texts concern concrete, familiar
subjects and are formulated in simple everyday
language.
Can use simple words to ask someone to explain
something.
Adapting Language Can repeat the main point of a simple message on an 4
everyday subject, using different words to help
someone else understand it.
Reading For Information And Can identify specific information in simpler 3–6
Argument written material he/she encounters such as
letters, brochures and short newspaper
articles describing events.
Can follow the general outline of a news report
on a familiar type of event, provided that the
contents are familiar and predictable.
Can pick out the main information in short
newspaper reports or simple articles in which
figures, names, illustrations and titles play a
prominent role and support the meaning of the
text.
Can understand the main points of short texts
dealing with everyday topics (e.g. lifestyle,
hobbies, sports, weather).

Vocabulary (page 8)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 6, 7
everyday needs.
Vocabulary range Has a sufficient vocabulary for the expression of basic 2, 3
communicative needs.
•

Listening to audio media and Can understand and extract the essential information 4, 5
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.
Overall mediation Can convey relevant information contained in clearly 7
structured, short, simple, informational texts, provided
that the texts concern concrete, familiar subjects and
are formulated in simple everyday language.

Grammar (page 9)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–9
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.

Listening (page 10)

Component Skill Descriptor Exercise

Listening to audio media and Can understand and extract the essential information 1, 2, 3, 5
Recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.
Identifying cues and inferring Can exploit numbers, dates, names, proper nouns 4, 5
(spoken & written) etc.to identify the topic of a text.

Speaking (page 11)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1
everyday needs.
Overall reading comprehension Can understand short, simple texts on familiar matters 2
of a concrete type which consist of high frequency
everyday or job-related language.
Grammatical accuracy Uses some simple structures correctly, but still 3, 4
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.
Information exchange Can ask and answer questions about habits and 5, 6
routines.
Can ask for and provide personal information.
Interviewing and being interviewed Can make him/herself understood in an interview and 6
communicate ideas and information on familiar topics,
provided he/she can ask for clarification occasionally,
and is given some help to express what he/she wants
to.

Vocabulary (page 12)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1–4
everyday needs.
Vocabulary range Has a sufficient vocabulary for the expression of basic 1
communicative needs.
•

Grammar (page 13)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–7
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.
Vocabulary Control Can control a narrow repertoire dealing with concrete 7
everyday needs.

Writing (pages 14–15)

Component Skill Descriptor Exercise

Reading correspondence Can understand very simple formal emails and letters 1
(e.g. confirmation of a booking or on-line purchase).
Listening to audio media and Can understand and extract the essential information 2
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.
Notes, messages and forms Can take a short, simple message provided he/she can 2, 7
ask for repetition and reformulation.
Can fill in personal and other details on most everyday
forms, e.g. to request a visa or visa waiver, to open a
bank account, to send a letter recorded delivery, etc.
Reading for orientation Can find specific, predictable information in simple 3
everyday material such as advertisements,
prospectuses, menus, reference lists and timetables.
Overall reading comprehension Can understand short, simple texts on familiar matters 4, 6
of a concrete type which consist of high frequency
everyday or job- related language.
Vocabulary control Can control a narrow repertoire dealing with concrete 5
everyday needs.
Overall spoken interaction Can manage simple, routine exchanges without undue 6
effort; can ask and answer questions and exchange
ideas and information on familiar topics in predictable
everyday situations.

Live well, study well (page 16)

Component Skill Descriptor Exercise

Overall reading comprehension Can understand short, simple texts on familiar matters 1, 4
of a concrete type which consist of high frequency
everyday or job- related language.
Collaborating in a group: Can collaborate in simple, practical tasks, asking what 5, Your
facilitating collaborative interaction others think, making suggestions and understanding project
with peers responses, provided he/she can ask for repetition or
reformulation from time to time.
Addressing audiences Can give a short, rehearsed presentation on a topic
pertinent to his/her everyday life, briefly give reasons
and explanations for opinions, plans and actions.
•

Unit 2 All dressed up

Unit opener (page 17)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 2
everyday needs.
Sustained monologue: describing Can describe plans and arrangements, habits and 2
experience routines, past activities and personal experiences.

Reading (pages 18–19)

Component Skill Descriptor Exercise

Sustained monologue: describing Can give short, basic descriptions of events and 1
experience activities.
Reading for information and Can identify specific information in simpler written 2, 3
argument material he/she encounters such as letters, brochures
and short newspaper articles describing events.
Can follow the general outline of a news report on a
familiar type of event, provided that the contents are
familiar and predictable.
Can pick out the main information in short newspaper
reports or simple articles in which figures, names,
illustrations and titles play a prominent role and support
the meaning of the text.
Can understand the main points of short texts dealing
with everyday topics (e.g. lifestyle, hobbies, sports,
weather).
Identifying cues and inferring Can use an idea of the overall meaning of short texts 2, 3
(spoken & written) and utterances on everyday topics of a concrete type to
derive the probable meaning of unknown words from
the context.

Vocabulary (page 20)

Component Skill Descriptor Exercise

Listening to audio media and Can understand and extract the essential information 1
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.
Vocabulary control Can control a narrow repertoire dealing with concrete 2–6
everyday needs.
Vocabulary range Has a sufficient vocabulary for the expression of basic 4
communicative needs.

Grammar (page 21)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–7
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.
•

Listening (page 22)

Component Skill Descriptor Exercise

Identifying cues and inferring Can exploit numbers, dates, names, proper nouns 1
(spoken & written) etc.to identify the topic of a text.
Can use an idea of the overall meaning of short texts 6
and utterances on everyday topics of a concrete type to
derive the probable meaning of unknown words from
the context.
Listening to audio media and Can understand and extract the essential information 2, 3, 4, 6
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.

Speaking (page 23)

Component Skill Descriptor Exercise

Information exchange Can deal with practical everyday demands: finding out 1
and passing on straightforward factual information.
Explaining data in speech (e.g. in Can interpret and describe (in Language B) simple 1
graphs, diagrams, charts etc.) visuals on familiar topics (e.g. a weather map, a basic
flow chart) (with text in Language A), even though
pauses, false starts and reformulation may be very
evident in speech.
Overall reading comprehension Can understand short, simple texts on familiar matters 2
of a concrete type which consist of high frequency
everyday or job- related language.
Sustained monologue: describing Can describe people, places and possessions in simple 3
experience terms.
Coherence and cohesion Can use the most frequently occurring connectors to 4
link simple sentences in order to tell a story or describe
something as a simple list of points.
Interviewing and being interviewed Can make him/herself understood in an interview and 5
communicate ideas and information on familiar topics,
provided he/she can ask for clarification occasionally,
and is given some help to express what he/she wants
to.
Flexibility Can adapt well-rehearsed memorised simple phrases 5
to particular circumstances through limited lexical
substitution. Can expand learned phrases through
simple recombinations of their elements.

Vocabulary (page 24)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 2, 3
everyday needs.
Vocabulary range Has a sufficient vocabulary for the expression of basic 4
communicative needs.
Sustained monologue: describing Can describe people, places and possessions in simple 4
experience terms.
Understanding conversation Can follow in outline short, simple social exchanges, 5
between other speakers conducted very slowly and clearly.
•

Grammar (page 25)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–5
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.

