Voices Cefr Correlation Upper Intermediate

Introduction
What is the Common European Framework of Reference?

The Council of Europe has developed the Common European Framework of Reference for Languages (or
CEFR for short) with a view to promoting quality in language teaching and learning within Europe. In 2020,
they updated and added to descriptors: see the Council of Europe (2020), Common European Framework
of Reference for Languages: Learning, teaching, assessment – Companion volume.
The CEFR aims to provide a descriptive framework which encourages the development of language skills
and intercultural awareness, learner autonomy and lifelong learning. It is of interest to course designers and
coursebook writers as well as teachers, testers and teacher trainers.
The CEFR also aims to promote a coherent approach to language learning with an emphasis on examining
what we can do with a language. It also provides a framework which permits the comparison of the language
levels of individuals in an impartial way.
What are the aims of the CEFR?

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

The CEFR has six levels which range from A1 (students with a starter level of English) to C2 (students who
can use the language fluently and with precision). Below is an overview of these levels.
Proficient C2 Mastery Students can use the language precisely
and fluently with awareness of finer
shades of meaning
C1 Effective Operational Students are proficient in the language
Proficiency and have a wide range of vocabulary.
Independent B2 Vantage Students are able to justify opinions and
develop arguments
B1 Threshold Students at this level can maintain
conversations.
Basic A2 Waystage Students are able to get by in an
increasing range of social situations.
A1 Breakthrough Students can express themselves in
simple, basic language.
The CEFR also recognizes intermediate levels between the global levels above – A2+, B1+, B2+, etc.
Upper Intermediate Student’s Book: CEFR Correlation 1

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

The Voices series has a communicative approach with an emphasis on learning language in real-life contexts
and on producing language in a broad range of speaking and writing situations. Consequently, its approach
mirrors the functional descriptors of the CEFR – developing students’ reception, production, interaction and
mediation skills – and has a broad emphasis on being able to communicate in a range of realistic situations.
Each level of Voices covers the majority of competences for the corresponding CEFR level(s). For example,
Voices Elementary practises some competences from A1 and covers the majority of CEFR competences for
A2. There is also built-in revision of the competences from previous levels. In this booklet, each exercise of
the Voices series is mapped against core descriptors at the relevant global level.
The descriptors contained in this document have been updated to match the revisions to the wording in the
Common European Framework of Reference for Languages: Learning, teaching, assessment, Companion
Volume 2020.
Voices has been mapped against this updated version of the CEFR, covering a broad range of key
descriptors such as all the listening and reading skills, written and spoken production, as well as many
essential descriptors such as using cues and inferring and reading for orientation.
Activities in each unit have also been designed to incorporate mediation skills such as note-taking,
collaborative skills, explaining data and adapting language. In this mapping document, exercises that practise
mediation skills are highlighted in yellow, for easy reference.
How does Voices match the aims of the CEFR?

The Voices grammar and vocabulary syllabus encourages the linguistic competences needed for students
to be able to communicate successfully. In particular, the Grammar reference and Vocabulary reference
sections provide support and information for students to build their understanding. A wordlist for each level
is also provided on the companion site, which provides definitions of words and example sentences.
The emphasis on the four skills of reading, writing, speaking and listening in Voices reflects the same
emphasis in the CEFR. The Reading skill, Listening skill and Writing skill boxes develop students’ subskills
to support them in mastering the CEFR competences for these skills. The National Geographic Explorers
audio and video materials develop students’ ability to follow real spoken production in English through
authentic content. Voices also has a strong focus on speaking practice and peer collaboration: there are
speaking activities throughout, and lesson spreads start and end with speaking activities to provide ample
practice of spoken production and interaction competences. Furthermore, the Own it! tasks in lesson D
spreads develop students’ discussion and collaborative mediation skills.
Can I learn more about this?

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

Framework level B2 (Units 1–5); B2/B2+ (Units 6–10)
Reception
Reception activities
Descriptor Student’s Book activities

Overall oral comprehension: p28, ex 4,5; p48, ex 5; p86, ex 4, 5; p111, ex 8, 9
Can understand standard language or a familiar variety, live or
broadcast, on both familiar and unfamiliar topics normally
encountered in personal, social, academic or vocational life.
Only extreme [auditory/visual] background noise, inadequate
discourse structure and/or idiomatic usage influence the ability
to understand.
Can follow extended discourse and complex lines of argument,
provided the topic is reasonably familiar, and the direction of the
argument is signposted by explicit markers.
Understanding conversation between other people: p14, ex 2; p19, ex 7; pp30–31 , ex 2, 3;, 7 p42, ex
Can keep up with an animated conversation between proficient 3,4, 6; p53, ex 4, 5; pp54–55, ex 2, 3, 7, 8; p65, ex
users of the target language. 4, 5; pp66–67, ex 2, 9, 10; p78, ex 2; p88, ex 2–5;
p96, ex 2, 3; p127, ex 6
Can with some effort catch much of what is said around them,
but may find it difficult to participate effectively in discussion with
several users of the target language who do not modify their
language in any way.
Can identify the main reasons for and against an argument or
idea in a discussion conducted in clear standard language or a
familiar variety.
Can follow chronological sequence in extended informal
discourse, e.g. in a story or anecdote.
Understanding as a member of a live audience: p98, ex 6

