EAQUALS BANK OF DESCRIPTORS - AS CHECKLISTS c2 LISTENING can undarstand any kindof spoken language, whether ve or acadcas,dalvaed a fat speed, even ina nosy environment. can appreciate roy and sarcasm and crew appropriate concsions about her use [can understand any inteocstor,cven an opportunity to aust to 2 non-standard accent orale. can fly appreciate the socioouturalimpcatons of language used by ote speakers and can react accocingly. can oll debate, éseussos, specase laure and presemalon thal cota a high degree of clloquil expressions, gional usage, er unfamiliar ‘ermiclogy, Tcan uly appreciate fm, slays, TV and he rao, cluding humour, ane, and ingied meaning lean exact necessary information trom por qualy, aul éstored public amouncenients or structions, ena station wih train gong past. ina spots stadum, et READING can undorsand any kind of tt inclucing those writen in avery colbqual styl and containing many iomatc expressions or slang can scan quickly trough comglex tots from a vay of gees, inducing unfamiar ones; can read sovra txt in paral io intgrato information fom thom, | can understand tots (or example newspaper columns ad satel losses) in wich much said in an ndect and ambiguous way and wich contin hidden vale judgements | can understand complex repos, manvals and contract, lung ner shades of meaning and dtferenttion, plus issues that re mle rather than stated, can understand and interpret cally dassical as wells conleorary Iterary txt in dierent genes. (New) |can easily understand any formal comespondence, inducing on specialized oregal matters. SPOKEN INTERACTION can converse confotably,aporopately and wthout imation in casual conversation, at social evenls and more formal escusions and debates, ean empl tony 2nd understatement ian appropriate manner can easily keep up wih extended debe, even when ts s highly koma, | can conrbut to formal discussion of complex ssuesariclatey and persuasively ‘When arguing for or against a cas, | can convey ne shades of mearingprecsely in oder to ive emphas's ferent and eliminate ambiguity. SPOKEN PRODUCTION can give clear, sooth flowing elaborate and often memorable descriptions. can argue a case ona camplexissue, adapting the stucur, content and emphass in oder 'o convince parcular tenes ofthe vay of my argument can gve 3 smoothly fonin, elaborate preseniaton on a complex topic, and can handle dfcu,unprediible and even hose questing |can summarise orly infomation fom diferent scures, reconstruc arguments and accounts accurately, coherent and concsely without including unnecessary deta WRITTEN PRODUCTION can produce writen wort that shows good organizational seucure, wih an understanding ofthe syle and conten appropiate ote task. lean pradues {ext whichis proofread and ay outin accordance wit rebvant convention, can restores an dscriptons ina cea, sophisticated syle appropiatto ho gone Ican write @wel-structured crcl review oa paper or 2 project ving reasons fr my apron. can wre papers tal present the background and conte, describing procedures andor proposal, evaluating olcomas and drawing conclusions, whist ‘oling the appropriate conventions trroughou can wrt clear, wellstuctured complex ltr in an appropiate slo, or example an application, quest. raf o autores orconeercal clon Ina let Ieanexoress mysef na consciously nical, ambiguous and mumorous way. STRATEGIES Teanireract natal, picking up and using non-verbal and intonaonal cues without fe, and interweaving my conibuton if hejoin course with {ul naturl fu aig, refrencng, ec |can subsite an equivalent erm fra word | can't recall wthout be listener noting can backtrack and restructure around a difcly so smoothly the inecutis hardly ware of can eat my writen werk to acheve the elect | wantin a mote dferentated and appropriate she QUALITY OF LANGUAGE Teanndomdt eset way ogi nha ose and to ial antiu. s can convey fine shades of meaning precisely by using, with reasonable accuracy, a we range of expressions to qualify slatoments andpinpointine gw ‘extent to which something isthe case, rae Tean make ful ane appropiate use ofa varity of erganisatonal patterns and a wide ange of connectors in ode a organize what Isay andre, _® <@ Icanconehny marion parses ce tcp language nwt ty alten soe eg ee Ican express mysof natural and efloressy, ony need 1 pause occasionally irda asec precisely the night words. gd Iravea god cman orders egesetn an cologne, rele encore ive Son urge, win high dee of aveehSae imped meaning and meaning by association, So FAQUALS/ALTE Portfolio Descriptor Revision Project © EAQUALS 2008 wow coqualsory lo@eaquals om yiEAQUALS BANK OF DESCRIPTORS - AS CHECKLISTS C1+ LISTENING |Tean undarsland a wie range of oma expressions and calqualsms, apprecatng shifts syle and ego. can understand everbody Ital, given the oppertuny to occasionally confrm something, especsl the accent or dlects non-standard and uefa. can easily flow complex interactons in group discussion and debate, even on abstract and unfair topcs, can flow lectures, preseniatons and demonstrations wt lave ease, aking decisions about what a note down and wha to omit asthe lecture proceeds and ask dled questor, can witout oo much eft flow fms whic conan a large amount of lang anda wide range of toms. READING can undarsand in deta lengy, comple texts, wheter or ot hay eat omy ara of specialty can scan quickly trough a vrety of cures bh within and ouside my fl and asses her relevance to my needs |can understand complex reports, analyses and commentaries in which opinors, iempoinis and connections are discussed, recognizing contractions, incansstences, or ilgical arguments can understand complex manuals, equations and contracts even wihinunfara elsifcan reread cfc sectors. can appreciate sits of tone and stl in contemporary tear texts and recognise ter significance. lean understand any lornal or nformal corespondence, SPOKEN INTERACTION can participate easly and appropri inconvrsaton. [nave a good understanding of nour, ony and ime cutural references can easily keep up with ant contbute to an exerded debate on abstract and complex topics, even when these are unfair to me and when people star taking simultaneously |can formulate convcing argument and spond to questions, comments and complex counter arguments funty, spontaneously and approptely SPOKEN PRODUCTION Ian giv an elbrsecexepton or azount of an exerene cop levers netting hemes, deelonng parila pis anc conduing apr, Ian conden pt foward a tema developed argument aking acount othe ausene’sprzectve,evaiatg areas of big and Selecing propa suporrg eal Teanga dear wobstues presen of complex sje exganding and serene vow wth esos andralovantexales \ can conde hanidetaes question an potas flow up ort rated by members fh auince an suns eal oration fom fee sores sling erat saan robvant des, on earstcing axgumants iva coherent reser WRITTEN PRODUCTION wal stuctured texts which show a high degree of grammatical comecness and vay my vocabulary and style according tothe adeesseo, the and the topo can wrt lear, deal, wol- developed descriptions ant imaginative texts n an assure, personal, natural style apororate fo the reader in ming can wre papers on conte topics, developing an argument systematically by ighightng the mai issues and supporing points wilh eevant examples and dlas and rounding of with an aporopeate conclusion can express myself with dasty and precision in corespondence, STRATEGIES can use uel vary of saproptate expressions i introduce my remats inorder to get foo, oto gain time and keep the for whi thinking can relate my contrbion skilful to hos o other speakers. can uicy subsite an enuvaent tem fora word I can recall Tcan monitor whatl say ¢ wt, Erdig more pels and more sophist 1 ways of expressing what want. QUALITY OF LANGUAGE [have good commard of broad vocabulary, including collcatons ad idiomatic exressions;Ican overcome gaps in my vocabulary wt allematives, can refarmuat ideas dfereny oder o ensure tha pegle understand exact wrat Iman, elminatng the possbiy of misunderstandings, can produce cles, wel-siuctured speech and wing, showing contol over ways of veloping what want to ay in oder o nk my ideas into smoot iowa, coherent tox can consstenty maintain a high degree of rammatcal accuracy; eros are rare and cticul to spo s ‘can express myself uenty and spontaneously, almast effortlessly. Only a conceptualy dificult subjact can hinder a natural, smooth flow of language, & can use language flexibly ro efecvey for sal purposes, including enatoral allusve and joking usage. FAQUALS/ALTE Portfolio Descriptor Revision Project © EAQUALS 2008 wow coqualsory lo@eaquals om zeEAQUALS BANK OF DESCRIPTORS - AS CHECKLISTS C1 LISTENING |can understand enought flow extended speech on abstract and complex opcs of academic o vocational elevance. can generally understand everyody ako, though may need to com some deta, especially ithe azen is ufo can oll extended dscuslon even when itis ot clearly sted and when relationship are onlympled and nat signaled expe |can flow