Time Zones 3: Framework Level A2

Communicative Activities

Reception (spoken)
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 p8-9, Language Focus, exs A, D; p20-21, Language
SPEAKERS: Focus, ex A; p32-33, Language Focus, ex A; p44-45,
Language Focus, ex A; p56-57, Language Focus, ex A;
Can generally identify the topic of discussion around p68-69, Language Focus, ex A; p80-81, Language
him/her that is conducted slowly and clearly. Can recognise Focus, ex A; p92-93, Language Focus, ex A; p104, 105,
when speakers agree and disagree in a conversation Language Focus, ex A; p116-117, Language Focus, ex
conducted slowly and clearly. A; p128-129, Language Focus, ex A; p140-141,
Can follow in outline short, simple social exchanges, Language Focus, ex A
conducted very slowly and clearly.

1
LISTENING TO AUDIO MEDIA & RECORDINGS: p6-7, Preview, exs A, B; p18-19, Preview, exs A, B;
p30-31, Preview, exs A, B; p43, Preview, exs A, B; p55,
Can understand the most important information contained Preview, exs A, B; p67, Preview, ex B; p78-79,
in short radio commercials concerning goods and services Preview, exs A, B; p90-91, Preview, exs A, B; p102-
of interest (e.g. CDs, video games, travel, etc.).
103, Preview, exs A, B; p115, Preview, exs A, B; p127,
Can understand in a radio interview what people say they Preview, exs A, B; p138-139, Preview, exs A, B
do in their free time, what they particularly like doing and
what they do not like doing, provided that they speak
slowly and clearly.

Can understand and extract the essential information from

short, recorded passages dealing with predictable everyday
matters that are delivered slowly and clearly.

Can extract important information from short radio

broadcasts, such as the weather forecast, concert
announcements or sports results, provided that people talk
clearly.

Can understand the important points of a story and

manage to follow the plot, provided the story is told slowly
and clearly.

2
 Written Reception
OVERALL READING COMPREHENSION: p8-9, Language Focus, ex A; p20-21, Language Focus, ex
A; p32-33, Language Focus, ex A; p44-45, Language
Can understand short, simple texts on familiar matters Focus, exs A, C; p56-57, Language Focus, ex A; p68-69,
of a concrete type which consist of high frequency Language Focus, exs A, E; p72, 73, Reading, ex A; p75,
everyday or job- related language. Writing, ex A; p80-81, Language Focus, ex A; p92-93,
Can understand short, simple texts containing the Language Focus, ex A; p104-105, Language Focus, ex A;
highest frequency vocabulary, including a proportion of p116-117, Language Focus, ex A; p128-129, Language
shared international vocabulary items. Focus, ex A; p135, Writing, ex A; p140-141, Language
Focus, exs A, E; p147, Writing, ex A

READING CORRESPONDENCE: P15, Writing, ex A; p63, Writing, Ex A

Can understand a simple personal letter, email or post in

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

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).

3
READING FOR ORIENTATION (scanning): p12, Reading, exs A, B, C; p24-25, Reading, exs B, C; p36-
37, Reading, ex A; p48-49, Reading, exs B, C; p61,
Can find specific information in practical, concrete, Reading, exs B, C; p67, Preview, ex A; p72-73, Reading,
predictable texts (e.g. travel guidebooks, recipes), ex B; p84-85, Reading, exs A, C; p96-97, Reading, ex B;
provided they are written in simple language.
p108-109, Reading, exs B, C; p120-121, Reading, exs A,
Can understand the main information in short and B; p132-133, Reading, exs B, C; p144-145, Reading, exs
simple descriptions of goods in brochures and websites A, B
(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.

4
READING FOR INFORMATION & ARGUMENT: p10-11, The Real World, ex C; p22-23, The Real World,
ex C; p38, Comprehension, exs A, B; p39, Writing, ex A;
Can identify specific information in simpler written p46-47, The Real World, ex C; p50, Comprehension, exs
material he/she encounters such as letters, brochures A, B; p51, Writing, ex A; p62, Comprehension, exs A, B;
and short newspaper articles describing events.
p70-71, The Real World, ex C; p74, Comprehension, exs
Can follow the general outline of a news report on a A, B; p82-83, The Real World, ex C; p86, Comprehension,
familiar type of event, provided that the contents are exs A, B; p87, Writing, ex A; p96-97, Reading, ex A; p98,
familiar and predictable. Comprehension, exs A, B; p99, Writing, ex A; p106-107,
The Real World, ex C; p110, Comprehension, exs A, B;
Can pick out the main information in short newspaper p111, Writing, ex A; p118-119, The Real World, ex A;
reports or simple articles in which figures, names, p122, Comprehension, exs A, B; p123, Writing, ex A;
illustrations and titles play a prominent role and support p130-131, The Real World, ex C; p134, Comprehension,
the meaning of the text. exs A, B; p142, 143, The Real World, ex C; p146,
Comprehension, exs A, B
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.

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.

5
READING INSTRUCTIONS: p30, Preview, ex B

Can understand regulations, for example safety, when

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.

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: P14, Comprehension, exs A, B; p26, Comprehension, exs

A, B; p27, Writing, ex A
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.

6
 Reception Audio/Visual
Audio-visual Reception
WATCHING TV, FILM AND VIDEO: p10-11, The Real World, exs A, B, C; p16, Video, exs A, B,
C; p22-23, The Real World, exs A, B; p28, Video, exs A, B;
Can identify the main point of TV news items p34-35, The Real World, exs B, C; p40, Video, exs A, B, C;
reporting events, accidents etc. where the visual p46-47, The Real World, exs A, B, C; p52, Video, exs A, B;
supports the commentary. p58-59, The Real World, exs A, B; p64, Video, exs A, B, C;
Can follow a TV commercial or a trailer for or scene p70-71, The Real World, exs A, B; p76, Video, exs A, B;
from a film, understanding what the actors are p82-83, The Real World, exs A, B; p88, Video, exs A, B, C;
talking about, provided that the images are a great p94-95, The Real World, exs A, B; p100, Video, exs A, B,
help in understanding and the delivery is clear and C; p106-107, The Real World, exs A, B; p112, Video, exs
relatively slow. A, B, C; p118-119, The Real World, exs B, C; p124, Video,
Can follow changes of topic of factual TV news exs A, B, C; p130-131, The Real World, exs A, B; p136,
items, and form an idea of the main content. Video, exs A, B, C; p142-143, The Real World, exs A, B;
p148, Video, exs A, B, C

IDENTIFYING CUES AND INFERRING (SPOKEN & p12, Reading, exs A, B; p14, Comprehension, ex A; p15,
WRITTEN): Vocabulary, ex A; p24-25, ex A; p26, Comprehension, ex
A; p27, Vocabulary, ex A; p28, Video, ex C; p36-37,
Can use an idea of the overall meaning of short Reading, ex B; p38, Comprehension, ex A; p39,
texts and utterances on everyday topics of a Vocabulary, ex A; p48-49, Reading, ex C; p51,
concrete type to derive the probable meaning of Vocabulary, ex A; p62, Comprehension, ex A; p63,
unknown words from the context. Vocabulary, ex A; p72-73, Reading, ex B; p74,
Can exploit his/her recognition of known words to Comprehension, ex A; p75, Vocabulary, ex A; p84-85,
deduce the meaning of unfamiliar words in short Reading, ex B; p86, Comprehension, ex A; p87,
expressions used in routine everyday contexts. Vocabulary, ex A; p96-97, Reading, ex A; p98,
Comprehension, ex A; p99, Vocabulary, ex A; p108-109,
Can exploit format, appearance and typographic Reading, ex C; p110, Comprehension, ex A; p111,
features in order to identify the type of text: news Vocabulary, ex A; p120-121, Reading, exs A, B; p122,
story, promotional text, article, textbook, chat or Comprehension, ex A; p123, Vocabulary, ex A; p134,
forum etc. Comprehension, ex A; p135, Vocabulary, ex A; p136,
Video, ex C; p144-145, Reading, ex A; p147, Vocabulary,
Can exploit numbers, dates, names, proper nouns ex A
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).

7
 Spoken Production
OVERALL SPOKEN PRODUCTION:

Can give a simple description or presentation of 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 Experience:

Can tell a story or describe something in a simple list of p18-19, Preview, ex C; p22-23, The Real World, ex D;
p55, Preview, ex C; p56-57, Language Focus, ex E; p102-
points.
103, Preview, ex C; p106-1-7, The Real World, ex D;
Can describe everyday aspects of his/her environment p131, Communication
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.