Can follow the essentials of lectures, talks and reports and other
forms of academic/professional presentation which are
propositionally and linguistically complex.
Audio-visual comprehension
Understanding audio (or signed) media and recordings: p12, ex 1, 2; p17, ex 9, 10; pp26–27, ex 2, 8; p30,
Can understand recordings in the standard form of the language ex 5; p36, ex 2; p41, ex 4–6, p55, ex 5; p74, ex 2,
likely to be encountered in social, professional or academic life 3; pp76–77, ex 2–5; p90, ex 2, 3; p99, ex 7;
and identify viewpoints and attitudes as well as the information pp100–101, ex 2, 3, 8, 9; pp112–113, ex 2–4;
content. pp124–125, ex 2–5
Can understand most documentaries and most other recorded
or broadcast material delivered in the standard form of the
language and can identify mood, attitude, etc.
Watching TV, film and video: p11, ex 2, 3; p18, ex 2, 4; p23, ex 2; p35, ex 2;

Can extract the main points from the arguments and discussions p42, ex 5; p47, ex 2; p59, ex 2; p67, ex 4; p71, ex
in news and current affairs programmes. 2; p78, ex 3, 4; p83, ex 2; p91, ex 7; p95, ex 2;
p102, ex 5, 6; p107, ex 2; p114, ex 2, 3; p119, ex
Can understand most TV news and current affairs programmes. 2; p127, ex 5

Can understand documentaries, live interviews, talk shows,
plays and the majority of films in the standard form of the
language or a familiar variety.
Reading comprehension
Overall reading comprehension: p32, ex 2; pp44–45, ex 2. 3, 10; p60, ex 2; pp80–

Can read with a large degree of independence, adapting style 81, ex 2, 4
and speed of reading to different texts and purposes, and using
appropriate reference sources selectively. Has a broad active
reading vocabulary, but may experience some difficulty with low-
frequency idioms.
Reading correspondence: pp20–21, ex 3, 4, 6, 10; pp32–33, 3, 4; pp92–93,

Can understand what is said in a personal e-mail or posting 2; pp110–111, ex 2, 3, 6; p116, ex 2
even where some colloquial language is used.
Reading for orientation: p12, ex 4; p21, ex 4; p24, ex 2; p32, ex 2; p36, ex

Can scan quickly through several sources (articles, reports, 2–4; p40, ex 1; p48, ex 2; p55, ex 6; p72, ex 2, 4;
websites, books, etc.) in parallel, in both their own field and in p81, ex 3, 11; p84, ex 2; p86, ex 5; p96, ex 4, 5;
related fields, and can identify the relevance and usefulness of p98, ex 2, 4; p104, ex 3, 4; p108, ex 2; p120, ex 2,
particular sections for the task at hand. 4; p128, ex 2
Can scan quickly through long and complex texts, locating
relevant details.
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.
Reading for information & argument: p12, ex 5, 7, 8; p24, ex 5; p29, ex 6; p48, ex 3;

Can obtain information, ideas and opinions from highly p67, ex5; p68, ex 2, 3; p72, ex 3; pp78–79, ex 4;
specialised sources within their field. p84, ex 5; p96, ex 6; p98, ex 3; p108, ex5; p116,
ex 2; p120, ex 3; p122, ex 3
Can understand specialised articles outside their field, provided
they can use a dictionary occasionally to confirm their
interpretation of terminology.
Can understand articles and reports concerned with
contemporary problems in which particular stances or viewpoints
are adopted.
Can recognise when a text provides factual information and
when it seeks to convince readers of something.
Can recognise different structures in discursive text: contrasting
arguments, problem–solution presentation and cause–effect
relationships.
Reading instructions: p15, ex 9; p18, ex 6, 9; p33, ex 8; p40, ex3; pp45,

Can understand lengthy, complex instructions in their field, ex 4; p52–53, ex 2, 9; p72, ex 8; p75, ex 9; p77,
including details on conditions and warnings, provided they can ex 11; p91, ex 11
reread difficult sections.