most tures, escussons and debates both win and ous my fle, Tcan understand in detal an argument in a dscussion programe. |can understand comple echrcal information, such as instucion for operating equpment and specitaions fx products and services| know about READING [can understand deta a wid range of lngty, complex texts Ikey o be encountored in soca, professional or academic fe, though I may wart time to reread hem, can scan relatively quickly trough books and ates wihin my fel of interests and assess the relevance to my needs can undersand comple ess where sited opinions and irl pons of view are dscusse, Tcan undersand lengthy, complex manuals, instucons, regulations and contacts in ny fl, can read extensively for example enjoying novels wihout consulting 2 dicionary unless | want io note precise meaning, usageo* pronunciation, can undersand forrallatiers connected or unconnected to my fel if lean occasionally check wih a itionay. SPOKEN INTERACTION Tcan express myself fueny and appropriately, adopting evel of formally appropriate to the cxcunstances and my relationship othe person lam taking can keep up with animated discussion on abstract and complex opis wit @ numberof speakers and can paicpateefectvely even when people slat taking smulznecusly. can understand and exchange compte, detaledinfermation on topics wth which | an ot personaly fair, pinpointing ky areas wher futher ‘explanation o claifiation s needed can use the telephone fo a arly of purposes, including sohng prcblems and misunderstandings though | may ned o ask fr clarlaton if the accent surtamlar SPOKEN PRODUCTION Tcan give clear, wel-stuctured deststions of complex subjects, can develop an argument systoraticalynwel-stuclured speech, righting significanl pints, and concluding appropriately can give a dear, weltstrctred presentation on a complex subject n my fl, expanding and supooting pons of vew wih appronrie reasons and oars. |can put ogetherintrmaton rom ferent sources and rate tin a coherent summary Tean summarise oraly lng, demanding tox. WRITTEN PRODUCTION can wre clear, wellstuctured ets on complex topes nan appropiate lye with good grammatical cont can wrt clear, deal, wo- developed shot stories and desrptons of personal experences. |can present pons of view in a paper, developing an argument, ighlgtng the most mporant points, and supporing my reasoning wih examples, |can express myself clearly and appropriately in personal coxtespondence describing experiences, feelings and reactions in death. STRATEGIES Tean sla ey valle range of expressions prota my rena spprptsal ands ‘lew vo what oto peop say. New) | othe toes: wat wat say ata cant nd cre expesson lean subst wi arabe Ian mentor myspech ard wring apa sps and rove fornaton QUALITY OF LANGUAGE [have a good command of a cad vocabulary. do sometimes have o search for expression but can then fn alleratives fo express what | want fo say. can formulate statements ina very precise manner in rset indicate my degtee of agreement, certainty, concen satslacton, ee can produce cea, wel-stucured speech and wring, Inking my ideas nto coherent ext | mintsin high degree of grammatical conul in speech an weting, can express myo fuenly and spontaneously, except occasionally, when speaking abou a conceptually efcult subject. can use language flexibly nd appropriately, edusing my expression depening who | am talking or wig to. FAQUALS/ALTE Portfolio Descriptor Revision Project © EAQUALS 2008 wow coqualsory lo@eaquals om aneEAQUALS BANK OF DESCRIPTORS - AS CHECKLISTS B2+ LISTENING can understand standard spoken language ve or broadcast, ven ina nisy envionment can urdersland in detal whats sido mein standard spoken language, even wih an element of background nose. can keep up with an animate dscusslon between nave speakers. |can flow lectures an presniatons in my field, even fhe organsaon and language are both complex. can understand n detal TV documents, interviews, tak shows, lays and flr in standard language. can undersland announcerens, instructors, lephone messages ec. even when fey are spoken fst, provided the aren standard dialect. READING | nave a broad ate reading vocabulary, which means lcan read wih a large degree of ingepenéonce, adapting sve and speed of eating to ferent text and purposes, can quicy scan trough long and complex texts on topics of intrest to locate relevant deta can understand in deta ents win my feo intrest or spec |can understand specialised aces ove my own eld can oocasorlly chock wih a dictionary. can understand lengthy, complex instuctons, (9. or formal procedures in an academic, ressioraor heath context) including deals on conions ‘and warings, as lg a can reread cul sctons [can read novels and shat stories wt il use of dctonay, ate | have gol used tothe writers sy. can undersland comespondence relating oy personal and professional interests wit occasional use oa dtonary. SPOKEN INTERACTION can converse spontaneously without much sign of resting whet say. can reformulate ideas in ciferent ways to ensure peogle understand exactly what | mean, can keep up witha scusson and express my ideas and opinions clay, preisly and corvincngy, ven informal mets. |can undarstand and exchange comex information and advice elang to felis wit which Ihave some familar. can cary out an efecive,fuentintview, departing spontaneously tom prepare questions, following up and probing interesting reps. can hep to negate a sluton to a ispute, fr example financial respons for damage na reed fa can use the elepave fo a variety of purposes, including establishing contac wih people donot know, hough | may need to ask or lariaton ithe accent unfair, SPOKEN PRODUCTION can give clear, wel-developed,detalled desertion ona wide range of subjects relate to my interests, expanding and supporting my ideas. can develop an argument systratially, highlighting sigicant pons and including supportng deal where necessary can give a dear, weltstructre presentation, wih highlghing of sgnifcat points and can answer quesions about he content. When giving @ presentation, can depart spontaneous om my prepared text and flow upiniresing point raised by members of he audience Tean summare infomation and aruan's from a vay of sauces, highlghing signet pons, WRITTEN PRODUCTION can use a range of language to express absvact eas as wel as topical subjects, corecting mos of my mistakes inthe process. can wrt clear, deals descriptons oral orimaginary evens and experiences. can rite @ paper developing my argument wih appropriate Mgt gng of significant pons and relevant supporting deta can wrt ltrs conveying degrees of enoton and highlightng the personal sin‘icance of evens and experiences and commenting on my corespondents news and views. STRATEGIES Tcanirtervene sporopitly in 'scssion, using a variety of expressions to do so, Icanhlp the developrent of a dlscussion by ging feedback follow up whal people say an relating my conbuton to thors can overcome gaps in vocabulary wih paraphrase andateratve expression can monitor my speech and wtng to correc sips and mistakes rat make, QUALITY OF LANGUAGE can express myset clearly and wihout much sgn of having forest what | want say, Ican reformulate ideas in diflrent ways to ensure people understand exacy wrat mean can focus my atten efectvelyon how |forulate things, nation to expressing the message. Tean use a vaety af inking words ef to mark cleaty the relationship between ideas. [can mainlin good grammatical cont. may sretimes make mistakes bu | can coect them afterwards, |can communicate fen and sportanecusl, even when taking at ength about complex subjects. can choose diferent ways of saying things, depending on the person Lam ialig to andthe cates concerned FAQUALS/ALTE Portfolio Descriptor Revision Project © EAQUALS 2008 yw coqualsor lo@eaqualzom 4aEAQUALS BANK OF DESCRIPTORS - AS CHECKLISTS B2 LISTENING can understand the main ieas of complex speech on concrete and abstract lopcs delivered in a standart alec, indusing echrical discussions in my ‘eld of specialisation. can understand in dtal whats sald o mon standard spoken guage. can with some efor caicn much of whats ai around me, but may fd ficuk to understand a discussion between several speakers wno donot ‘ody thet anguagein any way. can flow the essential of lectures, aks and reports and ther foms of complex academic or pcessional presentation in my ld Tea flow TV rama and he may of ns in standard alc, lean undorsland TV news, cuentas, documenta, rvows, alk shows, ee can understand announcements and messages spcken in standard dale! at normal speed, READING can read wth a large degree of independence, using dicionares and ove reference sources selectively when necessary. can rapidly grasp te content and he significance of news, aces and reports on opcscannoctd wih my interests or my jb, and deca closer reading is worthwhile. |can understand articles, reports and reviews in which the witers express specic points of view (..,poltical commentary, ctques of exbtons, lays, fis, et) can