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: PUTTING A CASE (E.G. IN A

DEBATE)

Can explain what she likes or dislikes about something, p142-143, The Real World, ex D
why he/she prefers one thing to another, making simple,
direct comparisons.

Can present his/her opinion in simple terms, provided

listeners are patient.

8
 Written Production
OVERALL WRITTEN PRODUCTION:

Can write a series of simple phrases and sentences

linked with simple connectors like ‘and,’ ‘but’ and
‘because’.

p27, Writing, ex C; p75, Writing, ex C; p87, Writing, ex C;

CREATIVE WRITING:
p123, Writing, exs B, C; p135, Writing, ex C
Can write about everyday aspects of his/her
environment e.g. 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).

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: p147, Writing, ex C

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.

9
 Spoken Interaction
OVERALL SPOKEN INTERACTION: p6-7, Preview, ex C; p23, Communication, ex B; p35,
Communication, ex B; p43, Preview, ex C; p47,
Can interact with reasonable ease in structured
Communication; p138-139, Preview, ex C; p143,
situations and short conversations, provided the other Communication
person helps if necessary. Can manage simple, routine
exchanges without undue effort; can 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.
p8-9, Language Focus, ex A; p20-21, Language Focus, ex
CONVERSATION:
A; p32-33, Language Focus, ex A; p44-45, Language
Can establish social contact: greetings and farewells; Focus, ex A; p56-57, Language Focus, ex A; p68-69,
introductions; giving thanks. Language Focus, ex A; p80-81, Language Focus, ex A;
p90-91, Preview, ex C; p92-93, Language Focus, ex A;
Can generally understand clear, standard speech on p94-95, The Real World, ex D; p104-105, Language
familiar matters directed at him/her, provided he/she Focus, ex A; p116-117, Language Focus, ex A; p128-129,
can ask for repetition or reformulation from time to Language Focus, ex A; p140-141, Language Focus, ex A
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. 10

INFORMAL DISCUSSION (WITH FRIENDS): p10-11, The Real World, ex D; p14, Comprehension, ex
C; p26, Comprehension, ex C; p30-31, Preview, ex C;
Can generally identify the topic of discussion around p34-35, The Real World, exs A, C, D; p36-37, Reading, ex
him/her which is conducted slowly and clearly. Can C; p38, Comprehension, ex C; p46-47, The Real World, ex
exchange opinions and compare things and people using D; p48-49, Reading, ex A; p50, Comprehension, ex C;
simple language. p58-59, The Real World, ex D; p59, Communication, ex
Can discuss what to do in the evening, at the weekend. B; p61, Reading, ex A; p62, Comprehension, ex C; p67,
Can make and respond to suggestions. Preview, ex C; p68-69, Language Focus, ex D; p70-71,
The Real World, ex D; p71, Communication; p72-73,
Can agree and disagree with others. Reading, ex C; p74, Comprehension, ex C; p82-83, The
Real World, ex D; p86, Comprehension, ex C; p96-97,
Can discuss everyday practical issues in a simple way
Reading, ex C; p98, Comprehension, ex C; p108-109,
when addressed clearly, slowly and directly. Can discuss
Reading, ex A; p110, Comprehension, ex C; p118-119,
what to do, where to go and make arrangements to
The Real World, ex D; p120-121, Reading, ex C; p122,
meet.
Comprehension, ex C; p127, Preview, ex C; p130-131,
Can express opinions in a limited way. The Real World, ex D; p134, Comprehension, ex D; p144-
145, Reading, ex C; p146, Comprehension, ex C

11
INFORMATION EXCHANGE: p8-9, Language Focus, ex E; p20-21, Language Focus, ex
E; p78-79, Preview, ex C; p80-81, Language Focus, ex E;
Can understand enough to manage simple, routine p83, Communication; p95, Communication; p104-105,
exchanges without undue effort. Language Focus, ex E; p107, Communication, ex B; p116-
Can deal with practical everyday demands: finding out 117, Language Focus, ex E; p119, Communication, exs A,
and passing on straightforward factual information. Can B; p140, Language Focus, ex E
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, Communication, ex B

Can make him/herself understood in an interview and

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 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.

12
 Using Telecommunications

Written Interaction
OVERALL WRITTEN INTERACTION: p23, Communication, ex A; p35, Communication, ex A

Can write short, simple formulaic notes relating to

matters in areas of immediate need.

CORRESPONDENCE: p15, Writing, ex C; p63, Writing, ex C

Can exchange information by text message, e-mail or in

short 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: p15, Writing, ex B; p27, Writing, ex B; p39, Writing, ex B;
p63, Writing, ex B; p75, Writing, ex B; p87, Writing, ex B;
Can take a short, simple message provided he/she can p99, Writing, ex B; p111, Writing, ex B; p135, Writing, ex
ask for repetition and reformulation.
B; p147, Writing, ex B
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.

13
 Online Interaction
ONLINE CONVERSATION AND DISCUSSION: p39, Writing, ex C; p51, Writing, ex C; p99, Writing, ex C;
p111, Writing, ex C
Can introduce him/herself and manage simple
exchanges online, asking and answering questions and
exchanging ideas on predictable everyday topics,
provided enough time is allowed to formulate
responses, and that he/she interacts with one
interlocutor at a time.

Can make short descriptive online postings about

everyday matters, social activities and feelings, with
simple key details.

Can comment on other people’s online postings,

provided that they are written in simple language,
reacting to embedded media by expressing feelings of
surprise, interest and indifference in a simple way.

Can engage in basic social communication online (e.g.

writing a simple message on a virtual card for a special
occasion, sharing news and making/confirming
arrangements to meet).

Can make brief positive or negative comments online

about embedded links and media using a repertoire of
basic language, though he/she will generally have to
refer to an online translation tool and other resources.

14
 Communicative Language Competence

Linguistic – range
Control
GENERAL LINGUISTIC RANGE:

Has a repertoire of basic language, which enables p23, Communication, ex B; p47, Communication; p71,
him/her to deal with everyday situations with Communication; p95, Communication; p107,
predictable content, though he/she will generally have Communication, ex A
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:

Has sufficient vocabulary to conduct routine, everyday

transactions involving familiar situations and topics.

p15, Vocabulary, ex B; p17, Review, ex A; p27,

Vocabulary, ex B; p29, Review, ex A; p39, Vocabulary, ex
Has a sufficient vocabulary for the expression of basic B; p40, Video, ex A; p41, Review, ex A; p46-47, The Real
communicative needs. Has a sufficient vocabulary for 15
World, ex D; p51, Vocabulary, ex B; p51, Writing, ex B;
coping with simple survival needs. p52, Video, ex C; p53, Review, ex A; p58-59, The Real
World, ex C; p59, Communication, exs A, B; p67, Review,
 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: p11, Pronunciation; p35, Pronunciation; p71,

Pronunciation; p95, Pronunciation; p107, Pronunciation;
Pronunciation is generally intelligible when p119, Pronunciation; p143, Pronunciation
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.

PROSODIC FEATURES: p23, Pronunciation; p47, Pronunciation; p59,

Pronunciation; p83, Pronunciation; p131, Pronunciation;
Can use the prosodic features of everyday words and
phrases intelligibly, in spite of a strong influence on stress,
intonation and/or rhythm from other language(s) he/she
speaks.
Prosodic features (e.g. word stress) are adequate for
familiar, everyday words and simple utterances.

16
 Pragmatic
THEMATIC DEVELOPMENT p115, Preview, ex C; p123, Writing, ex C

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: p15, Writing, ex C; p27, Writing, ex C; p39, Writing, ex C;

p51, Writing, ex C; p63, Writing, ex C; p75, Writing, ex C;
Can use the most frequently occurring connectors to p87, Writing, ex C; p99, Writing, ex C; p111, Writing, ex C;
link simple sentences in order to tell a story or p123, Writing, ex C; p135, Writing, ex C; p147, Writing, ex
describe something as a simple list of points. C
Can link groups of words with simple connectors like
‘and, ‘but’ and ‘because’.

17
 Unit 1 I’d Like to Be a Pilot

PREVIEW (pages 6-7)

COMPONENT SKILL DESCRIPTOR EXERCISE

LISTENING TO AUDIO MEDIA Can understand and extract the A, B

AND RECORDINGS essential information from short,
recorded passages dealing with
predictable everyday matters that are
delivered slowly and clearly.