Writing (pages 26–27)

Component Skill Descriptor Exercise

Coherence and cohesion Can link groups of words with simple connectors like 1, 5
‘and, ‘but’ and ‘because’.
Reading instructions Can understand simple, brief instructions provided that 2
they are illustrated and not written in continuous text.

Reading correspondence Can understand a simple personal letter, email or post 3, 4

in which the person writing is talking about familiar
subjects (such as friends or family) or asking questions
on these subjects.

Sustained monologue: describing Can describe plans and arrangements, habits and 6
experience routines, past activities and personal experiences.
Overall mediation Can convey relevant information contained in clearly 6
structured, short, simple, informational texts, provided
that the texts concern concrete, familiar subjects and
are formulated in simple everyday language.
Note-taking (lectures, seminars, Can make simple notes at a presentation / 6
meetings etc.) demonstration where the subject matter is familiar and
predictable and the presenter allows for clarification
and note-taking.
Planning Can recall and rehearse an appropriate set of phrases 7
from his/her repertoire.
Correspondence Can convey personal information of a routine nature, 8
for example in a short email or letter introducing
him/herself.
Informal discussion (with friends) Can express opinions in a limited way. 9

Video (page 28)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 3
everyday needs.
Watching TV, film and video Can identify the main point of TV news items reporting 2, 3
events, accidents etc. where the visual supports the
commentary.

Unit 3 Getting technical

Unit opener (page 29)

Component Skill Descriptor Exercise

Informal discussion (with friends) Can express opinions in a limited way. 1, 2
Vocabulary control Can control a narrow repertoire dealing with concrete 2
everyday needs.
•

Reading (pages 30–31)

Component Skill descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1
everyday needs.
Informal discussion (with friends) Can express opinions in a limited way. 1
Identifying cues and inferring Can use an idea of the overall meaning of short texts 2, 3
(spoken & written) and utterances on everyday topics of a concrete type to
derive the probable meaning of unknown words from
the context.
Reading for information and Can identify specific information in simpler written 2, 3
argument material he/she encounters such as letters, brochures
and short newspaper articles describing events.
Can follow the general outline of a news report on a
familiar type of event, provided that the contents are
familiar and predictable.
Can pick out the main information in short newspaper
reports or simple articles in which figures, names,
illustrations and titles play a prominent role and support
the meaning of the text.
Can understand the main points of short texts dealing
with everyday topics (e.g. lifestyle, hobbies, sports,
weather).
Reading for orientation Can find specific information in practical, concrete, 4
predictable texts (e.g. travel guidebooks, recipes),
provided they are written in simple language.
Can understand the main information in short and
simple descriptions of goods in brochures and websites
(e.g. portable digital devices, cameras, etc.).
Overall reading comprehension Can understand short, simple texts on familiar matters 5
of a concrete type which consist of high frequency
everyday or job- related language.

Vocabulary (page 32)

Component Skill descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1–5
everyday needs.
Reading instructions Can understand short written instructions illustrated 3
step by step (e.g. for installing new technology).

Grammar (page 33)

Component Skill descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–6
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.
Conversation Can chat in simple language with peers, colleagues or 4
members of a host family, asking questions and
understanding the answers relating to most routine
matters.
Understanding conversation Can follow in outline short, simple social exchanges, 5
between other speakers conducted very slowly and clearly.
•

Listening (page 34)

Component Skill descriptor Exercise

Informal discussion (with friends) Can exchange opinions and compare things and 1
people using simple language.
Vocabulary range Has sufficient vocabulary to conduct routine, everyday 4
transactions involving familiar situations and topics.
Listening to audio media and Can understand and extract the essential information 2, 3, 5
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.

Speaking (page 35)

Component Skill Descriptor Exercise

Sustained monologue: describing Can tell a story or describe something in a simple list of 1
experience points.
Vocabulary control Can control a narrow repertoire dealing with concrete 1
everyday needs.
Informal discussion (with friends) Can exchange opinions and compare things and 2, 5
people using simple language.
Understanding conversation Can follow in outline short, simple social exchanges, 3, 4
between other speakers conducted very slowly and clearly.

Vocabulary (page 36)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 5
everyday needs.
Vocabulary range Has a sufficient vocabulary for the expression of basic 2, 3, 4
communicative needs.
Written reports and essays Can give his/her impressions and opinions in writing 3
about topics of personal interest (e.g. lifestyles and
culture, stories), using basic everyday vocabulary and
expressions.

Grammar (page 37)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–7
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.

Writing (pages 38–39)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1
everyday needs.
Reading for orientation Can find specific, predictable information in simple 2
everyday material such as advertisements,
prospectuses, menus, reference lists and timetables.
Mediating a text: Can interpret and describe (in Language B) simple 2
Explaining data in speech (e.g. in visuals on familiar topics (e.g. a weather map, a basic
graphs, diagrams, charts etc.) flow chart) (with text in Language A), even though
pauses, false starts and reformulation may be very
evident in speech.
•

Overall written interaction Can write short, simple formulaic notes relating to 3
matters in areas of immediate need.
Written reports and essays Can write simple texts on familiar subjects of interest, 4
linking sentences with connectors like ‘and,’ ‘because,’
or ‘then.’
Reading correspondence Can understand short simple personal letters. 5
Can understand very simple formal emails and letters
(e.g. confirmation of a booking or on-line purchase).
Correspondence Can write short, simple notes, emails and text 6, 7
messages (e.g. to send or reply to an invitation, to
confirm or change an arrangement).

Live well, study well (page 40)

Component Skill Descriptor Exercise

Reading for information and Can understand a short factual description or report 1, 2, 4
argument within his/her own field, provided that it is written in
simple language and does not contain unpredictable
detail.
Informal discussion (with friends) Can exchange opinions and compare things and 1–5
people using simple language.
Collaborating in a group: Can collaborate in simple, practical tasks, asking what Your project
Facilitating collaborative others think, making suggestions and understanding
interaction with peers responses, provided he/she can ask for repetition or
reformulation from time to time.
Addressing audiences Can give a short, rehearsed presentation on a topic
pertinent to his/her everyday life, briefly give reasons
and explanations for opinions, plans and actions.
Written reports and essays Can write simple texts on familiar subjects of interest,
linking sentences with connectors like ‘and,’ ‘because,’
or ‘then.’
Can give his/her impressions and opinions in writing
about topics of personal interest (e.g. lifestyles and
culture, stories), using basic everyday vocabulary and
expressions.
Mediating a text: Can interpret and describe (in Language B) simple
Explaining data in speech (e.g. in visuals on familiar topics (e.g. a weather map, a basic
graphs, diagrams, charts etc.) flow chart) (with text in Language A), even though
pauses, false starts and reformulation may be very
evident in speech.
Mediating a text: Can use simple language to provide an approximate
Translating a written text in writing translation from (Language A) into (Language B) of
very short texts on familiar and everyday themes that
contain the highest frequency vocabulary; despite
errors, the translation remains comprehensible.

Unit 4 Eat it up

Unit opener (page 41)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 2
everyday needs.
Sustained monologue: describing Can describe plans and arrangements, habits and 1
experience routines, past activities and personal experiences.
•

Informal discussion (with friends) Can exchange opinions and compare things and 2
people using simple language.