understand lengthy instuctons, or example ina user manual fora TY o dita camera fr intalng sofware, as longa can reread cul soctons, Tcan read shot stores and novels wien na srigorwar language and style, making use of nary, a familar withthe story anor the we. [can understand tne man pis in formal and informal eters relating o my personal and professional interests, wth ccrasonal use ofa dictonay. SPOKEN INTERACTION can take an acve pat in conversation, expressing cla my points of ew, deas or feeings natal wt fev tu can evaluate advantages & disadvanlages, and partcpate in eachng a decision in formal rnformal discussion. |cansusiain my opinions in escussion by providing relevant explanatons arguments and commen, [can in ut ard pass on deta nformation reliably, fceo-ece and onthe phone, asking flow up questons and going cation or elaboraon when necessary. can make a complaint efectvaly, explaining the problem and demanding appropate actin. can use the ele none ion out deta infomation provides tne one person speaks dearly, and ask follow up questons to check that have undersloed a point uly. king SPOKEN PRODUCTION can give clear, detaled desrotons ona wide range of subjects ested to my Fs of interest, can develop a clear argument liking my ideas lgkally and expanding and supporting my coats wih appropiate examples. can presenta topical sue in etcl manner ane wegh up the aavarlages and disadvaiages of varous options can summarise infomation and arguments from a numberof soutes, suchas ates oF repos, cscussons,nlervios, presentations, can summarise oraly the plo and sequence of events in afl or play. WRITTEN PRODUCTION |ean wre at length about topical seues, even thaugh compl concepts may be oversimplified, and can comect many of my mistakes in the process can write lear, deal descriptons ona vary of subjects related to my fel of irtrest can wrt a paper avg easons in suppor of agains a patcular pit of ow anc explain the advantages and disadvantages of vaous options. can express news, vews and feings in cespondence, and respond to tase o the ater person can rie standard formal eters requesting or commuricatng relevant infrmaton, flowg a torplate, STRATEGIES can use standard pirases ike "That's accu quostono answer to gan te and Keep the tum wil forming what 053. [can hep a discussion along on fairground conning comprehension, inviting others ine. can generally cover gps in vocabulary and stucur with paraphrase. can ganerallycorect sips and arr become aware of tam oi they haveled to misunderstandngs can make @ nee of avouite mistakes" and consciously anor speec for hem, QUALITY OF LANGUAGE [havea sufcient range of vocabulary to vary formulaton and avid repaiton when expressing myself on mates connected to my field and on most general topics. e Tan explain the deals ofan event, idea or problem lab, eS caning wat ay o° wis nto dear, wel-organised ted, trough | may not always do is smoot so there may be some jumps. (New) Ss Jean conmuncate wih reasonable acoacy and can caret stats tay haveled io msuncestanngs. e \ can produce sethes of anguage wih afar even temoo; though Ican be hesitant s | search for expressions, here arfew notceably long pausaa™ can sun atshis wh ate sna wit wrtrayanusg ora temo eurng Pen a ahve ran Rey wel wa naive spect, FAQUALS/ALTE Portfolio Descriptor Revision Project © EAQUALS 2008 wow coqualsory lo@eaquals om yiEAQUALS BANK OF DESCRIPTORS - AS CHECKLISTS Bi+ LISTENING can understand straigforward information about people speak cleaty na fara accent can flow clear speech decd at mon evrysaycanverston, in an accent hat fai o mo. |can generally low the main pons of extended dscussion around me if people tak cea can lw alecture otk win my own fel, he subject mater fama andthe preseniaboncleady structured |can fol TV programines on topics of personal interest when people speak clea | can understand infomation in announcenenis and ohe recorded, acti texts, i ey are delvered in clear standard speech, yay, sudy-o¢ workeatd topes, denthing bot general messages and specie deta, provided READING can urdersand the main point in svaightorward texts on subject of personal o professional interest can ook ui trough smplo, factual texsin magazines, brochures or ona webs, and identify rYormaton that might be of practical use to me can identity the main conclusions i texts which leary argue pit of vw, |can understand clear instuctons, for example fora game, fr he use of rcicnes ofr installing computer sofware, |can red simpfed versions of noel, sus stores wih a dear structure, wih ile use of dictionary. can undersand the main pn in sho, lar, formal ltrs relating le my personal and professional intrest, provided can usea dictionary. SPOKEN INTERACTION can stat conversation on topics that are fair oof personal intrest and can hp to keep il gong by expressing and esponding to suggestions opinions, aiudes, adie, feelings, ec can express my opinions on abstract pis Ike fins and mus, describe my reactions to them and ask ther peope what they think, can compare and contrast alematves, discuss what tod, whee tog, ee can give prectalinstucons on now odo someting, for example cooking, buying act rom a machine or using sofware, can explain wty somethings prolem can make an efcive compli, forexale ina shop orhotel can have long telephone conversations wih people Iknow personally. |can make oune telephone cals, ego ake or cance an order, booking or appointment SPOKEN PRODUCTION Tean desert an ncdent ran accident, making the mais pons cea, Ican express my feelings about something hat Ihave experenced, and explain why If hat way, |can develop an argument well onough io be folowed wihout dfeuty mos of he ine. can give prepare presentaton and answer dear questons, can summarise nor-outne formation on faa set rem vaious sources and present ito ators, WRITTEN PRODUCTION Tcan wrt about a varity of falar subjects wel enough for thers to fllw ny story or argument |can rie a detalles desaipton af an experience, dream or magnary ever, including my felings and rescbons. can wre about fama topics, comparing and contrasting ctferent opens. can writers and emals desesing my experiences and feelings, |can write standard formal ees lating to my fel, lowing 2 template. STRATEGIES can jon in discussion on fama ‘pic, using a suitable phrase tod so, Tcan sum up whal has been sa incr to elp the discussion to move forward When I canting ofa wor, lean explain what| mean with ancter word (9. a bg ca fr anspor things = can repeat what | said in a tferent way if people do not understand me, lean oRen corect my mistakes when people help me to see made a mistake. QUALITY OF LANGUAGE havea sufcient range of language o describe unusual and predable situations and to express mythoughs cn abtac ox cultural as wellas everyday pcs (uch as musi, ns) can explain the main points lating to an idea, prob, or argument wih reasonable precision. |can use connecting words to link sentences ino conerent sequence, though there maybe some [amps can commuricte wih reasonable accuracy in fanila contexts, hough wih noteadle infuences fam my mother tongue, can express mysef relatively easly when taking feely and keep the conversation gong efectvelywihout help, despite occasional pauses to plan and ‘ora whal lam saying can use uncomplesed language to itractn a wide range of stats ina newtal way. FAQUALS/ALTE Portfolio Descriptor Revision Project © EAQUALS 2008 wow coqualsory lo@eaquals om eneEAQUALS BANK OF DESCRIPTORS - AS CHECKLISTS B1 LISTENING can understand the main points f cea standard speech on familia, everyday subj, povided theres an opportunity to get repetition or darfcation [can understand whats said to men everyday conversations, tt | sometimes need Pel in clartyng particular deals. [can undersland tne main pons of cscusion cn fail ops in everday sian when peopl speak clearly, ut | sometimes need hel in understanding deals can fol clearly spoken, staightoward short aks on fara topics. |can understand the man ois in TV programmes on fair tos when the delvery is elatvely show and dew. [can understand simple technical infomation, such as operating nstucton or familiar ypes of equipment READING [can understand tne main ons in stagfrward factual texts on subjects of personal: professional inoest wall enough otk about thom afterwards. "can fi and understand te information | need in brochures, kets and the shot ets reling fo my intrest [can understand the main pons in shot newspaper and magazne arcls abou curent and familar topics. can fll simplenstucns, for exarl or @ game, sing familar lypes of equipment or cooking a mel ‘can understand simolid versions of novels, and follow the storyline in shor stories wih a lear structure, wih some effort and regular use of a dctonary [can understand private leters about events, fee ngs anc wshes well enough o wri back, SPOKEN INTERACTION can stat, mainan and close simple feo fave conversation on toi that ae familar or of personal interest. can expres and respond io feelings and atts ike