OVERALL SPOKEN Can communicate in simple and routine C

INTERACTION tasks requiring a simple and direct
exchange of information on familiar and
routine matters to do with work and free
time.

VOCABULARY CONTROL Can control a narrow repertoire dealing with C

concrete everyday needs.

18
LANGUAGE FOCUS (pages 8-9)

COMPONENT SKILL DESCRIPTOR EXERCISE

UNDERSTANDING Can follow in outline short, simple social A, D

CONVERSATION BETWEEN exchanges, conducted very slowly and
OTHER SPEAKERS clearly.
OVERALL READING Can understand short, simple texts on A
COMPREHENSION familiar matters of a concrete type which
consist of high frequency everyday or job-
related language.
CONVERSATION Can participate in short conversations in A
routine contexts on topics of interest.

GRAMMATICAL ACCURACY Uses some simple structures correctly, but B, C, D

still 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 communicate in simple and routine E
tasks requiring a simple and direct exchange
of information.
Can exchange limited
information on familiar
and routine operational
matters.

19
THE REAL WORLD Best Job Ever (pages 10-11)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B, C
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

READING FOR INFORMATION Can understand texts describing C

AND ARGUMENT people, places, everyday life, and
culture, etc., provided that they are
written in simple language.

INFORMAL DISCUSSION (WITH Can express opinions in a limited way. D

FRIENDS)

PRONUNCIATION (page 11)

COMPONENT SKILL DESCRIPTOR EXERCISE

PHONOLOGICAL CONTROL Pronunciation is generally intelligible when

SOUND ARTICULATION communicating in simple everyday
situations, provided the interlocutor makes
an effort to understand specific sounds.

COMMUNICATION (page 11)

COMPONENT SKILL DESCRIPTOR EXERCISE

VOCABULARY CONTROL Can control a narrow repertoire dealing with A

concrete everyday needs.
INTERVIEWING AND BEING Can answer simple questions and respond B
INTERVIEWED to simple statements in an interview.

20
READING Extreme Jobs (pages 12-13)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR ORIENTATION Can find specific information in practical, A, B, C

concrete, 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.).
IDENTIFYING CUES AND Can use an idea of the overall meaning A, B
INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

COMPREHENSION (page 14)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING AS A LEISURE Can understand short narratives and A, B

ACTIVITY descriptions of someone’s life that are
written in simple words.

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

INFORMAL DISCUSSION (WITH Can exchange opinions and compare things C

FRIENDS) and people using simple language.

21
VOCABULARY (page 15)

COMPONENT SKILL DESCRIPTOR EXERCISE

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

VOCABULARY RANGE Has sufficient vocabulary to conduct routine, B

everyday transactions involving familiar
situations and topics.

WRITING (page 15)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING CORRESPONDENCE Can understand very simple formal emails A

and letters (e.g. confirmation of a booking or
on-line purchase).
NOTES, MESSAGES AND Can write short, simple notes and messages B
FORMS relating to matters in areas of immediate
need.

CORRESPONDENCE Can convey personal information of a routine C

nature, for example in a short email or letter
introducing him/herself.

COHERENCE AND COHESION Can use the most frequently occurring C

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’.

22
VIDEO Volcano Explorers (page 16)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B, C
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

REVIEW (page 17)

COMPONENT SKILL DESCRIPTOR EXERCISE

VOCABULARY RANGE Has sufficient vocabulary to conduct routine, A

everyday transactions involving familiar
situations and topics.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B
still 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 C
concrete everyday needs.

23
 Unit 2 Which One Is Bruno?

PREVIEW (pages 18-19)

COMPONENT SKILL DESCRIPTOR EXERCISE

LISTENING TO AUDIO MEDIA Can understand and extract the A, B

AND RECORDINGS essential information from short,
recorded passages dealing with
predictable everyday matters that are
delivered slowly and clearly.

SUSTAINED MONOLOGUE: Can describe people, places and possessions C

DESCRIBING EXPERIENCE in simple terms.
VOCABULARY CONTROL Can control a narrow repertoire dealing with C
concrete everyday needs.

LANGUAGE FOCUS (pages 20-21)

COMPONENT SKILL DESCRIPTOR EXERCISE

UNDERSTANDING Can follow in outline short, simple social A

CONVERSATION BETWEEN exchanges, conducted very slowly and
OTHER SPEAKERS clearly.
OVERALL READING Can understand short, simple texts on A
COMPREHENSION familiar matters of a concrete type which
consist of high frequency everyday or job-
related language.
CONVERSATION Can participate in short conversations in A
routine contexts on topics of interest.

VOCABULARY CONTROL Can control a narrow repertoire dealing with A, C

concrete everyday needs.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B, D, E
still 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 communicate in simple and routine E
tasks requiring a simple and direct exchange
of information.
Can exchange limited information on familiar
and routine operational matters.

24
THE REAL WORLD A Photographer’s Journey (pages 22-23)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

READING FOR INFORMATION Can understand texts describing C

AND ARGUMENT people, places, everyday life, and
culture, etc., provided that they are
written in simple language.

SUSTAINED MONOLOGUE: Can describe people, places and possessions D

DESCRIBING EXPERIENCE
in simple terms.

PRONUNCIATION (page 23)

COMPONENT SKILL DESCRIPTOR EXERCISE

PHONOLOGICAL CONTROL Prosodic features (e.g. word stress) are

PROSODIC FEATURES adequate for familiar, everyday words and
simple utterances.

25
COMMUNICATION (page 23)

COMPONENT SKILL DESCRIPTOR EXERCISE

OVERALL WRITTEN Can write short, simple formulaic notes A

INTERACTION relating to matters in areas of immediate
need.
OVERALL SPOKEN Can communicate in simple and routine B
INTERACTION tasks requiring a simple and direct
exchange of information on familiar and
routine matters to do with work and free
time.

GENERAL LINGUISTIC RANGE Can use basic sentence patterns and B

communicate with memorised phrases,
groups of a few words and formulae
about themselves and other people,
what they do, places, possessions etc.

READING Unsung Heroes (pages 24-25)

COMPONENT SKILL DESCRIPTOR EXERCISE

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.
Can exploit his/her recognition of
known words to deduce the meaning of
unfamiliar words in short expressions
used in routine everyday contexts.

READING FOR ORIENTATION Can find specific information in practical, B, C

concrete, 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.).

26
COMPREHENSION (page 26)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING AS A LEISURE Can understand short narratives and A, B

ACTIVITY descriptions of someone’s life that are
written in simple words.

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

INFORMAL DISCUSSION (WITH Can exchange opinions and compare things C

FRIENDS) and people using simple language.

VOCABULARY (page 27)

COMPONENT SKILL DESCRIPTOR EXERCISE

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

VOCABULARY RANGE Has sufficient vocabulary to conduct routine, B

everyday transactions involving familiar
situations and topics.

27
WRITING (page 27)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING AS A LEISURE Can understand much of the information A

ACTIVITY provided in a short description of a person
(e.g. a celebrity).

NOTES, MESSAGES AND Can write short, simple notes and messages B
FORMS relating to matters in areas of immediate
need.

CREATIVE WRITING Can write about everyday aspects C

of his/her environment e.g.
people, places, a job or study
experience in linked sentences.

COHERENCE AND COHESION Can use the most frequently occurring C

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’.

VIDEO The Tables (page 28)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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 Can use an idea of the overall meaning C
INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

28
REVIEW (page 29)

COMPONENT SKILL DESCRIPTOR EXERCISE

VOCABULARY RANGE Has sufficient vocabulary to conduct routine, A

everyday transactions involving familiar
situations and topics.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B
still 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 C
concrete everyday needs.

29
 Unit 3 We Have to Reduce Trash!

PREVIEW (pages 30-31)

COMPONENT SKILL DESCRIPTOR EXERCISE

LISTENING TO AUDIO MEDIA Can understand and extract the A, B

AND RECORDINGS essential information from short,
recorded passages dealing with
predictable everyday matters that are
delivered slowly and clearly.

READING INSTRUCTIONS Can understand simple, brief instructions B

provided that they are illustrated and not
written in continuous text.
INFORMAL DISCUSSION (WITH Can express opinions in a limited way. C
FRIENDS) Can agree and disagree with others.