Reading (pages 42–43)

Component Skill Descriptor Exercise

Informal discussion (with friends) Can exchange opinions and compare things and 1
people using simple language.
Reading for information and Can identify specific information in simpler written 2–5
argument material he/she encounters such as letters, brochures
and short newspaper articles describing events.
Can follow the general outline of a news report on a
familiar type of event, provided that the contents are
familiar and predictable.
Can pick out the main information in short newspaper
reports or simple articles in which figures, names,
illustrations and titles play a prominent role and support
the meaning of the text.
Can understand the main points of short texts dealing
with everyday topics (e.g. lifestyle, hobbies, sports,
weather).
Identifying cues and inferring Can use an idea of the overall meaning of short texts 3
(spoken & written) and utterances on everyday topics of a concrete type to
derive the probable meaning of unknown words from
the context.

Vocabulary (page 44)

Component Skill Descriptor Exercise

Vocabulary range Has a sufficient vocabulary for the expression of basic 1, 3
communicative needs.
Vocabulary control Can control a narrow repertoire dealing with concrete 2, 5
everyday needs.
Listening to audio media and Can understand and extract the essential information 4
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.
Mediating a text: Can make simple notes at a 4
Note-taking (lectures, seminars, presentation/demonstration where the subject matter is
meetings etc.) familiar and predictable and the presenter allows for
clarification and note-taking.

Overall mediation Can convey the main point(s) involved in short, simple 4
conversations or texts on everyday subjects of
immediate interest provided these are expressed
clearly in simple language.

Grammar (page 45)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–7
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.
Vocabulary control Can control a narrow repertoire dealing with concrete 2
everyday needs.
•

Listening (page 46)

Component Skill Descriptor Exercise

Vocabulary range Has sufficient vocabulary to conduct routine, everyday 1
transactions involving familiar situations and topics.
Identifying cues and inferring Can exploit numbers, dates, names, proper nouns 3, 4, 5
(spoken & written) etc.to identify the topic of a text.
Listening to audio media and Can understand and extract the essential information 2, 6, 8
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.

Speaking (page 47)

Component Skill Descriptor Exercise

Overall spoken interaction Can manage simple, routine exchanges without undue 1
effort; can ask and answer questions and exchange
ideas and information on familiar topics in predictable
everyday situations.
Vocabulary control Can control a narrow repertoire dealing with concrete 2, 5
everyday needs.
Listening to audio media and Can understand and extract the essential information 3
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.
Obtaining goods and services Can deal with common aspects of everyday living such 4
as travel, lodgings, eating and shopping.
Sustained monologue: describing Can tell a story or describe something in a simple list of 6
experience points.
Can describe everyday aspects of his/her environment
e.g. people, places, a job or study experience.
Can give short, basic descriptions of events and
activities.
Can describe plans and arrangements, habits and
routines, past activities and personal experiences.
Can use simple descriptive language to make brief
statements about and compare objects and
possessions.
Can explain what he/she likes or dislikes about
something.
Flexibility Can adapt well-rehearsed memorised simple phrases 6
to particular circumstances through limited lexical
substitution. Can expand learned phrases through
simple recombinations of their elements.

Vocabulary (page 48)

Component Skill Descriptor Exercise

Reading instructions Can follow a simple recipe, especially if there are 1
pictures to illustrate the most important steps.
Listening to audio media and Can understand and extract the essential information 2
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.
Vocabulary control Can control a narrow repertoire dealing with concrete 3, 5, 6
everyday needs.
Sustained monologue: describing Can tell a story or describe something in a simple list of 4
experience points.
•

Mediating concepts: Can ensure that the person he/she is talking to 4

Collaborating to construct meaning understands what he/she means by asking appropriate
questions.
Adapting language Can repeat the main point of a simple message on an 4
everyday subject, using different words to help
someone else understand it.

Grammar (page 49)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–5
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.

Writing (pages 50–51)

Component Skill Descriptor Exercise

Informal discussion (with friends) Can exchange opinions and compare things and 1, 2, 8
people using simple language.
Reading correspondence Can understand a simple personal letter, email or post 3, 4
in which the person writing is talking about familiar
subjects (such as friends or family) or asking questions
on these subjects.
Vocabulary control Can control a narrow repertoire dealing with concrete 5
everyday needs.
Grammatical accuracy Uses some simple structures correctly, but still 6, 7
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.
Correspondence Can convey personal information of a routine nature, 7
for example in a short email or letter introducing
him/herself.

Video (page 52)

Component Skill Descriptor Exercise

Informal discussion (with friends) Can exchange opinions and compare things and 1
people using simple language.
Watching TV, film and video Can identify the main point of TV news items reporting 2, 3
events, accidents etc. where the visual supports the
commentary.
Vocabulary control Can control a narrow repertoire dealing with concrete 3
everyday needs.

Unit 5 Home sweet home

Unit opener (page 53)

Component Skill Descriptor Exercise

Informal discussion (with friends) Can exchange opinions and compare things and 1, 2
people using simple language.
•

Reading (pages 54–55)

Component Skill Descriptor Exercise

Informal discussion (with friends) Can exchange opinions and compare things and 1–3
people using simple language.
Reading for information and Can identify specific information in simpler written 3–5
argument material he/she encounters such as letters, brochures
and short newspaper articles describing events.
Can follow the general outline of a news report on a
familiar type of event, provided that the contents are
familiar and predictable.
Can pick out the main information in short newspaper
reports or simple articles in which figures, names,
illustrations and titles play a prominent role and support
the meaning of the text.
Can understand the main points of short texts dealing
with everyday topics (e.g. lifestyle, hobbies, sports,
weather).
Can understand texts describing people, places,
everyday life, and culture, etc., provided that they are
written in simple language.
Identifying cues and inferring Can use an idea of the overall meaning of short texts 3
(spoken & written) and utterances on everyday topics of a concrete type to
derive the probable meaning of unknown words from
the context.

Vocabulary (page 56)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1,2, 4
everyday needs.
Listening to audio media and Can understand and extract the essential information 3
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.
Vocabulary range Has a sufficient vocabulary for the expression of basic 3
communicative needs.

Grammar (page 57)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–7
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.

Listening (page 58)

Component Skill Descriptor Exercise

Understanding conversation Can generally identify the topic of discussion around 1
between other speakers him/her that is conducted slowly and clearly.
Can recognise when speakers agree and disagree in a
conversation conducted slowly and clearly.
Listening to audio media and Can understand and extract the essential information 2, 4
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.
•

Speaking (page 59)

Component Skill Descriptor Exercise

Sustained monologue: describing Can tell a story or describe something in a simple list of 1, 5
experience points.
Can describe everyday aspects of his/her environment
e.g. people, places, a job or study experience.
Can use simple descriptive language to make brief
statements about and compare objects and
possessions.
Overall reading comprehension Can understand short, simple texts on familiar matters 2
of a concrete type which consist of high frequency
everyday or job- related language.
Informal discussion (with friends) Can exchange opinions and compare things and 3
people using simple language.
Collaborating to construct meaning Can make simple remarks and pose occasional 3
questions to indicate that he/she is following.
Interviewing and being interviewed Can make him/herself understood in an interview and 4, 5
communicate ideas and information on familiar topics,
provided he/she can ask for clarification occasionally,
and is given some help to express what he/she wants
to.

Vocabulary (page 60)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 2, 4, 5, 6
everyday needs.
Listening to audio media and Can understand and extract the essential information 3
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.