suprise, happnes,saness inlet and disinterest. |ean gv or sec personal opinions in an informal scusson wis Fonds, greong and dsagreingpoltoly. can hep to slve practical prbles, saying wha | thnk and asking overs what they think can fi ut and pass on urcomplcats factual information, can ask for an flow detailed drecton, can manage unexpectes things thal could happen on holy, eg. needing a dent going a bike rae |can make arrangements on the telephone or person ., Booking High, hotels, rental cars, restavas cinemas, ec. can have simple telephone conversations wih people iknow. SPOKEN PRODUCTION Tcan give desertion ona varity f faa subject raed tomy nee can fakin detail about my experiences, fetings and reactions Tan ri explain ae jusiy my opinions can gvea shor prepared oesenation ona very fata ara (9. Ny county’) and answer clear questions. [can relate the main content of short txts Ihave read WRITTEN PRODUCTION |can wrie shot, comorenersible connected texts on fair subecs |can wre simple texts about experiences cr events, fr example about a tp, descrting my feetngs and reaction. Working to standard fora, can wrt ver rie reports whch pass on routine factualinformaton on mates relating o my fel can rte emals, axe or text messages fo ends or coleaques, relating news and ging oF asking for single information. can wrt shor foral eter akong foro: giving spl information, STRATEGIES Tcan ask someone to clay or elaborate what thy have just sald [can repeat bck part of what someone as sido confi that we understand each oher. \Whan lean think o word, can use award meaning somating sma and ite “croton” fom the person Lam taking to. can ask for confirmation tht fom is camet and comec some basc mistakes if Ihave time odo so QUALITY OF LANGUAGE |anow enough vocabulary fo tak about my family, hobbies and ineress, work, ave, news and current eves ‘When |explin someting, can make be alter person understand the points that are mostimporant te, Teanlinka saris of sro prases into a connected, sequence of poi can express myself reasonably accuraely in fair, predictable stuabon, |can keep a conversation going, but sometimes have o pause to plan and corect what am saying. can use simple expressions polly in a neutral way in everyday stuatons. FAQUALS/ALTE Portfolio Descriptor Revision Project © EAQUALS 2008 yw coqualsory Mlo@eaqualzom meEAQUALS BANK OF DESCRIPTORS - AS CHECKLISTS A2+ LISTENING [can understand enough of what peoce say tobe able to meet immediate needs, provided people speak slowly and deal [can undersland when people tak to me about everyday tings, as ong as | can ask or eb can generally dersty changes nthe topic of seuss around me which s conducted sleny and cleat. can understand shor, sims stories when ca clearly and sony can flow the main gots of TV news, f people ak slowly ar cea, am fala wih the subject and ifthe TY pictures help moto understand the stay. can understand the main point in shor, lear, simple messages, announcements and instucton (e.g. aepor gate changes). READING can urdersand shor, sme texts on aia subjects, which consis of igh -requency. everyday or jb-eleted language Tean use telephone decors ad che erence books to fing what | want and undesiand te mest important peces of iflemaon for example pce, size (aparimens), power (crs, compute). [can understand tne man pois in short newspaper | magazin stores, especialy when hey ao llustated can undersandinstucons expressed in semple language (for example public teleprones, public anspor icket machines, safety infomation, directors). |can understand shor everyday stores about familar sujet the texts writen in simple language. can understand simple ets, mals and ltrs rom fends or coleagues or examole saying when we shoul meet for unchidnne or asking re to bea work ety. SPOKEN INTERACTION can have short conversatons wit frends and ask and answer simple question about fiir ois (eg, weabrer, hobbies, pes, music, spr) "can ask and answer simle questions about ings in he past. eg, yesterday, last week, ls ea). can ask for and give opinions, agree and disagree, na simole Wey. can cscuss ferent hings to do, places to go, et |can gve and follow sinple crectons and insrucions, 9, expan how to get somewhere, can handle most everyday stuations, eg. stoping, eating out and checking travel bes. [can get simple information about ave, uying tickets and nding out anc passing on information on places, mes, cost, et caning frends to exchange nens, discuss plans ard arange to mel SPOKEN PRODUCTION can describe places ke for example towns, holy eso) can say what usualy do at home, at wok, in my foe me can describe pars, anangements and altenatives, can describe past active, events ad personal experiences (2g, what dd at can describe a job or a study experience. IF nave tine to prepare | can bil explain and gve reasons for my actons an plans. lean bri presen county, sports team, a band, et. oitenes. |can summarise simple sors | have read, ring on the language used in the story. WRITTEN PRODUCTION can rie abou my everyday fein sirle sentences people, places, ob, school aly, hobies, et). can write very shor baie casesans of past actvts, ana personal experiences, for example recent hala, can rie shor desorption o an ever |can complete a simale quasionnaie or standarizd ro form using shot sentences can write messages, short ters and emails making angerenis or giving reasons fr changing them, can rte short eters or -mals, ling about everyday things to pete | know wo, 1 weekend, on hola). STRATEGIES can stat, maintan, or end short conversation na simple way |can ask somebory io repeat wha ey sald ina simpler way \Whon I can think of word, can use a "wrong" or simper word and ask fr help Tean often corect basic mistakes in sale sutures I nave leat have te anda ile help QUALITY OF LANGUAGE now enough vocabulary fr familar evenday stuns an tapes, but [need to sarc forthe words and somtimes must simply what say can generally communicate te main points of what want to say, though somebmes have to simply Tean use the most important cansacting words tela story (lr example, “Tes, the," ler) can use some sirpesrucures corecty i commen everyday suatons |can participate ina longor conversation abou familar topes, but often ned o stop ae think or start again in a diferent way |can soca sigly but efecively sing the simplest common expressions and routes FAQUALS/ALTE Portfolio Descriptor Revision Project © EAQUALS 2008 yw coqualsory Mlo@eaqualzom gnaEAQUALS BANK OF DESCRIPTORS - AS CHECKLISTS A2 LISTENING can understand simple information and questions abou family, people, homes, work and hobbies. can understand what people say toe in simple, everyday conversation, i they speak larly and slowly and give me heb. |can understand shor conversation abou family, hobbies and dally fe, provided that peopl speak slowly and clearly can folbw changes of topic in TV news repos and understand the main nfrmaton, can understand shor, clear and simple messages tthe apr alway lation ec. For example: “The vin to London leaves a 4:20" [can understand tne main infomation in announcement if peope talk very cletly. For example: weather repr READING |can understand shor, simple txts containing fair vocabularyIncucngilematonal words. |can fn the mostimporatiformaton in adverisemens, formation letets, webpages, catalogues, timetables es |can understand the man oni in shor, simple news tens and descriptions if akeady know something abou te subject. For example: news about sport famous people, |can understand clear nstuctons. Fo example: how to sea elphone, a cash machin ora ctnks machine. [can undarsland tne man pos in sho, simple, everyday stores, especialy heres visual supper. |can understand shor spe messages from frends. For example: e-mals, web chat, posicards or shot leters SPOKEN INTERACTION can ask people how they fein diferent situation, For example: “Are you hungy or “Are you X?" and say how | fe |ean ask and answer sie questions about home and court, work and ee ti, Ike, an ies can ask and answer sre questions about past even. For ex the time and place ofa party, who was athe party and what happened thee, can make and accept inviatns,o refuse nvitatons pote, can make and accept apologies. can cscuss plans wih otter poopl. For example: what tod, where logo and when o moet can ask for ant give direction using map or plan can communicate in everyday sation, fr example: ordering food and nk, shopping or using post offces and banks. |can use buses, tains ad tars as for basic infomation abou ravel and buy tikes ‘can use standard ptvases lo answer the phone, exchange simp infomation, and have a shor lelphone conversation wih someone | know, Fr exale tvarange to met then. SPOKEN PRODUCTION Tcanaesebe mse, my family and ther people can desert my education, my present oat, can desebe my hobes and stares can desetbe my home and whee live can deserve what! did atthe weekend or on my last haiday can ‘ak about my plans fo the weekend or on my next ly can explain why | Ik ssi someting. IT have tine