Intermediate Ten (I10)
International Language Standard Reference
(CEFR - Level B2)
Global: Person can understand the main point of clear
standard input on familiar matters regularly encountered in
work, school, leisure, etc. He / She can deal with most
situations likely to arise while traveling. He / She can describe
experiences and events, dreams, hopes and ambitions and
briefly give reasons and explanations for opinions and plans.
Global: Person can understand the main ideas of complex
texts on both concrete and abstract topics, including technical
discussions in their field of specialization. He / She can interact
with a degree of fluency and spontaneity that makes regular
interaction with native speakers quite possible without strain for
either party. He / She 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.
Spoken interaction: Person can exploit a wide range of simple
language to deal with most situations likely to arise while
traveling. He / She can enter unprepared into conversation on
topics that are familiar, of personal interest, or pertinent to
every day life.
Spoken interaction: Person can interact with a degree of
fluency and spontaneity that makes regular interaction with
native speakers quite possible. He / She can take an active part
in discussion in familiar contexts and can account for and
sustain views clearly by providing relevant explanations and
arguments.
Spoken interaction: Person can keep going comprehensibly
in order to describe experiences and events, dreams, hopes
and ambitions. He / She can briefly give reasons and
explanations for opinions and plans. He / She can narrate a
story or relate the plot of a book or film and describe reactions.
Spoken production: Person can present clear, detailed
descriptions on a wide range of subjects related to his / her field
of interest, expanding and supporting ideas with subsidiary
points and relevant examples. He / She can explain a viewpoint
on a topical issue giving the advantages and disadvantages of
various options.
Listening: Person can guess the meaning of occasional
unknown words from the context and understand sentence
meaning if the topic discussed is familiar. He / She can
generally follow the main points of extended discussion around
them provided speech is clear and in standard language. He /
She can follow clear speech in every day conversation. He /
She can understand straightforward factual information about
common every day or job-related topics, identifying both general
messages and specific details. He / She can understand simple
technical information.
Listening: Person can understand standard speech of spoken
English at a normal rate and follow even complex lines of
argument provided the topic is reasonably familiar. He / She
can understand the essentials of lectures and most TV news
and current affaits programs and can understand the majority
of films in standard dialect.
Reading: Person can understand straightforward texts on
subjects related to their fields of interest. He / She can find and
understand general information needed in every day material,
such as letters, brochures, and short official documents. He /
She can search one long or several short texts to locate specific
information. He / She can recognize the general line of
argument in a text but not necessarily in detail. He / She can
understand the description of events, feelings, and wishes in
personal letters well enough to correspond with a friend or
acquaintance. He / She can understand clearly-written
straightforward instructions for a piece of equipment.
Reading: Person can understand articles and reports
concerned with contemporary problems in which the writers
adopt particular stances or viewpoints. He / She can
understand contemporary literary prose and can adapt style and
speed of reading to different texts and purposes, using
appropriate reference-sources selectively.
Writing: Person can write very brief reports, which pass on
routine factual information and state reasons for actions. He /
She can write personal letters describing experiences, feelings,
and events in detail. He / She can describe basic details of
unpredictable occurrences. He / She can describe dreams,
hopes, and ambitions and can take messages describing
enquiries, problems, etc. He / She can describe the plot of a
book or film and describe his / her reactions to it.
Writing: Person can write clear, detailed text on a wide range
of subjects related to his / her interests. He / She can write an
essay or report, passing on information or giving reasons in
support of or against a particular point of view. He / She can
write letters highlighting the personal significance of events and
experiences.
I10_LGOOS_JDDA_Jan19
Unit Course Goals
Students will be able to discuss (beauty) trends.
Students will be able to talk about career changes.
Students will be able to talk about learning
4 languages.
Students will be able to complain.
Students will be able to discuss the future of food.
Students will be able to describe the fast-food
business.
Students will be able to make predictions.
5 To check understanding using fixed expressions.
Students will be able to check understanding.
Students will be able to describe a dish.
Students will be able to talk about movies and
remakes.
Students will be able to describe services.
6 Students will be able to make generalizations.
Course Objectives Student Learning Outcomes
To discuss beauty trends using the present perfect and the past simple.
The student can discuss beauty trends in the present and past in a
(e.g. I've never heard of it. / I've had the site for about a month now. /
concrete manner.
In August, I went back home for my sister's wedding. / You've already
had almost a thousand hits.)
To talk about career changes using the present perfect simple and
continuous.
The student can talk about career changes in a concrete manner.
(e.g. She's been writing the book for over a year. / She's written a book
about how to set up a new company.)
To talk about learning languages using the -ing form.
The student can talk about learning languages in a concrete
(e.g. Writing is really difficult. / I hate making mistakes. / My speaking is manner.
really good.)
To complain using fixed expressions.
The student can complain using fixed expressions in a casual
(e.g. They're really getting on my nerves. / The thing that annoys me conversational exchange.
the most is… / They're driving me crazy. / I can't stand…)
The student can listen and make inferences from a mid-length
To make inferences (p. 9)
radio program about foreign language speakers.
The student can read for specific information in a mid-length article
To read for specific information (p. 6)
about new careers.
The student can write a mid-length informal email about someone
To write an informal email using fixed expressions.
he/she used to know using fixed expressions.
To discuss the future of food using future forms.
The student can discuss the future of food using a variety of
(e.g. Chocolate will soon be as expensive as caviar. / I'm going to
tenses.
speak with almond farmers there. / That's going to continue in the
future.)
To describe the fast-food business using time clauses.
The student can describe the fast-food business in a concrete
(e.g. As soon as you enter, you notice the bright lighting. / Most
manner.
children want to eat fast food before they've even set foot in a
restaurant.)
To make predictions about life in the future using the future continuous
and future perfect.
The student can make predictions about life in the future.
(e.g. I'll have written the report by Thursday. / I won't have confirmed
the meeting.)
The student can check understanding using fixed expressions in a
(e.g. Does that make sense? / Could you say that again? / Do you
casual manner.
mean "overnight" when you say…? / One things I don't understand
is…)
To describe a dish (food) using fixed expressions.
The student can describe a dish using fixed expressions in a
(e.g. Typical dishes use lots of… / I recommend… / It comes with… in concrete manner.
it. / It takes a long time to prepare!)
The student can listen for specific information in an interview with
To listen for specific information (p. 18)
an expert in the fishing industry.
The student can summarize a mid-length article about the fast-food
To read and summarize a text (p. 16)
business.
To write a wiki entry following an outline. The student can write a mid-length wiki entry about food.
To talk about movies and remakes using the passive voice.
The student can talk about movies and remakes in a concrete
(e.g. "Yojimbo" was remade by Sergio Leone. / It is set in the Old West. manner.
/ It is widely believed that…)
To describe services using the have something done structure.
The student can describe services in a concrete manner.
(e.g. We had our photo taken. / I had my credit card stolen.)
To make generalizations using fixed expressions.
The student can make generalizations about entertainment using
(e.g. In most cases, people… / It's often the case that…. / More often fixed expressions.
than not, …/ What often happens is…)
The student can paraphrase some concepts in a radio show about
To paraphrase (p. 26)
unusual hobbies.
The student can guess meaning from context in a mid-length article
To guess meaning from context (p. 29)
about computer games.
The student can write a mid-length review about a show/game in a
To write a review about a show/game following an outline.
concrete manner.