Grammar (page 61)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–6
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.

Writing (pages 62–63)

Component Skill Descriptor Exercise

Overall written production Can write a series of simple phrases and sentences 1
linked with simple connectors like ‘and,’ ‘but’ and
‘because’.
Reading as a leisure activity Can understand short narratives and descriptions of 2, 4
someone’s life that are written in simple words.
Sustained monologue: describing Can tell a story or describe something in a simple list of 3
experience points.
Planning Can recall and rehearse an appropriate set of phrases 5
from his/her repertoire.
Creative writing Can tell a simple story (e.g. about events on 6, 7
a holiday or about life in the distant future).
•

Thematic development Can tell a story or describe something in a simple list of

points.
Coherence and cohesion Can use the most frequently occurring connectors to
link simple sentences in order to tell a story or describe
something as a simple list of points.
Can link groups of words with simple connectors like
‘and, ‘but’ and ‘because’.

Live well, study well (page 64)

Component Skill Descriptor Exercise

Reading for information and Can understand a short factual description or report 1, 4
argument within his/her own field, provided that it is written in
simple language and does not contain unpredictable
detail.
Informal discussion (with friends) Can exchange opinions and compare things and 2, 3, 4
people using simple language.
Vocabulary control Can control a narrow repertoire dealing with concrete 5, Your
everyday needs. project
Collaborating in a group: Can collaborate in simple, practical tasks, asking what
Facilitating collaborative others think, making suggestions and understanding
interaction with peers responses, provided he/she can ask for repetition or
reformulation from time to time.
Collaborating to construct meaning Can make simple remarks and pose occasional
questions to indicate that he/she is following.
Can make suggestions in a simple way in order to
move the discussion forward.
Written reports and essays Can write simple texts on familiar subjects of interest,
linking sentences with connectors like ‘and,’ ‘because,’
or ‘then.’
Can give his/her impressions and opinions in writing
about topics of personal interest (e.g. lifestyles and
culture, stories), using basic everyday vocabulary and
expressions.
Addressing audiences Can give a short, rehearsed presentation on a topic
pertinent to his/her everyday life, briefly give reasons
and explanations for opinions, plans and actions.
Explaining data in speech (e.g. in Can interpret and describe (in Language B) simple
graphs, diagrams, charts etc.) visuals on familiar topics (e.g. a weather map, a basic
flow chart) (with text in Language A), even though
pauses, false starts and reformulation may be very
evident in speech.

Unit 6 City life

Unit opener (page 65)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 2
everyday needs.
Informal discussion (with friends) Can exchange opinions and compare things and 2
people using simple language.
•

Reading (pages 66–67)

Component Skill Descriptor Exercise

Overall spoken production Can give a simple description or presentation of 1
people, living or working conditions, daily routines,
likes/dislikes etc. as a short series of simple phrases
and sentences linked into a list.
Reading for information and Can understand texts describing people, places, 2, 3
argument everyday life, and culture, etc., provided that they are
written in simple language.
Can understand information given in illustrated
brochures and maps, e.g. the principal attractions of a
city or area.
Can understand the main points in short news items on
subjects of personal interest (e.g. sport, celebrities).
Can understand a short factual description or report
within his/her own field, provided that it is written in
simple language and does not contain unpredictable
detail.
Can understand most of what people say about
themselves in a personal ad or post and what they say
they like in other people.
Identifying cues and inferring Can use an idea of the overall meaning of short texts 2, 3
(spoken & written) and utterances on everyday topics of a concrete type to
derive the probable meaning of unknown words from
the context.
Overall reading comprehension Can understand short, simple texts on familiar matters 4, 5
of a concrete type which consist of high frequency
everyday or job- related language.

Vocabulary (page 68)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 4
everyday needs.
Vocabulary range Has a sufficient vocabulary for the expression of basic 2
communicative needs.
Understanding conversation Can follow in outline short, simple social exchanges, 3
between other speakers conducted very slowly and clearly.
Listening to audio media and Can understand and extract the essential information 4
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.

Grammar (page 69)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–6
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.

Listening (page 70)

Component Skill Descriptor Exercise

Vocabulary range Has sufficient vocabulary to conduct routine, everyday 1
transactions involving familiar situations and topics.
•

Overall spoken interaction Can manage simple, routine exchanges without undue 2
effort; can ask and answer questions and exchange
ideas and information on familiar topics in predictable
everyday situations.
Identifying cues and inferring Can exploit numbers, dates, names, proper nouns 5, 6
(spoken & written) etc.to identify the topic of a text.
Listening to audio media and Can understand and extract the essential information 3, 4, 6
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.

Speaking (page 71)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 5
everyday needs.
Informal discussion (with friends) Can exchange opinions and compare things and 2, 5, 7, 8
people using simple language.
Note-taking (lectures, seminars, Can make simple notes at a 2
meetings etc.) presentation/demonstration where the subject matter is
familiar and predictable and the presenter allows for
clarification and note-taking.
Collaborating to construct meaning Can make simple remarks and pose occasional 2
questions to indicate that he/she is following.
Listening to announcements and Can understand simple directions relating to how to get 3
instructions from X to Y, by foot or public transport.
Information exchange Can ask for and give directions referring to a map or 4
plan.
Sustained monologue: giving Can give simple directions from place to place, using 4
information basic expressions such as ‘turn right’ and ‘go straight’
along with sequential connectors such as ‘first,’ ‘then,’
and ‘next.’
Understanding conversation Can generally identify the topic of discussion around 6
between other speakers him/her that is conducted slowly and clearly.
Can recognise when speakers agree and disagree in a
conversation conducted slowly and clearly.
Flexibility Can adapt well-rehearsed memorised simple phrases 8
to particular circumstances through limited lexical
substitution.
Can expand learned phrases through simple
recombinations of their elements.
Asking for clarification Can ask very simply for repetition when he/she does 8
not understand.
Can ask for clarification about key words or phrases
not understood using stock phrases.

Vocabulary (page 72)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1–4
everyday needs.
Reading correspondence Can understand a simple personal letter, email or post 4
in which the person writing is talking about familiar
subjects (such as friends or family) or asking questions
on these subjects.
•

Grammar (page 73)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–4
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.

Writing (pages 74–75)

Component Skill Descriptor Exercise

Overall written production Can write a series of simple phrases and sentences 1, 3, 7
linked with simple connectors like ‘and,’ ‘but’ and
‘because’.
Overall reading comprehension Can understand short, simple texts on familiar matters 2
of a concrete type which consist of high frequency
everyday or job- related language.
Grammatical accuracy Uses some simple structures correctly, but still 3, 4, 5
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.
Planning Can recall and rehearse an appropriate set of phrases 6
from his/her repertoire.
Creative writing Can write very short, basic descriptions of events, past 7, 8
activities and personal experiences.

Video (page 76)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 3
everyday needs.
Watching TV, film and video Can identify the main point of TV news items reporting 2, 3
events, accidents etc. where the visual supports the
commentary.

