SENIOR 6

CEFR B2 – Independent User

The students...
CAN predict the content of a listening piece from the title, picture or anticipatory
statements.
CAN understand the gist of a listening piece
CAN understand specific information
CAN predict the sequence of facts / events
CAN identify synonyms
LISTENING

CAN describe the tone of the text by judging attitude (negative, optimistic, critical,
etc.)
CAN understand implied meaning
CAN paraphrase words / expressions from the source text using their own words
CAN choose true / false statements
CAN match speaker and information given
CAN choose from a number of statements which points the speaker(s) make(s)
CAN take notes based on the listening piece

CAN predict the content and type of a text from the title and from inferred
information
CAN identify the main idea
CAN find specific information
READING

CAN spot synonyms

CAN describe the tone of the text (negative, optimistic, critical, etc.)
CAN understand implied meaning (read between the lines)
CAN match text to image and headlines or missing paragraphs to text
CAN take notes based on the text

CAN speak about pictures, react to them, make comparisons and give their opinion.
CAN develop a given topic.
CAN agree and disagree with a given argument.
CAN prioritize/rank
CAN discuss a topic in groups and come to a conclusion
CAN work out problems and give a possible solution.
CAN make hypotheses.
SPEAKING

CAN establish differences

CAN make evaluations
CAN sustain a conversation on a given topic.
CAN use appropriate (formal / neutral / informal) register.
CAN take long turns.
CAN justify opinions and / or account for choices
CAN sound tentative
CAN use vague language and fillers when they can’t remember or don’t know a
word or when they need thinking time.
 CAN use a variety of linking words to mark clearly the relationships between ideas
CAN spell and punctuate reasonably accurately.
CAN write a clear, detailed and connected text on a wide range of subjects related
to their interests using the cohesive devices expected at this level.
CAN give reasons in support of or against a particular point of view.
CAN highlight the personal significance of events and experiences.
CAN produce the following formats:
WRITING

 An informal letter or email

 A formal letter or email
 A narrative
 A description of a person, place, object or event
 A review
 An opinion essay
 A for and against essay

GRAMMATICAL CONTENT
By the end of the course the students should be able to understand and
produce the following in addition to the contents listed in the previous
Senior syllabi.

FUNCTIONS GRAMMAR
Describing events with different time Revision of tenses (past, present and
references future) and time expressions.
Asking for information Revision of questions
Reporting speech Reporting speech
Reporting verbs

Expressing modality: obligation, must / have to / need / should / ought to

necessity, duty, advice, ability,
permission, prohibition, possibility, no
obligation
/ can /could / may / might / be able to
/needn’t/mustn’t/can’t / couldn’t
Related verbs: be required to /be
supposed to / manage to / succeed in /
be allowed to / be likely to

Expressing dissatisfaction, wishes and ‘wish / if only’ + simple past / past

regret in the present and in the past perfect
Criticizing & showing annoyance ‘wouldn’t’ + infinitive
Advice ‘should’ + infinitive / perfect infinitive
‘could’ + perfect infinitive
‘had better’ + infinitive
Rather

Expressing conditions Revision of conditionals type 0, 1, 2 & 3

 Mixed conditionals
As long as
Unless
Provided/ing that
Expanding information Revision of Defining and non-defining
relative clauses

Making deductions and drawing Modal verbs of deduction in the past

conclusions in the past and expressing
degrees of certainty in the past

Talking about situations in the future Future perfect and future perfect
continuous

Linking ideas On the one hand, on the other hand, to

sum up, interestingly, as mentioned
above, in order to, so as to, so that,
therefore, though.

Checking information Question tags

Talking about habits in the present and Would

in the past (revision and contrast of used to - be/get
used to)
Expressing preferences ‘d rather
‘d prefer
To be into/keen on/etc.
Changing focus Revision of passive voice- all forms
Causative use of have/get
Comparing Revision of comparatives and
superlatives
Double comparative: the…the

TOPICS AND VOCABULARY AREAS

The list below does not provide an exhaustive register of all the areas which can be taught
at the level and it is simply meant as a guide of the most likely semantic fields the students
may encounter. It is strongly recommendable that all the listed Topics and Vocabulary
Areas should be addressed.

Clothes
Daily life, free time and hobbies
Education
Crime and breaking the law
People /Character adjectives
Personal feelings, experiences and opinions
Entertainment and the media
Food and drink
Health
House and home
Places and buildings
School and study
Shopping
Social interaction
Sport
Environmental issues - The natural world
Transport, travelling and holidays
Weather
Work and jobs

Verb followed by gerunds or infinitives and /or bare infinitive

Adjectives followed by prepositions
Phrasal verbs
Reporting verbs
Compound nouns and adjectives

In addition to these lexical areas, students are expected to start systematizing the simplest
aspects of word formation such as the use of prefixes, suffixes, antonyms and synonyms

WRITING
The candidates will be asked to produce a text of about 180-200 words using any
of the following formats:

 An informal letter or email

 A formal letter or email
 A narrative
 A description of a person, place, object or event
 A review
 An opinion essay
 A for and against essay