LANGUAGE FOCUS (pages 32-33)

COMPONENT SKILL DESCRIPTOR EXERCISE

UNDERSTANDING Can follow in outline short, simple social A

CONVERSATION BETWEEN exchanges, conducted very slowly and
OTHER SPEAKERS clearly.
OVERALL READING Can understand short, simple texts on A
COMPREHENSION familiar matters of a concrete type which
consist of high frequency everyday or job-
related language.
CONVERSATION Can participate in short conversations in A
routine contexts on topics of interest.

VOCABULARY CONTROL Can control a narrow repertoire dealing A

with concrete everyday needs.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B, C, D, E
still 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.

30
THE REAL WORLD Traveling Without Single-Use Plastic (pages 34-35)

COMPONENT SKILL DESCRIPTOR EXERCISE

INFORMAL DISCUSSION (WITH Can express opinions in a limited way. A, C

FRIENDS)

Can exchange opinions and compare things D

and people using simple language.

WATCHING TV, FILM AND Can identify the main point of TV news items B, C
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

PRONUNCIATION (page 35)

COMPONENT SKILL DESCRIPTOR EXERCISE

PHONOLOGICAL CONTROL Pronunciation is generally intelligible when

SOUND ARTICULATION communicating in simple everyday
situations, provided the interlocutor makes
an effort to understand specific sounds.

31
COMMUNICATION (page 35)

COMPONENT SKILL DESCRIPTOR EXERCISE

OVERALL WRITTEN Can write short, simple formulaic notes A

INTERACTION relating to matters in areas of immediate
need.
FACILITATING COLLABORATIVE Can collaborate in simple, practical tasks, A, B
INTERACTION WITH PEERS asking what others think, making suggestions
and understanding responses, provided
he/she can ask for repetition or
reformulation from time to time.
OVERALL SPOKEN Can communicate in simple and routine B
INTERACTION tasks requiring a simple and direct
exchange of information on familiar and
routine matters to do with work and free
time.

GRAMMATICAL ACCURACY Uses some simple structures correctly, but C

still 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.

32
READING 6 Things You Can Do About Plastic (pages 36-37)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR ORIENTATION Can find specific information in practical, A

concrete, 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.).
IDENTIFYING CUES AND Can use an idea of the overall meaning B
INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.
Can exploit his/her recognition of
known words to deduce the meaning of
unfamiliar words in short expressions
used in routine everyday contexts.

INFORMAL DISCUSSION (WITH Can generally identify the topic of discussion C

FRIENDS) around him/her which is conducted slowly
and clearly.
Can exchange opinions and compare things
and people using simple language.

33
COMPREHENSION (page 38)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can identify specific information in A, B

AND ARGUMENT simpler written material he/she
encounters such as letters,
brochures and short newspaper
articles describing events.
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 Can use an idea of the overall meaning A
INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

INFORMAL DISCUSSION (WITH Can exchange opinions and compare things C

FRIENDS) and people using simple language.

VOCABULARY (page 39)

COMPONENT SKILL DESCRIPTOR EXERCISE

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

VOCABULARY RANGE Has sufficient vocabulary to conduct routine, B

everyday transactions involving familiar
situations and topics.

34
WRITING (page 39)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can understand a short factual A

AND ARGUMENT description or report within his/her own
field, provided that it is written in simple
language and does not contain
unpredictable detail.

NOTES, MESSAGES AND Can write short, simple notes and messages B
FORMS relating to matters in areas of immediate
need.

ONLINE CONVERSATION AND Can make short descriptive online postings C

DISCUSSION about everyday matters, social activities
and feelings, with simple key details.

COHERENCE AND COHESION Can use the most frequently occurring C

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’.

VIDEO Fixing the Plastic Problem (page 40)

COMPONENT SKILL DESCRIPTOR EXERCISE

VOCABULARY RANGE Has sufficient vocabulary to conduct routine, A

everyday transactions involving familiar
situations and topics.
WATCHING TV, FILM AND Can identify the main point of TV news items A, B, C
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

35
REVIEW (page 41)

COMPONENT SKILL DESCRIPTOR EXERCISE

VOCABULARY RANGE Has sufficient vocabulary to conduct routine, A

everyday transactions involving familiar
situations and topics.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B
still 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 C
concrete everyday needs.

36
 Unit 4 How Do Sloths Move?

PREVIEW (pages 42-43)

COMPONENT SKILL DESCRIPTOR EXERCISE

LISTENING TO AUDIO MEDIA Can understand and extract the A, B

AND RECORDINGS essential information from short,
recorded passages dealing with
predictable everyday matters that are
delivered slowly and clearly.

OVERALL SPOKEN Can communicate in simple and routine C

INTERACTION tasks requiring a simple and direct
exchange of information on familiar and
routine matters to do with work and free
time.

VOCABULARY CONTROL Can control a narrow repertoire dealing with C

concrete everyday needs.

37
LANGUAGE FOCUS (pages 44-45)

COMPONENT SKILL DESCRIPTOR EXERCISE

UNDERSTANDING Can follow in outline short, simple social A

CONVERSATION BETWEEN exchanges, conducted very slowly and
OTHER SPEAKERS clearly.
OVERALL READING Can understand short, simple texts on A, C
COMPREHENSION familiar matters of a concrete type which
consist of high frequency everyday or job-
related language.
CONVERSATION Can participate in short conversations in A
routine contexts on topics of interest.

VOCABULARY CONTROL Can control a narrow repertoire dealing A, E

with concrete everyday needs.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B, C, D, E
still 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.

38
THE REAL WORLD Fur Seal Pups (pages 46-47)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B, C
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

READING FOR INFORMATION Can understand information given in C

AND ARGUMENT illustrated brochures and maps, e.g. the
principal attractions of a city or area.

INFORMAL DISCUSSION (WITH Can express opinions in a limited way. D

FRIENDS)
VOCABULARY RANGE Has a sufficient vocabulary for the D
expression of basic communicative needs.

COLLABORATING TO Can make simple remarks and pose D

CONSTRUCT MEANING occasional questions to indicate that
he/she is following. Can make suggestions
in a simple way in order to move the
discussion forward.

PRONUNCIATION (page 47)

COMPONENT SKILL DESCRIPTOR EXERCISE

PHONOLOGICAL CONTROL Prosodic features (e.g. word stress) are

PROSODIC FEATURES adequate for familiar, everyday words and
simple utterances.

39
COMMUNICATION (page 47)

COMPONENT SKILL DESCRIPTOR EXERCISE

OVERALL SPOKEN Can communicate in simple and routine

INTERACTION tasks requiring a simple and direct
exchange of information on familiar and
routine matters to do with work and free
time.

GENERAL LINGUISTIC RANGE 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.

READING Can Animals Be Nice? (pages 48-49)

COMPONENT SKILL DESCRIPTOR EXERCISE

INFORMAL DISCUSSION (WITH Can generally identify the topic of discussion A

FRIENDS) around him/her which is conducted slowly
and clearly.
Can exchange opinions and compare things
and people using simple language.

READING FOR ORIENTATION Can find specific information in practical, B, C

concrete, 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.).
IDENTIFYING CUES AND Can use an idea of the overall meaning C
INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.
Can exploit his/her recognition of
known words to deduce the meaning of
unfamiliar words in short expressions
used in routine everyday contexts.

40
COMPREHENSION (page 50)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can identify specific information in A, B

AND ARGUMENT simpler written material he/she
encounters such as letters,
brochures and short newspaper
articles describing events.
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 Can exchange opinions and compare things C
FRIENDS) and people using simple language.

VOCABULARY (page 51)

COMPONENT SKILL DESCRIPTOR EXERCISE

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

VOCABULARY RANGE Has sufficient vocabulary to conduct routine, B

everyday transactions involving familiar
situations and topics.

41
WRITING (page 51)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can understand a short factual A

AND ARGUMENT description or report within his/her own
field, provided that it is written in simple
language and does not contain
unpredictable detail.

VOCABULARY RANGE Has sufficient vocabulary to conduct B

routine, everyday transactions involving
familiar situations and topics.
ONLINE CONVERSATION AND Can make short descriptive online postings C
DISCUSSION about everyday matters, social activities
and feelings, with simple key details.

COHERENCE AND COHESION Can use the most frequently occurring C

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’.

VIDEO Amazing Rats (page 52)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.
VOCABULARY RANGE Has sufficient vocabulary to conduct routine, C
everyday transactions involving familiar
situations and topics.

42
REVIEW (page 53)

COMPONENT SKILL DESCRIPTOR EXERCISE

VOCABULARY RANGE Has sufficient vocabulary to conduct routine, A

everyday transactions involving familiar
situations and topics.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B
still 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 C
concrete everyday needs.