Unit 7 Time to relax

Unit opener (page 77)

Component Skill Descriptor Exercise

Informal discussion (with friends) Can express opinions in a limited way. 2

Reading (pages 78–79)

Component Skill Descriptor Exercise

Overall reading comprehension Can understand short, simple texts on familiar matters 1
of a concrete type which consist of high frequency
everyday or job- related language.
Conversation Can say what he/she likes and dislikes. 2
Identifying cues and inferring Can use an idea of the overall meaning of short texts 3
(spoken & written) and utterances on everyday topics of a concrete type to
derive the probable meaning of unknown words from
the context.
•

Reading for information and Can identify specific information in simpler written 3–5
argument material he/she encounters such as letters, brochures
and short newspaper articles describing events.
Can follow the general outline of a news report on a
familiar type of event, provided that the contents are
familiar and predictable.
Can pick out the main information in short newspaper
reports or simple articles in which figures, names,
illustrations and titles play a prominent role and support
the meaning of the text.
Can understand the main points of short texts dealing
with everyday topics (e.g. lifestyle, hobbies, sports,
weather).

Vocabulary (page 80)

Component Skill Descriptor Exercise
Vocabulary control Can control a narrow repertoire dealing with concrete 1, 4, 5
everyday needs.
Vocabulary range Has a sufficient vocabulary for the expression of basic 2
communicative needs.
Facilitating collaborative Can collaborate in simple, practical tasks, asking what 2
interaction with peers others think, making suggestions and understanding
responses, provided he/she can ask for repetition or
reformulation from time to time.
Listening to audio media and Can understand and extract the essential information 3
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.

Grammar (page 81)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–6
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.

Listening (page 82)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1
everyday needs.
Overall spoken interaction Can manage simple, routine exchanges without undue 2
effort; can ask and answer questions and exchange
ideas and information on familiar topics in predictable
everyday situations.
Understanding conversation Can generally identify the topic of discussion around 3, 4
between other speakers him/her that is conducted slowly and clearly.
Can recognise when speakers agree and disagree in a
conversation conducted slowly and clearly.
Identifying cues and inferring Can exploit numbers, dates, names, proper nouns 6
(spoken & written) etc.to identify the topic of a text.
Listening to audio media and Can understand and extract the essential information 6
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.
•

Speaking (page 83)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1
everyday needs.
Overall reading comprehension Can understand short, simple texts on familiar matters 2
of a concrete type which consist of high frequency
everyday or job- related language.
Sustained monologue: describing Can tell a story or describe something in a simple list of 3–5
experience points.
Can describe everyday aspects of his/her environment
e.g. people, places, a job or study experience.
Can give short, basic descriptions of events and
activities.
Can describe plans and arrangements, habits and
routines, past activities and personal experiences.
Can use simple descriptive language to make brief
statements about and compare objects and
possessions.
Can explain what he/she likes or dislikes about
something.

Vocabulary (page 84)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1–5
everyday needs.
Vocabulary range Has a sufficient vocabulary for the expression of basic 1, 3
communicative needs.
Conversation Can participate in short conversations in routine 3
contexts on topics of interest.
Listening to audio media and Can understand and extract the essential information 3
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.

Grammar (page 85)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–8
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.

Writing (pages 86–87)

Component Skill Descriptor Exercise

Overall reading comprehension Can understand short, simple texts on familiar matters 1, 4
of a concrete type which consist of high frequency
everyday or job- related language.
Written reports and essays Can give his/her impressions and opinions in writing 2
about topics of personal interest (e.g. lifestyles and
culture, stories), using basic everyday vocabulary and
expressions.
•

Reading correspondence Can understand a simple personal letter, email or post 3

in which the person writing is talking about familiar
subjects (such as friends or family) or asking questions
on these subjects.
Collaborating to construct meaning Can make simple remarks and pose occasional 3
questions to indicate that he/she is following.
Can make suggestions in a simple way in order to
move the discussion forward.
Planning Can recall and rehearse an appropriate set of phrases 5
from his/her repertoire.
Correspondence Can exchange information by text message, 6, 7
e-mail or in short letters, responding to questions the
other person had (e.g. about a new product or activity).

Live well, study well (page 88)

Component Skill Descriptor Exercise

Reading for information and Can understand a short factual description or report 1, 4
argument within his/her own field, provided that it is written in
simple language and does not contain unpredictable
detail.
Informal discussion (with friends) Can exchange opinions and compare things and 2–5
people using simple language.
Collaborating in a group: Can collaborate in simple, practical tasks, asking what 5, Your
Facilitating collaborative others think, making suggestions and understanding project
interaction with peers responses, provided he/she can ask for repetition or
reformulation from time to time.
Addressing audiences Can give a short, rehearsed presentation on a topic
pertinent to his/her everyday life, briefly give reasons
and explanations for opinions, plans and actions.

Unit 8 Ready, steady, go!

Unit opener (page 89)

Component Skill Descriptor Exercise

Sustained monologue: describing Can describe plans and arrangements, habits and 2, 3, 4
experience routines, past activities and personal experiences.
Vocabulary control Can control a narrow repertoire dealing with concrete 1, 2, 3, 4
everyday needs.

Reading (pages 90–91)

Component Skill Descriptor Exercise

Conversation Can say what he/she likes and dislikes. 1
Reading for information and Can identify specific information in simpler written 2, 3
argument material he/she encounters such as letters, brochures
and short newspaper articles describing events.
Can follow the general outline of a news report on a
familiar type of event, provided that the contents are
familiar and predictable.
Can pick out the main information in short newspaper
reports or simple articles in which figures, names,
illustrations and titles play a prominent role and support
the meaning of the text.
•

Can understand the main points of short texts dealing

with everyday topics (e.g. lifestyle, hobbies, sports,
weather).
Identifying cues and inferring Can use an idea of the overall meaning of short texts 3
(spoken & written) and utterances on everyday topics of a concrete type to
derive the probable meaning of unknown words from
the context.
Overall reading comprehension Can understand short, simple texts on familiar matters 4–6
of a concrete type which consist of high frequency
everyday or job- related language.

Vocabulary (page 92)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1–7
everyday needs.
Vocabulary range Has a sufficient vocabulary for the expression of basic 3
communicative needs.

Grammar (page 93)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–4
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.
Overall mediation Can convey the main point(s) involved in short, simple 1
conversations or texts on everyday subjects of
immediate interest provided these are expressed
clearly in simple language.

Listening (page 94)

Component Skill Descriptor Exercise

Overall phonological control: Pronunciation is generally intelligible when 1, 4
Sound articulation communicating in simple everyday situations, provided
the interlocutor makes an effort to understand specific
sounds.
Systematic mispronunciation of phonemes does not
hinder intelligibility, provided the interlocutor makes an
effort to recognise and adjust to the influence of the
speaker's language background on pronunciation.
Listening to audio media and Can understand and extract the essential information 2, 3, 5, 7
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.
Identifying cues and inferring Can exploit numbers, dates, names, proper nouns 6, 7
(spoken & written) etc.to identify the topic of a text.