prepare can ge bas norton abou someting! ow wo, for example’ a county, a posta band WRITTEN PRODUCTION can write about myst using snp language, For example iforaton about my fay, sooo jo, hobbies, can wile about hings and pease | now well using simple language. For example: descrpton offends, what happened dung he day |can complete a questonnare wth nfmation about my educaboal background, my ob, ress and my sis ‘can wile a single message, o example tomate ox change an nation oan appintet o meet. can wre a short messane to fiends to give them personal news oro ask hem a question. Fr example text message or a postcard STRATEGIES Tea stata conversation can say what exact | da understand and ask simply for clarficaton, ‘When Ica think o @ word a shop, can porto something and ak fr hl. Ican check writen srtences to lok fr mistakes (e.g, sujet ver agreeent pronoun and aide agree QUALITY OF LANGUAGE have enough vocabulary to communicate in simple everyday stuatons, can communicate wha watt say nasil and dct xchange al tedntormatn; no statins | gereraly have to compose the messoge. ¢ Tan ink ideas wih siple connectors. For example “an, "but and "because" & ean a corey snl poe Ihave lat spe sation, bt len make ba states or example mig ipo and ageing use the right endings. ee Teammate nei unesod win sa, snl pres, fen nese ap, wih itera nord repeat more daly wa sai ean peol poten te socalechages, ang veya fos of etng ad acess. FAQUALS/ALTE Portfolio Descriptor Revision Project © EAQUALS 2008 yw coqualsor lo@eaqualzom syneEAQUALS BANK OF DESCRIPTORS - AS CHECKLISTS A1+ LISTENING |can understand pele if ty speak very slowly and clearly about simple everyday ops. can undersand pele describing obects and possessions (eg. ou and size). |can understand simple uestons and instuctons addressed careful and soul to me Ina shop can understand tn price ofan ac, the salesperson helps me understand can understand when people ar aking abou themselves and tha fais if they speck very slowly and leary, using sete words. can understand figures and times given in dear announcements, for exarse a 2 ralway sao. [can understand simple decons hw lo get ram Xo ¥ on foto by public anspor, provided thal people speak very slowly and very eal. READING can ver slowly read very shot, single ests by undersianding fails names, words and basic phrases. Ica ind basic iforrtion in posters, adverts a catalogues can urdersandinforation abou people poe of residence, age, et) in a ext theres visual suppor. can flow shrt simple wien drecton (eg. now ogo om Xo). can ndersland short smple reengs and messapese.9. on bsthday cats, party inion oin SMS phone messages. SPOKEN INTERACTION "can ask how people ar an react to nous, can ask an answer smc questions and respond to simple tateents on very fair op eg, fay, student i), i can get help can deserbe clathes orate fanilr odes and | can ask about hem, Icanindcate time by such phrases as next week, last Friday’, in November, bee o clock’, can ask where toda book ar other fama ojos and can also answer such questions. can ask imply for Grectons (Where the bank”) can ask peopl fo things ana give peopl things. can urdersand simple phone messages, eg. We're antvng tomorow at haf past four, ‘On the phone I can provide bas, prepared infomation, myname, adress, leeshane number, my request. SPOKEN PRODUCTION "can inroduce mys, for example ay my name, where come fom and what do can describe my fay simply for examsle who the mame of my family ar, how ot they are and what they do. can deserve where | ve, Tcan describ what ike and what doi ke (fr example wih regard te spots, music, shoe, colours). can use simple words to describe something, tr exaroeis siz, shape or cou) can describe what can do and can do and'whal one people er animals can or ean’ do, WRITTEN PRODUCTION can wre simple sentences about myst for example where | Wve and what do, can compete a questionaire wih my personal deals. can write a simple pestcard (or exale where | a, how the weathers and my feengs about my holiday) STRATEGIES Tcan very simply ak somebody to speak more slowly. can ver simply ak somebody to repeal wha hey sald mor slow. ‘When I don know a word | can invite hep wih gesture QUALITY OF LANGUAGE [havea basic ropert of phrases otal abou myself nd communica in common every stations. |can communicate mite infomation about myself, my famly and my job ina simple and cect exchange. |canjon phrases wih words ke ‘and’ uo "becauso" "hon can use correctly some simple stuctes tht ave memorzed can speak soy na seis of very short pases, stopping and slarting as | ty and say olerent words. can ret people, as or things and say goodbye correct FAQUALS/ALTE Portfolio Descriptor Revision Project © EAQUALS 2008 wow coqualsory lo@eaquals om o/sEAQUALS BANK OF DESCRIPTORS - AS CHECKLISTS Al LISTENING [can understand simple wos and phrases, tke “excuse me, sory’, “hank you" can undersand tne cays of the week and months ofthe yar lean understand tines and dats, |can undarsand numbers and pres. can understand basi greetings ad leave taking, Ihe “Helo, good bye", "good morning’ ee |can understand simole prsoral quesons when people speak slowly and cleafy.(e.0. Whats your name?"’How ld ae you”, "What's your adress?) \Whenstering to a conversation, can understand words and soc serences, povided thal people speak very slouly and very deadly. Tcanrecogrise my fight nunberin sha, clear and smple messages atintomationalarpors. READING can recogise names, words and phrases I now and use thor to understand very simple sentences thre ae pictures can undersand words and pirases on everyday srs (or exarole‘slaton, "car par’, “no parking’, "no smoking, "keep le’. |can understand simple forms wll enough o give basic personal deals (e.g, namo, adress, dato of it), lean undersand very smplenstuctons they ae supported by ictues andi know his ype oinstructons, Ineveryday stuatons I can understand ple messages rin by ends or collegues, or example “back at 4 clock. SPOKEN INTERACTION Tcan use basic greeting ac leave taking expressions, can ask how people are |canintratin a simple way asking and answering basic question, #|can repeat, rep and get hep, can ask an answer (single persoral) questions, Ike "What's your name? "How od are you?" ithe other person speaks slowly ands very help can ask people questons about where they lve, people they know things they have, ec. and answer such question adoressed to me povided they are aticalated slowly and clearly can buy tings in shops where peitng or alher gestures can suppor what say. can use and understan semple numbers in everyday conversations (or examploin pices or telephone ruber, can answer he phone, ave my nam and answer vty simple questions (eg. When s Mrs Jones back?" SPOKEN PRODUCTION can give personal nformaton (address, telephone number, natal, age, family, an hobbies). can very simply deseroe mys and my fail. can vor simply descebe whee | ve WRITTEN PRODUCTION can rte abou myself and where Ive, using shor, simple phrases, |can understand a hota reqitaton frm well nought ive the most impart information about myself (ame, surame, date of bith, atonal) can wre a greeting car, for example a bith cad STRATEGIES can establish contact with people sing sole words and phrases and gestures can say when | donot understand can very simply ak somebody to repeat what they sald QUALITY OF LANGUAGE [havea vary basic reper of words and simple vases about fal and personal dati, plus simple overysy stations, can commuricate very basic information about myself and my family ina simple way. |canjon simple prases wih words ike ‘and? or "hen. can se memerised, shor phrases or spectc pupases wih reasonable acouay, "can speak in very short phrases and isolated wore, can sete simplest everycay polite forms of greetings an frewelintoductons yng pleas’, "hark you', sony’ ec FAQUALS/ALTE Portfolio Descriptor Revision Project © EAQUALS 2008 wow coqualsory lo@eaquals om ayiaEAQUALS BANK OF DESCRIPTORS - AS CHECKLISTS THE EAQUALS “CAN DO" SPECIAL INTEREST PROJECT — NOTES The revision of EAQUALS/ALTE European Language Portfolio (ELP) descriptors was undertaken in order to: a. develop descriptors for “plus levels’ b,_ fill gaps in the original EAQUALS/ALTE ELP checklists by looking back at the original CEFR descriptors, and also at entries in other ELPs ©, provide systematic coverage of a specific number of categories, and d. further develop the descriptors for strategies, ‘As with the original Swiss and EAQUALS/ALTE checklists, formulation of descriptors remains close to the CEFR original: Listening and Reading each have overall comprehension plus 5 sub-categories; Spoken Interaction has 5 categories; Spoken and Written Production each have 4 categories; Strategies has 3 categories, and Quality of Language has 6 categories. The total numbers of descriptors for each level and area are as follows: Listening | Reading] Spoken | Spoken | Writing | Strategies | Quality | TOTAL interaction | production 2 7 6 4 4 6 4 6 37 ci#[ 5 6 4 5 4 4 é 34, C1 6 6 4 5 4 3 6 34 Bal 6 7 6 5 4 4 6 38 B2 7 6 6 5 5 5 6 40 Bi¥| 6 6 8 5 5 5 6 a Bt 6 6 9 5 5 4 6 a4 Azv| 6 6 8 7 5 4 6 a2 ‘AZ 6 6 10 8 5 4 6 45 Ai] 7 5 9 6 3 3 6 39 At 8 5 8 3 3 3 6 36 Produced through: - Analysis of the Council of Europe's Portfolio Descriptor Bank - Drafting of missing descriptors, = Workshops: © Paris, April 2008 © — London, June 2008 Cambridge, September 2008 © Lisbon, November 2008 NB: Descriptors for Strategies did not go through this process. EAQUALS wishes to thank all members of the Can Do project group for their contributions to this project, especially the Core Group who gave their time for two or more of the workshops: Hannan Khalifa, Cambridge ESOL Fred Brookes, Inlingua Basel Tim Goodier, Eurocentres London Central Elzbieta Jarosz, Bell Krakow Laura Muresan, QUEST (Romanian Quality Association) & Angeles Ortega, Servicio de Ordenacién Académica de Idiomas, Ministerio de Educacién, Politica ge Social y Deporte (Spain) Ss Zoltan Rozgonyi, NYESZE (Hungarian Quality Association) << ee Darren Shaw. international House, Newcastle ee ek se Brian North, Zurich, 1° December 2008 ss EAQUALS/ALTE Portfolio Descriptor Revision Project © EAQUALS 2008 www.caquais.org (Mo@esquals.ora sataado. 