43
 Unit 5 I’m Meeting Friends Later

PREVIEW (pages 54-55)

COMPONENT SKILL DESCRIPTOR EXERCISE

LISTENING TO AUDIO MEDIA Can understand and extract the A, B

AND RECORDINGS essential information from short,
recorded passages dealing with
predictable everyday matters that are
delivered slowly and clearly.

Can understand in a radio interview

what people say they do in their free
time, what they particularly like doing
and what they do not like doing,
provided that they speak slowly and
clearly.

SUSTAINED MONOLOGUE: Can briefly talk about what he/she plans to C

DESCRIBING EXPERIENCE do at the weekend or during the holidays.

44
LANGUAGE FOCUS (pages 56-57)

COMPONENT SKILL DESCRIPTOR EXERCISE

UNDERSTANDING Can follow in outline short, simple social A

CONVERSATION BETWEEN exchanges, conducted very slowly and
OTHER SPEAKERS clearly.
OVERALL READING Can understand short, simple texts on A
COMPREHENSION familiar matters of a concrete type which
consist of high frequency everyday or job-
related language.
CONVERSATION Can participate in short conversations in A
routine contexts on topics of interest.

VOCABULARY CONTROL Can control a narrow repertoire dealing with A, C

concrete everyday needs.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B, C, D, E
still 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.
SUSTAINED MONOLOGUE: Can describe plans and arrangements, E
DESCRIBING EXPERIENCE habits and routines, past activities and
personal experiences.

45
THE REAL WORLD World Traveler (pages 58-59)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

VOCABULARY RANGE Has a sufficient vocabulary for the C

expression of basic communicative needs.

INFORMAL DISCUSSION (WITH Can express opinions in a limited way. D

FRIENDS)

PRONUNCIATION (page 59)

COMPONENT SKILL DESCRIPTOR EXERCISE

PHONOLOGICAL CONTROL Prosodic features (e.g. word stress) are

PROSODIC FEATURES adequate for familiar, everyday words and
simple utterances.

COMMUNICATION (page 59)

COMPONENT SKILL DESCRIPTOR EXERCISE

VOCABULARY RANGE Has sufficient vocabulary to conduct routine, A, B

everyday transactions involving familiar
situations and topics.
INFORMAL DISCUSSION (WITH Can discuss what to do, where to go and B
FRIENDS) make arrangements to meet.

46
READING Sit with Us (pages 60-61)

COMPONENT SKILL DESCRIPTOR EXERCISE

INFORMAL DISCUSSION (WITH Can express opinions in a limited way. A

FRIENDS)
READING FOR ORIENTATION Can find specific information in practical, B, C
concrete, 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.).

COMPREHENSION (page 62)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can identify specific information in A, B

AND ARGUMENT simpler written material he/she
encounters such as letters,
brochures and short newspaper
articles describing events.
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 Can use an idea of the overall meaning A
INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

INFORMAL DISCUSSION (WITH Can exchange opinions and compare things C

FRIENDS) and people using simple language.

47
VOCABULARY (page 63)

COMPONENT SKILL DESCRIPTOR EXERCISE

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

VOCABULARY CONTROL Can control a narrow repertoire dealing with B

concrete everyday needs.

WRITING (page 63)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING CORRESPONDENCE Can understand a simple personal letter, A

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

NOTES, MESSAGES AND Can write short, simple notes and messages B
FORMS relating to matters in areas of immediate
need.

CORRESPONDENCE Can write short, simple notes, emails and C

text messages (e.g. to send or reply to an
invitation, to confirm or change an
arrangement).

COHERENCE AND COHESION Can use the most frequently occurring C

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’.

48
VIDEO The Boiling River (page 64)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B, C
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

REVIEW (page 65)

COMPONENT SKILL DESCRIPTOR EXERCISE

VOCABULARY CONTROL Can control a narrow repertoire dealing with A, C

concrete everyday needs.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B
still 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.

49
 Unit 6 What Will Earth Be Like in the Future?

PREVIEW (pages 66-67)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR ORIENTATION Can locate specific information in lists A

and isolate the information required (e.g.
use the ‘Yellow Pages’ to find a service or
tradesman).

VOCABULARY RANGE Has a sufficient vocabulary for the A

expression of basic communicative needs.

LISTENING TO AUDIO MEDIA Can understand and extract the B

AND RECORDINGS essential information from short,
recorded passages dealing with
predictable everyday matters that are
delivered slowly and clearly.

INFORMAL DISCUSSION (WITH Can express opinions in a limited way. C

FRIENDS)
Can agree and disagree with others.
VOCABULARY CONTROL Can control a narrow repertoire C
dealing with concrete everyday needs.

50
LANGUAGE FOCUS (pages 68-69)

COMPONENT SKILL DESCRIPTOR EXERCISE

UNDERSTANDING Can generally identify the topic of discussion A

CONVERSATION BETWEEN around him/her that is conducted slowly and
OTHER SPEAKERS clearly.

OVERALL READING Can understand short, simple texts on A, E

COMPREHENSION familiar matters of a concrete type which
consist of high frequency everyday or job-
related language.
CONVERSATION Can participate in short conversations in A
routine contexts on topics of interest.

VOCABULARY CONTROL Can control a narrow repertoire dealing A, C

with concrete everyday needs.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B, C, D
still 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 Can generally identify the topic of discussion D
FRIENDS) around him/her which is conducted slowly
and clearly.
Can exchange opinions and compare things
and people using simple language.

51
THE REAL WORLD Six Degrees (pages 70-71)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

VOCABULARY RANGE Has a sufficient vocabulary for the C

expression of basic communicative needs.

READING FOR INFORMATION Can follow the general outline of a C

AND ARGUMENT news report on a familiar type of
event, provided that the contents are
familiar and predictable.

INFORMAL DISCUSSION (WITH Can express opinions in a limited way. D

FRIENDS)

PRONUNCIATION (page 71)

COMPONENT SKILL DESCRIPTOR EXERCISE

PHONOLOGICAL CONTROL Pronunciation is generally intelligible when

SOUND ARTICULATION communicating in simple everyday
situations, provided the interlocutor makes
an effort to understand specific sounds.

52
COMMUNICATION (page 71)

COMPONENT SKILL DESCRIPTOR EXERCISE

INFORMAL DISCUSSION (WITH Can generally identify the topic of discussion

FRIENDS) around him/her which is conducted slowly
and clearly.
Can exchange opinions and compare things
and people using simple language.
Can agree and disagree with others.
GENERAL LINGUISTIC RANGE 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.

READING On Thin Ice (pages 72-73)

COMPONENT SKILL DESCRIPTOR EXERCISE

OVERALL READING Can understand short, simple texts on A

COMPREHENSION familiar matters of a concrete type which
consist of high frequency everyday or job-
related language.
IDENTIFYING CUES AND Can use an idea of the overall meaning B
INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.
Can exploit his/her recognition of
known words to deduce the meaning of
unfamiliar words in short expressions
used in routine everyday contexts.

READING FOR ORIENTATION Can find specific information in practical, B

concrete, 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.).
INFORMAL DISCUSSION (WITH Can express opinions in a limited way. C
FRIENDS)

53
COMPREHENSION (page 74)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can identify specific information in A, B

AND ARGUMENT simpler written material he/she
encounters such as letters,
brochures and short newspaper
articles describing events.
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 texts describing people,
places, everyday life, and culture, etc.,
provided that they are written in simple
language.
IDENTIFYING CUES AND Can use an idea of the overall meaning A
INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

INFORMAL DISCUSSION (WITH Can exchange opinions and compare things C

FRIENDS) and people using simple language.

VOCABULARY (page 75)

COMPONENT SKILL DESCRIPTOR EXERCISE

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

VOCABULARY RANGE Has sufficient vocabulary to conduct routine, B

everyday transactions involving familiar
situations and topics.

54
WRITING (page 75)

COMPONENT SKILL DESCRIPTOR EXERCISE

OVERALL READING Can understand short, simple texts A

COMPREHENSION containing the highest frequency vocabulary,
including a proportion of shared
international vocabulary items.
NOTES, MESSAGES AND Can write short, simple notes and messages B
FORMS relating to matters in areas of immediate
need.

VOCABULARY RANGE Has sufficient vocabulary to conduct routine, B

everyday transactions involving familiar
situations and topics.
CREATIVE WRITING Can write about everyday aspects C
of his/her environment e.g.
people, places, a job or study
experience in linked sentences.