Speaking (page 95)

Component Skill Descriptor Exercise

Sustained monologue: putting a Can explain what she likes or dislikes about something, 1, 2
case (e.g. in a debate) why he/she prefers one thing to another, making
simple, direct comparisons.
Can present his/her opinion in simple terms, provided
listeners are patient. 6, 7
•

Informal discussion (with friends) Can exchange opinions and compare things and 3
people using simple language.
Overall spoken production Can give a simple description or presentation of 4
people, living or working conditions, daily routines,
likes/dislikes etc. as a short series of simple phrases
and sentences linked into a list.
Sustained monologue: describing Can give short, basic descriptions of events and 5
experience activities.
Can describe plans and arrangements, habits and
routines, past activities and personal experiences.
Note-taking (lectures, seminars, Can make simple notes at a
meetings etc.) presentation/demonstration where the subject matter is
familiar and predictable and the presenter allows for
clarification and note-taking.
Overall mediation Can convey the main point(s) involved in short, simple
conversations or texts on everyday subjects of
immediate interest provided these are expressed
clearly in simple language.
Flexibility Can adapt well-rehearsed memorised simple phrases 7
to particular circumstances through limited lexical
substitution. Can expand learned phrases through
simple recombinations of their elements.

Vocabulary (page 96)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 3, 5
everyday needs.
Reading for information and Can identify specific information in simpler written 2
argument material he/she encounters such as letters, brochures
and short newspaper articles describing events.
Understanding conversation Can follow in outline short, simple social exchanges, 4
between other speakers conducted very slowly and clearly.
Overall spoken production Can give a simple description or presentation of 6
people, living or working conditions, daily routines,
likes/dislikes etc. as a short series of simple phrases
and sentences linked into a list.

Grammar (page 97)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–7
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.

Writing (pages 98–99)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1, 2, 3, 7
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.
Vocabulary control Can control a narrow repertoire dealing with concrete 4, 7
everyday needs.
•

Reading for information and Can follow the general outline of a news report on a 5
argument familiar type of event, provided that the contents are
familiar and predictable.
Can pick out the main information in short newspaper
reports or simple articles in which figures, names,
illustrations and titles play a prominent role and support
the meaning of the text.
Can understand the main points of short texts dealing
with everyday topics (e.g. lifestyle, hobbies, sports,
weather).
Notes, messages and forms Can write short, simple notes and messages relating to 6, 7
matters in areas of immediate need.
Written reports and essays Can write simple texts on familiar subjects of interest, 7, 8
linking sentences with connectors like ‘and,’ ‘because,’
or ‘then.’
Can give his/her impressions and opinions in writing
about topics of personal interest (e.g. lifestyles and
culture, stories), using basic everyday vocabulary and
expressions.

Video (page 100)

Component Skill Descriptor Exercise

Informal discussion (with friends) Can exchange opinions and compare things and 1
people using simple language.
Watching TV, film and video Can identify the main point of TV news items reporting 2, 3
events, accidents etc. where the visual supports the
commentary.
Vocabulary control Can control a narrow repertoire dealing with concrete 3
everyday needs.

Unit 9 Good work!

Unit opener (page 101)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 2
everyday needs.
Informal discussion (with friends) Can express opinions in a limited way. 2

Reading (pages 102–103)

Component Skill Descriptor Exercise

Vocabulary range Has a sufficient vocabulary for the expression of basic 1
communicative needs.
Informal discussion (with friends) Can exchange opinions and compare things and 2, 3
people using simple language.
Reading for information and Can identify specific information in simpler written 4, 6
argument material he/she encounters such as letters, brochures
and short newspaper articles describing events.
Can follow the general outline of a news report on a
familiar type of event, provided that the contents are
familiar and predictable.
•

Can pick out the main information in short newspaper

reports or simple articles in which figures, names,
illustrations and titles play a prominent role and support
the meaning of the text.
Can understand the main points of short texts dealing
with everyday topics (e.g. lifestyle, hobbies, sports,
weather).
Identifying cues and inferring Can use an idea of the overall meaning of short texts 5, 6
(spoken & written) and utterances on everyday topics of a concrete type to
derive the probable meaning of unknown words from
the context.

Vocabulary (page 104)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1–6
everyday needs.
Understanding conversation Can follow in outline short, simple social exchanges, 2
between other speakers conducted very slowly and clearly.

Grammar (page 105)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–7
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.

Listening (page 106)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 2
everyday needs.
Understanding conversation Can generally identify the topic of discussion around 3, 4
between other speakers him/her that is conducted slowly and clearly.
Can recognise when speakers agree and disagree in a
conversation conducted slowly and clearly.
Listening to audio media and Can understand and extract the essential information 5
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.

Speaking (page 107)

Component Skill Descriptor Exercise

Informal discussion (with friends) Can exchange opinions and compare things and 1
people using simple language.
Overall reading comprehension Can understand short, simple texts on familiar matters 2
of a concrete type which consist of high frequency
everyday or job- related language.
Overall spoken interaction Can manage simple, routine exchanges without undue 3
effort; can ask and answer questions and exchange
ideas and information on familiar topics in predictable
everyday situations.
•

Grammatical accuracy Uses some simple structures correctly, but still 4, 5

systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.
Interviewing and being interviewed Can make him/herself understood in an interview and 5
communicate ideas and information on familiar topics,
provided he/she can ask for clarification occasionally,
and is given some help to express what he/she wants
to.
Can answer simple questions and respond to simple
statements in an interview.
Flexibility Can adapt well-rehearsed memorised simple phrases 5
to particular circumstances through limited lexical
substitution.
Can expand learned phrases through simple
recombinations of their elements.

Vocabulary (page 108)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 3, 4, 5
everyday needs.
Vocabulary range Has a sufficient vocabulary for the expression of basic 2
communicative needs.
Listening to audio media and Can understand and extract the essential information 5
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.

Grammar (page 109)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–7
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.
Vocabulary control Can control a narrow repertoire dealing with concrete 4
everyday needs.
Sustained monologue: describing Can give short, basic descriptions of events and 5
experience activities.

Writing (pages 110–111)

Component Skill Descriptor Exercise

Overall reading comprehension Can understand short, simple texts on familiar matters 1, 2
of a concrete type which consist of high frequency
everyday or job- related language.
Vocabulary control Can control a narrow repertoire dealing with concrete 2
everyday needs.
Reading for information and Can follow the general outline of a news report on a 3
argument familiar type of event, provided that the contents are
familiar and predictable.
Notes, messages and forms Can write short, simple notes and messages relating to 4
matters in areas of immediate need.
•

Written reports and essays Can give his/her impressions and opinions in writing 5
about topics of personal interest (e.g. lifestyles and
culture, stories), using basic everyday vocabulary and
expressions.
Can write simple texts on familiar subjects of interest, 7, 8
linking sentences with connectors like ‘and,’ ‘because,’
or ‘then.’
Planning Can recall and rehearse an appropriate set of phrases 6
from his/her repertoire.

Live well, study well (page 112)

Component Skill Descriptor Exercise

Reading for information and Can follow the general outline of a news report on a 1, 4
argument familiar type of event, provided that the contents are
familiar and predictable.
Can pick out the main information in short newspaper
reports or simple articles in which figures, names,
illustrations and titles play a prominent role and support
the meaning of the text.
Can understand the main points of short texts dealing
with everyday topics (e.g. lifestyle, hobbies, sports,
weather).
Informal discussion (with friends) Can exchange opinions and compare things and 2–5
people using simple language.
Collaborating in a group: Can collaborate in simple, practical tasks, asking what 5, Your
Facilitating collaborative others think, making suggestions and understanding project
interaction with peers responses, provided he/she can ask for repetition or
reformulation from time to time.
Collaborating to construct meaning Can make simple remarks and pose occasional
questions to indicate that he/she is following.
Can make suggestions in a simple way in order to
move the discussion forward.
Addressing audiences Can give a short, rehearsed presentation on a topic
pertinent to his/her everyday life, briefly give reasons
and explanations for opinions, plans and actions.
Written reports and essays Can write simple texts on familiar subjects of interest,
linking sentences with connectors like ‘and,’ ‘because,’
or ‘then.’
Can give his/her impressions and opinions in writing
about topics of personal interest (e.g. lifestyles and
culture, stories), using basic everyday vocabulary and
expressions.