3D N peesonopo oe ; — Y se optenn atone aap 1 : ae 1 oe sony | AX eves | "par un ay ete pt ° eee ° vo vopmeang | 1 v s sone sonnei afew ‘mets D rpg Sas sma N woop lege Scopes 1 sas sare a Sea een N pee pins ool poppe enee sapent | 1 s a a “sy Fe paIRANPp aga A> “szpUC q wine Sheataparren N 2 D waCEFR Level B2 At the B2 level there is a focus on effective argument. Students are able to account for and sustain their opinions in discussion by providing relevant explanations, arguments and comments. They can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options and can develop an argument giving reasons in support of or against a particular point of view. They can take an active part in informal discussion in familiar contexts, commenting, putting their point of view clearly, evaluating alternative proposals and making and responding to hypotheses. They are able to hold their own effectively in social discourse and understand in detail what is said to them. in the standard spoken language even in a noisy environment. They can initiate discourse, take their turn when appropriate and end a conversation when they need to, though they may not always do this elegantly. They can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without imposing strain on either party. There is a new degree of language awareness, They are able to correct mistakes if they have led to misunderstandings, can make a note of “favourite mistakes” and consciously monitor speech for it/them and generally they can correct slips and errors if they become conscious of them. Global At the B2 level, students should be able to understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in their field of specialisation. They can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. They can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Listening Students can understand standard speech spoken at a normal rate and follow even complex lines of argument provided the topic is reasonably familiar. They can understand the essentials of lectures and most TV news and current affairs programmes and can understand the majority of films in standard dialect. Reading At this level, students can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. They can understand contemporary literary prose and can adapt style and speed of reading to different texts and purposes, using appropriate reference-sources selectively. Spoken interaction Students can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. They are able to take an active part in discussion in familiar contexts and can account for and sustain views clearly by providing relevant explanations and arguments.Spoken production They can present clear, detailed descriptions on a wide range of subjects related to their field of interest, expanding and supporting ideas with subsidiary points and relevant examples. They can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. writing Students are able to write clear, detailed text on a wide range of subjects related to their interests. They can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. They can write letters highlighting the personal significance of events and experiences. Listening Proficiency scales Students at the B2 level of proficiency can understand in detail what is said to them in the standard spoken language and can do this even when there is some noise in the background. They can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, academic or vocational life. Only extreme background noise, unclear structure and/or idiomatic usage cause some problems. They can understand the main ideas of complex speech on both concrete and abstract topics delivered in a standard language including technical discussions in their field of specialisation. They can follow extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the talk is clearly stated by the speaker. They can follow the essentials of lectures, talks and reports and other forms of presentation which use complex ideas and language and can understand announcements and messages on concrete and abstract topics spoken in standard language at normal speed. They can understand most radio documentaries and most other recorded or broadcast audio material delivered in standard language and can identify the speaker's mood, tone, etc. They can understand most TV news and current affairs programmes such as documentaries, live interviews, talk shows, plays and the majority of films in standard language. They can follow a lecture or talk within their own field, provided the presentation is clear. Reading Proficiency scales Students at the B2 level of proficiency can read correspondence relating to their fields of interest and easily understand the essential meaning, They can understand specialised articles outside their field, provided that they can use a dictionary to confirm terminology. They can read many kinds of texts quite easily at different speeds and in different ways according to their purpose in reading and the type of text. They have a broad reading vocabulary, but sometimes experience difficulty with less common words and phrases. They can quickly identify the content and relevance of news items, articles and reports on a wide © range of professional topics, deciding whether closer study is worthwhile. They can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints.les, international Speaking Proficiency scales Students at this level can produce stretches of language with a fairly even tempo; although they can be hesitant as they search for patterns and expressions, there are few noticeably long pauses. They can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without imposing strain on either party, They are able to express themselves with relative ease. Despite some problems with formulation resulting in pauses and ‘cul-de-sacs’, they are able to keep going effectively without help. Students at this level have a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words, using some complex sentence forms to do so. They have a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision and express thoughts on abstract or cultural topics such as music and films. They have a good range of vocabulary for matters connected to their field and most general topics and can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. Lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication. They show a relatively high degree of grammatical control and do not make mistakes which lead to misunderstanding. They communicate with reasonable accuracy in familiar contexts, generally with good control though with noticeable mother-tongue influence. Errors occur, but it is clear what they are trying to express. They have acquired a clear, natural, pronunciation and intonation and can with some effort keep up with and contribute to group discussions even when speech is fast and colloquial. They can sustain relationships with native speakers without unintentionally amusing or irritating them or requiring them to behave other than they would with a native speaker. They can express themselves appropriately in situations and avoid crass errors of formulation. They can perform and respond to a wide range of language functions, using their most common exponents in a neutral register. They are able to adjust to the changes of direction, style and emphasis normally found in conversation and can vary formulation of what they want to say. They can adapt their expressions to deal with less routine, even difficult, situations and can initiate discourse, take their turn when appropriate and end conversation when they need to, though they may not always do this elegantly. They can use stock phrases (e.g. ‘That’s a difficult question to answer’) to gain time and