COHERENCE AND COHESION Can use the most frequently occurring C

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’.

VIDEO Renewable Energy (page 76)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.
VOCABULARY CONTROL Can control a narrow repertoire dealing with C
concrete everyday needs.

55
REVIEW (page 77)

COMPONENT SKILL DESCRIPTOR EXERCISE

VOCABULARY CONTROL Can control a narrow repertoire dealing with A, C

concrete everyday needs.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B
still 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.

56
 Unit 7 When Did It Happen?

PREVIEW (pages 78-79)

COMPONENT SKILL DESCRIPTOR EXERCISE

LISTENING TO AUDIO MEDIA Can understand and extract the A, B

AND RECORDINGS essential information from short,
recorded passages dealing with
predictable everyday matters that are
delivered slowly and clearly.

INFORMATION EXCHANGE Can ask and answer simple questions about C

an event, e.g. ask where and when it took
place, who was there and what it was like.

LANGUAGE FOCUS (pages 80-81)

COMPONENT SKILL DESCRIPTOR EXERCISE

UNDERSTANDING Can generally identify the topic of discussion A

CONVERSATION BETWEEN around him/her that is conducted slowly and
OTHER SPEAKERS clearly.

OVERALL READING Can understand short, simple texts on A

COMPREHENSION familiar matters of a concrete type which
consist of high frequency everyday or job-
related language.
CONVERSATION Can participate in short conversations in A
routine contexts on topics of interest.

GRAMMATICAL ACCURACY Uses some simple structures correctly, but B, C, D

still 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 simple questions about E
an event, e.g. ask where and when it took
place, who was there and what it was like.

57
THE REAL WORLD The Space Race (pages 82-83)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

VOCABULARY RANGE Has a sufficient vocabulary for the C

expression of basic communicative needs.

READING FOR INFORMATION Can follow the general outline of a C

AND ARGUMENT news report on a familiar type of
event, provided that the contents are
familiar and predictable.

INFORMAL DISCUSSION (WITH Can express opinions in a limited way. D

FRIENDS)

PRONUNCIATION (page 83)

COMPONENT SKILL DESCRIPTOR EXERCISE

PHONOLOGICAL CONTROL Prosodic features (e.g. word stress) are

PROSODIC FEATURES adequate for familiar, everyday words and
simple utterances.

COMMUNICATION (page 83)

COMPONENT SKILL DESCRIPTOR EXERCISE

INFORMATION EXCHANGE 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.

58
READING An Ancient Murder (pages 84-85)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR ORIENTATION Can find specific information in practical, A, C

concrete, 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.).
IDENTIFYING CUES AND Can use an idea of the overall meaning B
INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.
Can exploit his/her recognition of
known words to deduce the meaning of
unfamiliar words in short expressions
used in routine everyday contexts.

59
COMPREHENSION (page 86)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can identify specific information in A, B

AND ARGUMENT simpler written material he/she
encounters such as letters,
brochures and short newspaper
articles describing events.

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 texts describing
people, places, everyday life, and
culture, etc., provided that they are
written in simple language.

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

INFORMAL DISCUSSION (WITH Can exchange opinions and compare things C

FRIENDS) and people using simple language.

VOCABULARY (page 87)

COMPONENT SKILL DESCRIPTOR EXERCISE

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

VOCABULARY CONTROL Can control a narrow repertoire dealing with B

concrete everyday needs.

60
WRITING (page 87)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can understand the main points in A

AND ARGUMENT short news items on subjects of
personal interest (e.g. sport,
celebrities).

NOTES, MESSAGES AND Can write short, simple notes and messages B
FORMS relating to matters in areas of immediate
need.

CREATIVE WRITING Can write short, simple imaginary C

biographies and simple poems about
people.

COHERENCE AND COHESION Can use the most frequently occurring C

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’.

VIDEO The Unsinkable Ship (page 88)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B, C
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

61
REVIEW (page 89)

COMPONENT SKILL DESCRIPTOR EXERCISE

VOCABULARY CONTROL Can control a narrow repertoire dealing with A

concrete everyday needs.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B
still 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, C
everyday transactions involving familiar
situations and topics.

62
 Unit 8 Have You Ever Tried Go-Karting?

PREVIEW (pages 78-79)

COMPONENT SKILL DESCRIPTOR EXERCISE

LISTENING TO AUDIO MEDIA Can understand and extract the A, B

AND RECORDINGS essential information from short,
recorded passages dealing with
predictable everyday matters that are
delivered slowly and clearly.

Can understand in a radio interview

what people say they do in their free
time, what they particularly like doing
and what they do not like doing,
provided that they speak slowly and
clearly.

CONVERSATION Can participate in short conversations in C

routine contexts on topics of interest.

LANGUAGE FOCUS (pages 92-93)

COMPONENT SKILL DESCRIPTOR EXERCISE

UNDERSTANDING Can generally identify the topic of discussion A

CONVERSATION BETWEEN around him/her that is conducted slowly and
OTHER SPEAKERS clearly.

OVERALL READING Can understand short, simple texts on A

COMPREHENSION familiar matters of a concrete type which
consist of high frequency everyday or job-
related language.
CONVERSATION Can participate in short conversations in A
routine contexts on topics of interest.

VOCABULARY CONTROL Can control a narrow repertoire dealing A

with concrete everyday needs.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B, C, D, E
still 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.

63
THE REAL WORLD Lantern Festival (pages 94-95)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

VOCABULARY CONTROL Can control a narrow repertoire dealing with C

concrete everyday needs.
CONVERSATION Can participate in short conversations D

in routine contexts on topics of interest.

PRONUNCIATION (page 95)

COMPONENT SKILL DESCRIPTOR EXERCISE

PHONOLOGICAL CONTROL Pronunciation is generally intelligible when

SOUND ARTICULATION communicating in simple everyday
situations, provided the interlocutor makes
an effort to understand specific sounds.

COMMUNICATION (page 95)

COMPONENT SKILL DESCRIPTOR EXERCISE

INFORMATION EXCHANGE 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.
GENERAL LINGUISTIC RANGE 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.

64
READING Bucket Lists (pages 96-97)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can understand the main points of short A

AND ARGUMENT texts dealing with everyday topics (e.g.
lifestyle, hobbies, sports, weather).
IDENTIFYING CUES AND Can use an idea of the overall meaning A
INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.
Can exploit his/her recognition of
known words to deduce the meaning of
unfamiliar words in short expressions
used in routine everyday contexts.

READING FOR ORIENTATION Can find specific information in practical, B

concrete, 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.).
INFORMAL DISCUSSION (WITH Can exchange opinions and compare things C
FRIENDS) and people using simple language.

65
COMPREHENSION (page 98)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can identify specific information in A, B

AND ARGUMENT simpler written material he/she
encounters such as letters,
brochures and short newspaper
articles describing events.
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 texts describing
people, places, everyday life, and
culture, etc., provided that they are
written in simple language.

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

INFORMAL DISCUSSION (WITH Can exchange opinions and compare things C

FRIENDS) and people using simple language.

VOCABULARY (page 99)

COMPONENT SKILL DESCRIPTOR EXERCISE

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

VOCABULARY CONTROL Can control a narrow repertoire dealing with B

concrete everyday needs.

66
WRITING (page 99)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can understand most of what A

AND ARGUMENT people say about themselves in a
personal ad or post and what they
say they like in other people.
NOTES, MESSAGES AND Can write short, simple notes and messages B
FORMS relating to matters in areas of immediate
need.

ONLINE CONVERSATION AND Can make short descriptive online postings C

DISCUSSION about everyday matters, social activities
and feelings, with simple key details.

COHERENCE AND COHESION Can use the most frequently occurring C

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’.

VIDEO Sailing Solo (page 100)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B, C
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

67
REVIEW (page 101)

COMPONENT SKILL DESCRIPTOR EXERCISE

VOCABULARY CONTROL Can control a narrow repertoire dealing with A, C

concrete everyday needs.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B
still 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.

68
 Unit 9 Phones Used to Be Much Bigger!

PREVIEW (pages 102-103)

COMPONENT SKILL DESCRIPTOR EXERCISE

LISTENING TO AUDIO MEDIA Can understand and extract the A, B

AND RECORDINGS essential information from short,
recorded passages dealing with
predictable everyday matters that are
delivered slowly and clearly.

Can understand in a radio interview

what people say they do in their free
time, what they particularly like doing
and what they do not like doing,
provided that they speak slowly and
clearly.