Unit 10 Getting there!

Unit opener (page 113)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 2
everyday needs.
Informal discussion (with friends) Can exchange opinions and compare things and 2
people using simple language.
•

Reading (pages 114–115)

Component Skill Descriptor Exercise

Informal discussion (with friends) Can exchange opinions and compare things and 1
people using simple language.
Reading for information and Can identify specific information in simpler written 2–5
argument material he/she encounters such as letters, brochures
and short newspaper articles describing events.
Can follow the general outline of a news report on a
familiar type of event, provided that the contents are
familiar and predictable.
Can pick out the main information in short newspaper
reports or simple articles in which figures, names,
illustrations and titles play a prominent role and support
the meaning of the text.
Can understand the main points of short texts dealing
with everyday topics (e.g. lifestyle, hobbies, sports,
weather).
Identifying cues and inferring Can use an idea of the overall meaning of short texts 5
(spoken & written) and utterances on everyday topics of a concrete type to
derive the probable meaning of unknown words from
the context.

Vocabulary (page 116)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1–4
everyday needs.
Vocabulary range Has a sufficient vocabulary for the expression of basic 2
communicative needs.
Understanding conversation Can follow in outline short, simple social exchanges, 5
between other speakers conducted very slowly and clearly.

Grammar (page 117)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–5
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.
Listening to audio media and Can understand and extract the essential information 5
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.

Listening (page 118)

Component Skill Descriptor Exercise

Identifying cues and inferring Can exploit numbers, dates, names, proper nouns 1, 2, 4
(spoken & written) etc.to identify the topic of a text.
Listening to audio media and Can understand and extract the essential information 3, 5
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.
•

Speaking (page 119)

Component Skill Descriptor Exercise

Overall reading comprehension Can understand short, simple texts on familiar matters 1
of a concrete type which consist of high frequency
everyday or job- related language.
Vocabulary control Can control a narrow repertoire dealing with concrete 2
everyday needs.
Obtaining goods and services Can get simple information about travel, use public 3
transport: buses, trains, and taxis, ask and give
directions, and buy tickets.
Overall mediation Can convey relevant information contained in clearly 3
structured, short, simple, informational texts, provided
that the texts concern concrete, familiar subjects and
are formulated in simple everyday language.
Planning Can recall and rehearse an appropriate set of phrases 4
from his/her repertoire.
Sustained monologue: putting a Can present his/her opinion in simple terms, provided 5
case (e.g. in a debate) listeners are patient.

Vocabulary (page 120)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1–4
everyday needs.
Listening to audio media and Can understand and extract the essential information 3
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.
Reading correspondence Can understand a simple personal letter, email or post 4
in which the person writing is talking about familiar
subjects (such as friends or family) or asking questions
on these subjects.

Grammar (page 121)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–5
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.

Writing (pages 122–123)

Component Skill Descriptor Exercise

Overall written production Can write a series of simple phrases and sentences 1
linked with simple connectors like ‘and,’ ‘but’ and
‘because’.
Overall mediation Can convey the main point(s) involved in short, simple 1
conversations or texts on everyday subjects of
immediate interest provided these are expressed
clearly in simple language.
Coherence and cohesion Can use the most frequently occurring connectors to 1, 5
link simple sentences in order to tell a story or describe
something as a simple list of points.
Can link groups of words with simple connectors like
‘and, ‘but’ and ‘because’.
•

Reading as a leisure activity Can understand short narratives and descriptions of 3

someone’s life that are written in simple words.
Sustained monologue: describing Can describe people, places and possessions in simple 2
experience terms.
Planning Can recall and rehearse an appropriate set of phrases 4
from his/her repertoire.
Creative writing Can tell a simple story (e.g. about events on 5, 6
a holiday or about life in the distant future).

Video (page 124)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 3
everyday needs.
Watching TV, film and video Can identify the main point of TV news items reporting 2, 3
events, accidents etc. where the visual supports the
commentary.

Unit 11 Right as rain

Unit opener (page 125)

Component Skill Descriptor Exercise

Sustained monologue: describing Can tell a story or describe something in a simple list of 1, 2
experience points.
Can describe plans and arrangements, habits and
routines, past activities and personal experiences.

Reading (pages 126–127)

Component Skill Descriptor Exercise

Listening to audio media and Can understand and extract the essential information 1
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.
Reading for information and Can identify specific information in simpler written 2, 3, 6
argument material he/she encounters such as letters, brochures
and short newspaper articles describing events.
Can follow the general outline of a news report on a
familiar type of event, provided that the contents are
familiar and predictable.
Can pick out the main information in short newspaper
reports or simple articles in which figures, names,
illustrations and titles play a prominent role and support
the meaning of the text.
Can understand the main points of short texts dealing
with everyday topics (e.g. lifestyle, hobbies, sports,
weather).
Identifying cues and inferring Can use an idea of the overall meaning of short texts 3
(spoken & written) and utterances on everyday topics of a concrete type to
derive the probable meaning of unknown words from
the context.
Reading for orientation Can understand everyday signs and notices etc. in 4
public places, such as streets, restaurants, railway
stations, in workplaces, such as directions, instructions,
hazard warnings.
•

Overall reading comprehension Can understand short, simple texts on familiar matters 5, 6
of a concrete type which consist of high frequency
everyday or job- related language.

Vocabulary (page 128)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1–6
everyday needs.
Vocabulary range Has a sufficient vocabulary for the expression of basic 5
communicative needs.
Mediating a text: Can interpret and describe (in Language B) simple 5
Explaining data in speech (e.g. in visuals on familiar topics (e.g. a weather map, a basic
graphs, diagrams, charts etc.) flow chart) (with text in Language A), even though
pauses, false starts and reformulation may be very
evident in speech.

Grammar (page 129)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–6
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.
Informal discussion (with friends) Can exchange opinions and compare things and 4
people using simple language.
Can agree and disagree with others.

Listening (page 130)

Component Skill Descriptor Exercise

Overall reading comprehension Can understand short, simple texts on familiar matters 1
of a concrete type which consist of high frequency
everyday or job- related language.
Understanding conversation Can generally identify the topic of discussion around 2, 3
between other speakers him/her that is conducted slowly and clearly.
Can recognise when speakers agree and disagree in a
conversation conducted slowly and clearly.
Listening to audio media and Can understand and extract the essential information 5
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.

Speaking (page 131)

Component Skill Descriptor Exercise

Sustained monologue: describing Can tell a story or describe something in a simple list of 1
experience points.
Can describe everyday aspects of his/her environment
e.g. people, places, a job or study experience.
Can give short, basic descriptions of events and
activities.
Can describe plans and arrangements, habits and
routines, past activities and personal experiences.
•

Overall spoken interaction Can manage simple, routine exchanges without undue 2, 3, 5
effort; can ask and answer questions and exchange
ideas and information on familiar topics in predictable
everyday situations.
Planning Can recall and rehearse an appropriate set of phrases 4
from his/her repertoire.
Conversation Can establish social contact: greetings and farewells; 5
introductions; giving thanks.
Can generally understand clear, standard speech on
familiar matters directed at him/her, provided he/she
can ask for repetition or reformulation from time to time.
Can participate in short conversations in routine
contexts on topics of interest.