keep the turn whilst formulating what to say. They are able to intervene in a discussion on a familiar topic, using a suitable phrase to get the floor. They can develop a clear description or narrative, expanding and supporting their main points with relevant supporting detail and examples and can use a limited number of cohesive devices to link their utterances into clear, coherent discourse, though there may be some Sjumpiness’ in a long contribution. Writing Proficiency scales Students at the B2 level of proficiency can synthesise information and arguments from a number of sources. They can construct a chain of reasone argument and can speculate about causes, consequences and hypothetical SS situations. os eyles, international Level B2 Learner Outcomes Students will be able to use the followin: Functions / notions Describing experiences Describing feelings and emotions Describing hopes and plans Giving precise information Expressing abstract ideas Expressing certainty, probability, doubt Generalising and qualifying Synthesizing, evaluating, glossing information Speculating Expressing opinions Expressing agreement/ disagreement Expressing reaction, e.g, indifference Critiquing and reviewing Developing an argument in academic discourse style iscourse Functions Checking understanding Managing interaction (interrupting, changing topic, resuming or continuing) Taking the initiative in interaction Control and delegation at start Keeping interaction participants on topic Taking initiative in non-control situation Encouraging and inviting another speaker to continue / come in. Invitation in one-to-one interaction Invitation in group interaction Interacting informally, reacting, expressing interest, sympathy, surprise Discourse Markers Linkers: sequential - past time Connecting words expressing cause and effect, contrast etc. Linkers: although, in spite of, despite Discourse markers to structure formal speech Verb forms Simple past (narrative) Past continuous (narrative) Used to (narrative) Would expressing habit in the past Past perfect Past perfect continuous Future time (will & going to) Future continuous (Prediction) “yp,Future perfect Future perfect continuous Present Perfect Present perfect continuous Mixed conditionals Wish Extended phrasal verbs All passive forms Reported speech (range of tenses) Relative clauses Modals of Deduction and Speculation Modals: can’t have, needn’t have Articles With abstract nouns Adjectives and adverbs Attitudinal adverbs Collocation of intensifiers Lexis Contrasting opinions (on the one hand Summarising exponents (briefly, all in all . . .) Collocation Colloquia language Topics Education Film Books and literature News, lifestyles and current affairs Media Arts Learner Training Alternative memory / associative techniques Word building Synonyms / antonyms Keeping a record of collocation Use of dictionary to distinguish separability of multi-word verbs “yp,Learner Outcomes: Examples Functions / notions Describing experiences I was walking the dog in the park when I heard a loud crash. I looked in the direction of the noise and saw that a huge tree had fallen down. There were some people screaming and calling for help and some children were trapped underneath one of the fallen branches. Describing feelings and emotions He was furious when he saw that his new bicycle had been damaged She screamed in anger at how stupid her brother had been. Heather was delighted with her shot and her face glowed with pride. Why should we suffer just because our neighbours like loud parties? I don’t think it’s right for passengers to put their feet on the seats. Describing hopes and plans Iam having a meeting with my boss on Friday How are you going to get to France? How long are you going to Jamaica for? I'd love to see the photos when you get back. T'll call you soon. Tam going to go around the world when I've saved enough money. T hope to get a job in Australia next year. I’ve always wanted to visit the Taj Mahal. 9 precise information T'll meet you at 2pm in the children’s section of Waterstones in Oxford Street. In my job I mainly have to deal with clients, particularly arranging and following up on orders He was born in a little village in the North East of Estonia on the 22" of October, 1928. My degree was in economics, specialising in finance. You need to place the pizza dough in a warm bowl, cover it with a cloth or place it somewhere warm, leave it to rise for 30 minutes or until it doubles in size. Expressing abstract ideas Corruption is widespread in that part of the world. There is little respect for human rights during war time Education is the way out of poverty for many young people. Expressing certainty, probability, doubt I'm absolutely certain it’s going to rain. It’s impossible to get him out of bed before 10 o'clock. He's probably gone to the library. We're definitely not going to Spain this year. Are you sure we'll arrive in time?les, international Generalising and qualifying On the whole I think it is a good idea. Generally speaking, the teachers are very helpful More often than not he shops in the High Street. Taking into consideration the cost of travel, you might not want to buy a flat so far away. We'll stay for a week or two, depending on the cost. Provided that there is no rain, the concert will go ahead as planned. Synthesizing, evaluating, glossing information To sum up, the government will need to cut spending for the next five years. All in all, it was a miserable performance. To be fair, it was his own fault for parking where he shouldn't have In short, they were better than us at promoting their ideas. Speculating I wonder if John will be going to the party. If she got the nomination, she could probably win if she gathered enough support. What do you think would happen if they did discover oil there? What if Teresa hadn't turned up? Expressing opinions If I were you, I'd just say no. From her point of view, we have to do this as soon as possible The way I see it is that you'll have to study very hard. I feel we should do it. I really don’t think it’s a good idea. Expressing agreement/ disagreement That's just what I was thinking You know, that’s exactly what I think. I totally agree. That's a good point. No I'm afraid I can’t agree with you there. You can’t be serious! Don't be silly! That's ridiculous. Expressing reaction, e.g. indifference Why ask me? Thank goodness Fantastic idea! Brilliant! Great! Whatever. That's ridiculous! How’s that possible? Really? No way! I don’t believe it.les, international Critiquing and reviewing I think that ‘Treasure Island’ is still popular with children even though the language is rather dated. In spite of its popularity I feel that ‘The Beach’ is a very overrated book which appeals mainly to gap-year students. The film was a bit disappointing, really. The best part was when It was really good when Developing an argument To begin with it’s a bigger problem than you think. As far as I am concerned this has nothing to do with the issue The way I see it, the family is more important. That's the reason I don’t want to work there anymore. In academic discourse style: One reason why. Another argument for/against ... is... X maintains that . . . Y states that It could be argued/asserted that In conclusion . Discourse Functions Checking understanding From speaker's point of view Are you following me? Let me know if you have any questions? Does that make sense? From listener's point of view If I understood/understand you correctly, there are no planes at all on Saturday. Do you mean I can't talk to the boss right now? Are you trying to say you don’t want to go out with me anymore? Let me see whether I've understood you correctly. So what you're really saying is . Am [ right in assuming . . . Managing interaction (interrupting, changing to} continuing) Interrupting Actually, I'm sorry but Just a minute! Yes, I know, but... ! Hang on! Hold on! Changing the topic Oh, by the way That reminds me . This has nothing to do with what we are talking about but .. . On another subject...Talking about holidays, did you know that I’m off to Florida next week? Before I forget . . Resuming Anyway, I was telling you about John’s party To get back to what I was saying Taking the initiative in interaction Control and delegation at start Andre, would you like begin? Pilar, would you like to kick off? Shall we begin? During the meeting Jenny, can you tell us how the Human Resources reorganisation is coming along? How does that affect your department, Rosa? Let's move on, shall we? Keeping interaction participants on topic We don’t have time to go into that matter right now, Let's get back to the issue under discussion, shall we? That's another topic, really. Can we keep to the point, please. Let's not get distracted. Taking initiative in non-control situation T'd like to say a few words here. Yes, I think I can contribute to this point. My expertise in this area might help to clarify the situation. Perhaps, I could say