SUSTAINED MONOLOGUE: Can use simple descriptive language to C

DESCRIBING EXPERIENCE make brief statements about and compare
objects and possessions.
Can explain what he/she likes or dislikes
about something.

69
LANGUAGE FOCUS (pages 104-105)

COMPONENT SKILL DESCRIPTOR EXERCISE

UNDERSTANDING Can generally identify the topic of discussion A

CONVERSATION BETWEEN around him/her that is conducted slowly and
OTHER SPEAKERS clearly.

OVERALL READING Can understand short, simple texts on A

COMPREHENSION familiar matters of a concrete type which
consist of high frequency everyday or job-
related language.
CONVERSATION Can participate in short conversations in A
routine contexts on topics of interest.

GRAMMATICAL ACCURACY Uses some simple structures correctly, but B, C, D, E

still 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 understand enough to manage simple, E
routine exchanges without undue effort.
Can deal with practical everyday demands:
finding out and passing on straightforward
factual information.

70
THE REAL WORLD Classic Video Games (pages 106-107)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

READING FOR INFORMATION Can understand a short factual C

AND ARGUMENT description or report within his/her own
field, provided that it is written in simple
language and does not contain
unpredictable detail.

VOCABULARY CONTROL Can control a narrow repertoire dealing with C

concrete everyday needs.
SUSTAINED MONOLOGUE: Can tell a story or describe something in a D
DESCRIBING EXPERIENCE simple list of points.
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.

PRONUNCIATION (page 107)

COMPONENT SKILL DESCRIPTOR EXERCISE

PHONOLOGICAL CONTROL Pronunciation is generally intelligible when

SOUND ARTICULATION communicating in simple everyday
situations, provided the interlocutor makes
an effort to understand specific sounds.

71
COMMUNICATION (page 107)

COMPONENT SKILL DESCRIPTOR EXERCISE

GENERAL LINGUISTIC RANGE Can use basic sentence patterns and A

communicate with memorised phrases,
groups of a few words and formulae
about themselves and other people,
what they do, places, possessions etc.

INFORMATION EXCHANGE Can ask and answer simple questions about B

an event, e.g. ask where and when it took
place, who was there and what it was like.

READING The Things We Used to Do (pages 108-109)

COMPONENT SKILL DESCRIPTOR EXERCISE

INFORMAL DISCUSSION (WITH Can exchange opinions and compare things A

FRIENDS) and people using simple language.

READING FOR ORIENTATION Can find specific information in practical, B, C

concrete, 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.).
IDENTIFYING CUES AND Can use an idea of the overall meaning C
INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.
Can exploit his/her recognition of
known words to deduce the meaning of
unfamiliar words in short expressions
used in routine everyday contexts.

72
COMPREHENSION (page 110)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can pick out the main information in A, B

AND ARGUMENT 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 texts describing
people, places, everyday life, and
culture, etc., provided that they are
written in simple language.

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

INFORMAL DISCUSSION (WITH Can exchange opinions and compare things C

FRIENDS) and people using simple language.

VOCABULARY (page 111)

COMPONENT SKILL DESCRIPTOR EXERCISE

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

VOCABULARY CONTROL Can control a narrow repertoire dealing with B

concrete everyday needs.

73
WRITING (page 111)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can understand most of what people say A

AND ARGUMENT about themselves in a personal ad or post
and what they say they like in other people.
NOTES, MESSAGES AND Can write short, simple notes and messages B
FORMS relating to matters in areas of immediate
need.

VOCABULARY CONTROL Can control a narrow repertoire dealing with B

concrete everyday needs.
ONLINE CONVERSATION AND Can make short descriptive online postings C
DISCUSSION about everyday matters, social activities
and feelings, with simple key details.

COHERENCE AND COHESION Can use the most frequently occurring C

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’.

VIDEO Creating the Internet (page 112)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B, C
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

74
REVIEW (page 113)

COMPONENT SKILL DESCRIPTOR EXERCISE

VOCABULARY CONTROL Can control a narrow repertoire dealing with A, C

concrete everyday needs.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B
still 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.

75
 Unit 10 They’ve Made an Amazing Discovery!

PREVIEW (pages 114-115)

COMPONENT SKILL DESCRIPTOR EXERCISE

LISTENING TO AUDIO MEDIA Can understand and extract the A, B

AND RECORDINGS essential information from short,
recorded passages dealing with
predictable everyday matters that are
delivered slowly and clearly.
Can extract important information from
short radio broadcasts, such as the
weather forecast, concert
announcements or sports results,
provided that people talk clearly.
Can understand the important points of a
story and manage to follow the plot,
provided the story is told slowly and clearly.
THEMATIC DEVELOPMENT Can tell a story or describe something in a C
simple list of points.

76
LANGUAGE FOCUS (pages 116-117)

COMPONENT SKILL DESCRIPTOR EXERCISE

UNDERSTANDING Can generally identify the topic of discussion A

CONVERSATION BETWEEN around him/her that is conducted slowly and
OTHER SPEAKERS clearly.

OVERALL READING Can understand short, simple texts on A

COMPREHENSION familiar matters of a concrete type which
consist of high frequency everyday or job-
related language.
CONVERSATION Can participate in short conversations in A
routine contexts on topics of interest.

VOCABULARY CONTROL Can control a narrow repertoire dealing with A

concrete everyday needs.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B, C, D, E
still 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 understand enough to manage simple, E
routine exchanges without undue effort.
Can deal with practical everyday demands:
finding out and passing on straightforward
factual information.

77
THE REAL WORLD Lights In The Sky (pages 118-119)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can understand information given in A

AND ARGUMENT illustrated brochures and maps, e.g. the
principal attractions of a city or area.
Can understand texts describing people,
places, everyday life, and culture, etc.,
provided that they are written in simple
language.
WATCHING TV, FILM AND Can identify the main point of TV news items B, C
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

INFORMAL DISCUSSION (WITH Can express opinions in a limited way. D

FRIENDS)

PRONUNCIATION (page 119)

COMPONENT SKILL DESCRIPTOR EXERCISE

PHONOLOGICAL CONTROL Pronunciation is generally intelligible when

SOUND ARTICULATION communicating in simple everyday
situations, provided the interlocutor makes
an effort to understand specific sounds.

COMMUNICATION (page 119)

COMPONENT SKILL DESCRIPTOR EXERCISE

INFORMATION EXCHANGE Can ask and answer simple questions about A, B

an event, e.g. ask where and when it took
place, who was there and what it was like.

78
READING Turned To Stone (pages 120-121)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR ORIENTATION Can find specific information in practical, A, B

concrete, 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.).
IDENTIFYING CUES AND Can use an idea of the overall meaning A, B
INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.
Can exploit his/her recognition of
known words to deduce the meaning of
unfamiliar words in short expressions
used in routine everyday contexts.

INFORMAL DISCUSSION (WITH Can exchange opinions and compare things C

FRIENDS) and people using simple language.

79
COMPREHENSION (page 122)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can identify specific information in A, B

AND ARGUMENT simpler written material he/she
encounters such as letters,
brochures and short newspaper
articles describing events.
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 texts describing
people, places, everyday life, and
culture, etc., provided that they are
written in simple language.

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

INFORMAL DISCUSSION (WITH Can exchange opinions and compare things C

FRIENDS) and people using simple language.

VOCABULARY (page 123)

COMPONENT SKILL DESCRIPTOR EXERCISE

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

VOCABULARY CONTROL Can control a narrow repertoire dealing with B

concrete everyday needs.

80
WRITING (page 123)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can understand texts describing people, A

AND ARGUMENT places, everyday life, and culture, etc.,
provided that they are written in simple
language.

CREATIVE WRITING Can write very short, basic descriptions of B, C

events, past activities and personal
experiences.

THEMATIC DEVELOPMENT Can tell a story or describe something in a C

simple list of points.

COHERENCE AND COHESION Can use the most frequently occurring C

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’.

VIDEO Lines In The Sand (page 124)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B, C
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

81
REVIEW (page 125)

COMPONENT SKILL DESCRIPTOR EXERCISE

VOCABULARY CONTROL Can control a narrow repertoire dealing with A

concrete everyday needs.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B
still 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, C
everyday transactions involving familiar
situations and topics.

82
 Unit 11 Buy One, Get One Free!

PREVIEW (pages 126-127)

COMPONENT SKILL DESCRIPTOR EXERCISE

LISTENING TO AUDIO MEDIA Can understand the most important A, B

AND RECORDINGS information contained in short radio
commercials concerning goods and
services of interest (e.g. CDs, video
games, travel, etc.).
Can understand and extract the
essential information from short,
recorded passages dealing with
predictable everyday matters that are
delivered slowly and clearly.