Vocabulary (page 132)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1-5
everyday needs.
Vocabulary range Has a sufficient vocabulary for the expression of basic 1
communicative needs.

Grammar (page 133)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1-6
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.

Writing (pages 134–135)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1, 2, 3, 5
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.
Reading for information and Can follow the general outline of a news report on a 2
argument familiar type of event, provided that the contents are
familiar and predictable.
Notes, messages and forms Can write short, simple notes and messages relating to 4
matters in areas of immediate need.
Written reports and essays Can give his/her impressions and opinions in writing 5, 6
about topics of personal interest (e.g. lifestyles and
culture, stories), using basic everyday vocabulary and
expressions.
Can write simple texts on familiar subjects of interest,
linking sentences with connectors like ‘and,’ ‘because,’
or ‘then.’
Vocabulary control Can control a narrow repertoire dealing with concrete
everyday needs.
Coherence and cohesion Can use the most frequently occurring connectors to
link simple sentences in order to tell a story or describe
something as a simple list of points.
•

Live well, study well (page 136)

Component Skill Descriptor Exercise

Reading for information and Can understand a short factual description or report 1, 2, 4
argument within his/her own field, provided that it is written in
simple language and does not contain unpredictable
detail.
Informal discussion (with friends) Can exchange opinions and compare things and 3–5
people using simple language.
Collaborating in a group: Can collaborate in simple, practical tasks, asking what 5, Your
Facilitating collaborative others think, making suggestions and understanding project
interaction with peers responses, provided he/she can ask for repetition or
reformulation from time to time.
Addressing audiences Can give a short, rehearsed presentation on a topic
pertinent to his/her everyday life, briefly give reasons
and explanations for opinions, plans and actions.

Unit 12 What a wonderful world!

Unit opener (page 137)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1, 2
everyday needs.
Informal discussion (with friends) Can exchange opinions and compare things and 2
people using simple language.

Reading (pages 138–139)

Component Skill Descriptor Exercise

Informal discussion (with friends) Can exchange opinions and compare things and 1, 2
people using simple language.
Reading for information and Can identify specific information in simpler written 3–6
argument material he/she encounters such as letters, brochures
and short newspaper articles describing events.
Can follow the general outline of a news report on a
familiar type of event, provided that the contents are
familiar and predictable.
Can pick out the main information in short newspaper
reports or simple articles in which figures, names,
illustrations and titles play a prominent role and support
the meaning of the text.
Can understand the main points of short texts dealing
with everyday topics (e.g. lifestyle, hobbies, sports,
weather).
Identifying cues and inferring Can use an idea of the overall meaning of short texts 4, 5
(spoken & written) and utterances on everyday topics of a concrete type to
derive the probable meaning of unknown words from
the context.

Vocabulary (page 140)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1–6
everyday needs.
Vocabulary range Has sufficient vocabulary to conduct routine, everyday 2
transactions involving familiar situations and topics.
•

Listening to audio media and Can understand and extract the essential information 3
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.
Overall mediation Can play a supportive role in interaction, provided that 6
other participants speak slowly and that one or more of
them helps him/her to contribute and to express his/her
suggestions.
Can convey relevant information contained in clearly
structured, short, simple, informational texts, provided
that the texts concern concrete, familiar subjects and
are formulated in simple everyday language.

Grammar (page 141)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–6
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.
Vocabulary range Has sufficient vocabulary to conduct routine, everyday 5, 6
transactions involving familiar situations and topics.

Listening (page 142)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1
everyday needs.
Understanding conversation Can generally identify the topic of discussion around 2, 6
between other speakers him/her that is conducted slowly and clearly.
Can recognise when speakers agree and disagree in a
conversation conducted slowly and clearly.
Listening to audio media and Can understand and extract the essential information 2, 3, 6
recordings from short, recorded passages dealing with predictable
everyday matters that are delivered slowly and clearly.

Speaking (page 143)

Component Skill Descriptor Exercise

Overall reading comprehension Can understand short, simple texts on familiar matters 1
of a concrete type which consist of high frequency
everyday or job- related language.
Informal discussion (with friends) Can exchange opinions and compare things and 2, 3, 5
people using simple language.
Planning Can recall and rehearse an appropriate set of phrases 4
from his/her repertoire.
Flexibility Can adapt well-rehearsed memorised simple phrases 5
to particular circumstances through limited lexical
substitution.
Can expand learned phrases through simple
recombinations of their elements.

Vocabulary (page 144)

Component Skill Descriptor Exercise

Vocabulary control Can control a narrow repertoire dealing with concrete 1–5
everyday needs.
•

Vocabulary range Has sufficient vocabulary to conduct routine, everyday 5

transactions involving familiar situations and topics.
Overall spoken interaction Can manage simple, routine exchanges without undue 5
effort; can ask and answer questions and exchange
ideas and information on familiar topics in predictable
everyday situations.

Grammar (page 145)

Component Skill Descriptor Exercise

Grammatical accuracy Uses some simple structures correctly, but still 1–4
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.
Informal discussion (with friends) Can exchange opinions and compare things and 5
people using simple language.

Writing (pages 146–147)

Component Skill Descriptor Exercise

Interviewing and being interviewed Can answer simple questions and respond to simple 1
statements in an interview.
Facilitating collaborative Can collaborate in simple, shared tasks, provided that 2
interaction with peers other participants speak slowly and that one or more of
them help him/her to contribute and to express his/her
suggestions.
Explaining data in speech (e.g. in Can interpret and describe (in Language B) simple
graphs, diagrams, charts etc.) visuals on familiar topics (e.g. a weather map, a basic
flow chart) (with text in Language A), even though
pauses, false starts and reformulation may be very
evident in speech.
Collaborating to construct meaning Can make simple remarks and pose occasional
questions to indicate that he/she is following.
Can make suggestions in a simple way in order to
move the discussion forward.
Addressing audiences Can give a short, rehearsed, basic presentation on a
familiar subject.
Reading for information and Can follow the general outline of a news report on a 3, 4
argument familiar type of event, provided that the contents are
familiar and predictable.
Vocabulary control Can control a narrow repertoire dealing with concrete 5, 6
everyday needs.
Grammatical accuracy Uses some simple structures correctly, but still 6
systematically makes basic mistakes – for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to
say.
Written reports and essays Can give his/her impressions and opinions in writing 8, 9
about topics of personal interest (e.g. lifestyles and
culture, stories), using basic everyday vocabulary and
expressions.
Can write simple texts on familiar subjects of interest,
linking sentences with connectors like ‘and,’ ‘because,’
or ‘then.’
•

Video (page 148)

Component Skill Descriptor Exercise

Informal discussion (with friends) Can exchange opinions and compare things and 1
people using simple language.
Watching TV, film and video Can identify the main point of TV news items reporting 2, 3
events, accidents etc. where the visual supports the
commentary.
Vocabulary control Can control a narrow repertoire dealing with concrete 3
everyday needs.