something here. Encouraging and inviting another speaker to continue, come in. Carry on. Go on. Really? Mmm...mmm. Don't stop. Tell me more... What makes you say that? What makes you think that? I'm listening. Invitation in one-to-one interaction Don’t you agree? Is that okay with you? How about you? What do you reckon/think? Invitation in group interaction What do you think, Mario? Let's hear what Gabriella has to say. James might have something to say on this. Fiona knows a lot about this. Hey, you did something like that, didn’t you?Interacting informally, reacting, expressing interest, sympathy, surprise Wow, that’s fantasti Really? Tell me more. Tell me all about it. I don’t believe it! Oh wow! Oh you poor thing. That's awful. What a shame! Discourse Markers Linkers: sequential - past time Subsequently, he went on to be one of our best salesmen. Following this he decided to leave the country. Connecting words expressing cause and effect, contrast etc. I know it would be good fun to watch the late-night film. Nevertheless, I think we should all get an early night before the big event tomorrow. I would like to tell you more. However, that is as much as I am allowed to reveal at this time. Consequently, he moved to London to be closer to his family. Linkers: although, in spite of, despite In spite of her illness during the course, she managed to qualify successfully. Despite the rain, we all had a great time. Although I was very young at the time, I remember what happened quite clearly. Discourse markers to structure formal speech I would like to begin by introducing my colleagues. Furthermore, I believe that the best way forward is to provide more training Moreover, the idea that depression can only be cured by medication is now being challenged. Consequently, we have to be prepared for a fall in profits next year. Regarding our position on nuclear power, that has not changed. Additionally, we will also provide support throughout the process. In conclusion, we have agreed to give £3000 to charity Verb forms Simple past (narrative) To help pay for his keep and to help his family, Andrew, who was still only 15 years old, began working ten-hour days at a Kensington hotel washing dishes and cleaning the kitchen. He earned just 6 pounds per week. The harsh working conditions and the cruelty of the kitchen staff had a strong influence on his later political outlook, and informed his work when he began his literary career, particularly the novel that made him famous, ‘Working Boy’. Past continuous (narrative) Antonio was walking away from the crowd when the trouble started. He was trying to get home but the buses were not running. He was just crossing the bridge to safety when he heard the sound of breaking glass. He was telling himself not to get involved when a bottle smashed right beside him. Used to (narrative) We used to play at the park at the edge of the town.Would expressing habit in the past Every autumn we would steal apples from their garden. We would eat the sour fruit and come home holding our stomachs. Past perfect When I'd climbed to the top of the hill, I looked back down and saw something I hadn't seen before He had broken the vase when he had come in through the window He had had a terrible day up until that point. Past perfect continuous I was tired. I’d been working for sixteen hours. They had been driving so fast that the police had difficulty stopping them. Had they been waiting long? Future Future time (will & going to) (Prediction) You'll succeed where I've failed. Here comes the bus now. We aren't going to be late after all Don't worry. He'll be here on time. Future continuous (Prediction) This time next year, I'll be working in Japan and earning good money. T'll be visiting my mum on Thursday. Will you be using the car tomorrow? Future perfect I'd better go and collect the girls. They'll have finished school by now. T'll call you at six. Will you have arrived by then? She won't have left by then Future perfect continuous Julia will have been studying Economics for 5 years when she graduates next year. You'll have been travelling for 4 days when you get to Bangkok. You'd better book a hotel and have a couple of days rest. Present Perfect Present perfect continuous You've been spending a lot of time on the Internet recently. They've been working very hard to get building completed on time. Honestly, we haven't been wasting our time. Have you been seeing Julie behind my back? Conditionals Mixed conditionals If I had studied harder, I'd be at university now. If I'd got that job I applied for I'd be working in Istanbul. I would have driven you to the match if I didn’t have so much work. If I wasn’t working in July, I would have suggested we go camping in France Wish I wish I was rich. I wish today wasn’t Monday. I wish I wasn’t going into hospital tomorrow. She wished she hadn’t hurt his feelings.Phrasal Verbs Extended phrasal verb Let's splash out on a bottle of champagne Watching that programme has put me off chicken Tl take you up on that offer. Passives All passive forms I'm being eaten alive by these mosquitoes. I wasn't told about the new rules. I thought that I was being followed. Did you think that you were being criticised? The new treatment for malaria has been found to be very effective. Other verb forms Reported speech (range of tenses) She said she'd been waiting for ages. I knew we'd be late. She thought she could do it all herself. They reported that the volcano might erupt at any time. They said it should be fun. I told her I had to go. Relative clauses T’ve lost the books that I borrowed from the library. Where is the man that sells second-hand records? The children he played with thought he was much younger. This is my cousin Maria, who teaches music. Shelly and Byron's poetry, which used to be compulsory, has now been dropped from the syllabus. She told us all about her new boyfriend, whom none of us knew anything about. They ran quickly through the streets, all of which were covered in a thick blanket of snow, Modals Modals of Deduction and Speculation You shouldn’t have read her journal. It should be private. You should have asked her earlier. It’s too late now. He shouldn't have any problem doing such a simple task. (Assumption) The plane should have arrived by now. (Assumption) I knew we might have to pay to get in You shouldn't have shouted at him. He might have hit you. ‘The weather could have been better but we still had a good time. You could have told me! Modals: can’t have, needn’t have It can’t have been John you saw, because he was with me What can he have done with the keys? He can’t have lost them again. You needn’t have bothered getting here on time. He's always late.With abstract nouns History tended to be uninteresting when I was at school. The early history of Scotland is full of betrayal. Happiness in marriage is something you have to work at. Education is not compulsory in many developing countries The education I received was first-rate. Charity begins at home. Adverbs Adjectives and adverbs He scored a direct hit. The train goes direct to London without even stopping at York There's no such thing as a free lunch. Feel free to use it whenever you want. He went straight to work. Next draw a straight line across the top of the paper. Attitudinal adverbs Frankly, I couldn't care less. Clearly, he was in the wrong. Apparently, he was in line for promotion. Fortunately, he had a spare pair of shoes with him. Collocation of intensifiers After working all day and all night he was totally exhausted. He was absolutely horrified when he realised what he had done. She's completely hopeless when it comes to housework Iam entirely satisfied that he followed the correct procedure. Lexis Contrasting opinions (on the one hand . . The weather forecast is good. Nevertheless, you always need to be careful in the mountains. In spite of his age, he is still goes camping in the wild. The story has been told many times before, Nonetheless, it is still a warning to us all. Some students continue to live with their parents. However, I prefer to be independent. Summarising exponents (briefly, all in all . In a word, it was a disaster. We felt that the idea was, in general, a good one; the more we spend on advertising the higher our sales will be. To sum up, if we can’t make more money some people will have to lose their jobs. Collocation I'd prefer a dry wine. The resort has a range of luxury accommodation to offer. He’s a very heavy smoker. I'm retaking the exam next week. Colloquial language « She's just been dumped by her boyfriend, s There’s no hurry. Let’s just chill out for an hour or two. €I can’t be bothered with the hassle. She fell and landed on her bum. Topics Education Film Books and literature News, lifestyles and current affairs Media Arts Learner Training Alternative memory / associative techniques Word building Synonyms / antonyms Keeping a record of collocation Use of dictionary to distinguish separability of multi-word verbs “yp,