INFORMAL DISCUSSION (WITH Can generally identify the topic of discussion C

FRIENDS) around him/her which is conducted slowly
and clearly.
Can exchange opinions and compare things
and people using simple language.

LANGUAGE FOCUS (pages 128-129)

COMPONENT SKILL DESCRIPTOR EXERCISE

UNDERSTANDING Can generally identify the topic of discussion A

CONVERSATION BETWEEN around him/her that is conducted slowly and
OTHER SPEAKERS clearly.

OVERALL READING Can understand short, simple texts on A

COMPREHENSION familiar matters of a concrete type which
consist of high frequency everyday or job-
related language.
CONVERSATION Can participate in short conversations in A
routine contexts on topics of interest.

VOCABULARY CONTROL Can control a narrow repertoire dealing with A

concrete everyday needs.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B, C, D, E
still 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.

83
THE REAL WORLD Supermarket Tricks (pages 130-131)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

READING FOR INFORMATION Can understand texts describing people, C

AND ARGUMENT places, everyday life, and culture, etc.,
provided that they are written in simple
language.
INFORMAL DISCUSSION (WITH Can express opinions in a limited way. D
FRIENDS)

PRONUNCIATION (page 131)

COMPONENT SKILL DESCRIPTOR EXERCISE

PHONOLOGICAL CONTROL Can use the prosodic features of everyday

PROSODIC FEATURES words and phrases intelligibly, in spite of a
strong influence on stress, intonation
and/or rhythm from other language(s)
he/she speaks.

COMMUNICATION (page 131)

COMPONENT SKILL DESCRIPTOR EXERCISE

SUSTAINED MONOLOGUE: Can use simple descriptive language to make

DESCRIBING EXPERIENCE brief statements about and compare objects
and possessions.

84
READING Cause Marketing (pages 132-133)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR ORIENTATION Can find specific information in practical, B, C

concrete, 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.).

COMPREHENSION (page 134)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can identify specific information in A, B

AND ARGUMENT simpler written material he/she
encounters such as letters,
brochures and short newspaper
articles describing events.
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 texts describing
people, places, everyday life, and
culture, etc., provided that they are
written in simple language.

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

INFORMAL DISCUSSION (WITH Can exchange opinions and compare things C

FRIENDS) and people using simple language.

85
VOCABULARY (page 135)

COMPONENT SKILL DESCRIPTOR EXERCISE

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

VOCABULARY CONTROL Can control a narrow repertoire dealing with B

concrete everyday needs.

WRITING (page 135)

COMPONENT SKILL DESCRIPTOR EXERCISE

OVERALL READING Can understand short, simple texts on A

COMPREHENSION familiar matters of a concrete type which
consist of high frequency everyday or job-
related language.
NOTES, MESSAGES AND Can write short, simple notes and messages B
FORMS relating to matters in areas of immediate
need.

CREATIVE WRITING Can write about everyday aspects C

of his/her environment e.g.
people, places, a job or study
experience in linked sentences.

COHERENCE AND COHESION Can use the most frequently occurring C

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’.

86
VIDEO Gravity Stones (page 136)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B, C
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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 Can use an idea of the overall meaning C
INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

REVIEW (page 137)

COMPONENT SKILL DESCRIPTOR EXERCISE

VOCABULARY RANGE Has sufficient vocabulary to conduct routine, A

everyday transactions involving familiar
situations and topics.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B
still 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 C
concrete everyday needs.

87
 Unit 12 Which Planet Is the Biggest?

PREVIEW (pages 138-139)

COMPONENT SKILL DESCRIPTOR EXERCISE

LISTENING TO AUDIO MEDIA Can understand and extract the A, B

AND RECORDINGS essential information from short,
recorded passages dealing with
predictable everyday matters that are
delivered slowly and clearly.

OVERALL SPOKEN Can manage simple, routine exchanges C

INTERACTION without undue effort; can ask and answer
questions and exchange ideas and
information on familiar topics in predictable
everyday situations.

LANGUAGE FOCUS (pages 140-141)

COMPONENT SKILL DESCRIPTOR EXERCISE

UNDERSTANDING Can generally identify the topic of discussion A

CONVERSATION BETWEEN around him/her that is conducted slowly and
OTHER SPEAKERS clearly.
OVERALL READING Can understand short, simple texts on A, E
COMPREHENSION familiar matters of a concrete type which
consist of high frequency everyday or job-
related language.
CONVERSATION Can participate in short conversations in A
routine contexts on topics of interest.
VOCABULARY CONTROL Can control a narrow repertoire dealing A
with concrete everyday needs.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B, C, D
still 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 understand enough to manage simple, E
routine exchanges without undue effort.
Can deal with practical everyday demands:
finding out and passing on straightforward
factual information.

88
THE REAL WORLD Space Inventions (pages 142-143)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

READING FOR INFORMATION Can understand information given in C

AND ARGUMENT illustrated brochures and maps, e.g. the
principal attractions of a city or area.
SUSTAINED MONOLOGUE: Can explain what she likes or dislikes about D
PUTTING A CASE (E.G. IN A something, why he/she prefers one thing to
DEBATE) another, making simple, direct comparisons.

PRONUNCIATION (page 143)

COMPONENT SKILL DESCRIPTOR EXERCISE

PHONOLOGICAL CONTROL Pronunciation is generally intelligible when

SOUND ARTICULATION communicating in simple everyday
situations, provided the interlocutor makes
an effort to understand specific sounds.

COMMUNICATION (page 143)

COMPONENT SKILL DESCRIPTOR EXERCISE

OVERALL SPOKEN Can manage simple, routine exchanges

INTERACTION without undue effort; can ask and answer
questions and exchange ideas and
information on familiar topics in predictable
everyday situations.

89
READING Exoplanets (pages 144-145)

COMPONENT SKILL DESCRIPTOR EXERCISE

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.
Can exploit his/her recognition of
known words to deduce the meaning of
unfamiliar words in short expressions
used in routine everyday contexts.

READING FOR ORIENTATION Can find specific information in practical, A, B

concrete, 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.).
INFORMAL DISCUSSION (WITH Can exchange opinions and compare things C
FRIENDS) and people using simple language.

COMPREHENSION (page 146)

COMPONENT SKILL DESCRIPTOR EXERCISE

READING FOR INFORMATION Can identify specific information in A, B

AND ARGUMENT simpler written material he/she
encounters such as letters,
brochures and short newspaper
articles describing events.
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 texts describing
people, places, everyday life, and
culture, etc., provided that they are
written in simple language.

INFORMAL DISCUSSION (WITH Can exchange opinions and compare things C

FRIENDS) and people using simple language.

90
VOCABULARY (page 147)

COMPONENT SKILL DESCRIPTOR EXERCISE

IDENTIFYING CUES AND Can use an idea of the overall meaning A

INFERRING (SPOKEN & of short texts and utterances on
WRITTEN) everyday topics of a concrete type to
derive the probable meaning of
unknown words from the context.

VOCABULARY RANGE Has sufficient vocabulary to conduct routine, B

everyday transactions involving familiar
situations and topics.

WRITING (page 147)

COMPONENT SKILL DESCRIPTOR EXERCISE

OVERALL READING Can understand short, simple texts on A

COMPREHENSION familiar matters of a concrete type which
consist of high frequency everyday or job-
related language.
NOTES, MESSAGES AND Can write short, simple notes and messages B
FORMS relating to matters in areas of immediate
need.

WRITTEN REPORTS AND Can give his/her impressions and opinions C

ESSAYS in writing about topics of personal interest
(e.g. lifestyles and culture, stories), using
basic everyday vocabulary and expressions.
COHERENCE AND COHESION Can use the most frequently occurring C
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’.

91
VIDEO The Red Planet (page 148)

COMPONENT SKILL DESCRIPTOR EXERCISE

WATCHING TV, FILM AND Can identify the main point of TV news items A, B, C
VIDEO reporting events, accidents etc. where the
visual supports the commentary.
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.

REVIEW (page 149)

COMPONENT SKILL DESCRIPTOR EXERCISE

VOCABULARY CONTROL Can control a narrow repertoire dealing with A, C

concrete everyday needs.
GRAMMATICAL ACCURACY Uses some simple structures correctly, but B
still 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.

92