Reading as a leisure activity: p45, ex 4; p56, ex 3; p78, ex 1; p102, ex 3; p112,
Can read for pleasure with a large degree of independence, ex 1
adapting style and speed of reading to different texts (e.g.
magazines, more straightforward novels, history books,
biographies, travelogues, guides, lyrics, poems), using
appropriate reference sources selectively.
Reception strategies
Identifying cues and inferring (spoken, signed and written): p12, ex 6; p14, ex 4; p24, ex 3; p30, ex 4; p50, ex
Can use a variety of strategies to achieve comprehension, 3; p56, ex 2, 4; p60, ex 5, 7; p63, ex 4; p64, ex 2;
including watching out for main points and checking p72, ex 5; p78, ex 1; p96, ex 4, 5, 7, 8; p110, ex 2,
comprehension by using contextual clues. 3, 6; p115, ex 6, 7
Production
Production activities
Overall oral production: p11, ex 1; p108, ex 7; p111, ex 11

Can give clear, systematically developed descriptions and
presentations, with appropriate highlighting of significant points,
and relevant supporting detail.
Sustained monologue: describing experience: p72, ex 8; p89, ex 11; p108, ex 1; p123, ex 10, 11
Can give clear, detailed descriptions on a wide range of subjects
related to their field of interest.
Can describe the personal significance of events and
experiences in detail.
Sustained monologue: giving information: p53, ex 9; p75, ex 9

Can communicate complex information and advice on the full
range of matters related to their occupational role.
Can communicate detailed information reliably.
Sustained monologue: putting a case (e.g. in a debate): p55, ex 6; p79, ex 9

Can develop an argument systematically with appropriate
highlighting of significant points, and relevant supporting detail.
Can develop a clear argument, expanding and supporting their
points of view at some length with subsidiary points and relevant
examples.
Can explain a viewpoint on a topical issue giving the advantages
and disadvantages of various options.
Written Production
Overall written production: p24, ex 6; p31, ex 8; p45, ex 8; p48, ex 4, 7; p64,

Can produce clear, detailed texts on a variety of subjects related ex 3; p127, ex 10
to their field of interest, synthesising and evaluating information
and arguments from a number of sources.

Creative writing: p17, ex 13; p39, ex 10; p57, ex 9; p93, ex 6
Can give clear, detailed descriptions of real or imaginary events
and experiences marking the relationship between ideas in clear
connected text, and following established conventions of the
genre concerned.
Can give clear, detailed descriptions on a variety of subjects
related to their field of interest.
Reports and essays: p69, ex 5, 7; p129, ex 10

Can produce an essay or report which develops an argument,
giving reasons in support of or against a particular point of view
and explaining the advantages and disadvantages of various
options.
Can synthesise information and arguments from a number of
sources.
Production strategies
Planning: p31, ex 10; p39, ex 8, 9; p69, ex 5; p79, ex 5, 8;

Can, in preparing for a potentially complicated or awkward p105, ex 8
situation, plan what to say in the event of different reactions,
reflecting on what expression would be appropriate.
Can plan what is to be said and the means to say it, considering
the effect on the recipient(s).
Monitoring and repair: p21, ex 9; p33, ex 10; p45, ex 9; p57, ex 10; p69,
Can often retrospectively self-correct their occasional “slips” or ex 8; p81, ex 10; p93, ex 7; p105, ex 10; p117, ex
non-systematic errors and minor flaws in sentence structure. 7; p129, ex 11
Can correct slips and errors that they become conscious of, or
that have led to misunderstandings.
Can make a note of their recurring mistakes and consciously
monitor for them.
Interaction
Interaction activities
Overall oral interaction: p18, ex 1; p23, ex 1, 3; p24, ex 1, 7; p26, ex 1;

Can use the language fluently, accurately and effectively on a p30, ex 4; p35, ex 1; p41, ex 9, 10; p56, ex 1;
wide range of general, academic, vocational or leisure topics, p59, ex 1; p62, ex 1; p72, ex 1; p83, ex 3; pp92–
marking clearly the relationships between ideas. Can 93, ex 3, 9; p102, ex 1, 4; p112, ex 1; p122, ex 2
communicate spontaneously with good grammatical control
without much sign of having to restrict what they want to say,
adopting a level of formality appropriate to the circumstances.
Can interact with a degree of fluency and spontaneity that makes
regular interaction, and sustained relationships with users of the
target language, quite possible without imposing strain on either
party. Can highlight the personal significance of events and
experiences, and account for and sustain views clearly by
providing relevant explanations and arguments.

Understanding an interlocutor: p67, ex 11
Can understand in detail what is said to them in the standard
language or a familiar variety even in a [audially/visually] noisy
environment.
Conversation: p11, ex 2; p16, ex 1; p20, ex 1, 2; p47, ex 1;

Can establish a relationship with interlocutors through sympathetic p50, ex 1; p55, ex 9; p60, ex 1; p66, ex 1, 3;
questioning and expressions of agreement plus, if appropriate, p71, ex 1, 3; pp90–91, ex 1, 6; p96, ex 1, 3; p86,
comments about third parties or shared conditions. ex 1; p88, ex 1, 6; p107, 4; p119, ex 1, 3; p125,
ex 12; p127, ex 9
Can indicate reservations and reluctance, state conditions when
agreeing to requests or granting permission, and ask for
understanding of their own position.
Can engage in extended conversation on most general topics in a
clearly participatory fashion, even in a [audially/visually] noisy
environment.
Can convey degrees of emotion and highlight the personal
significance of events and experiences.
Informal discussion (with friends): p12, ex 3, 9; p14, ex 1; p28, ex 1; p36, ex 1;

Can keep up with an animated discussion between proficient p38, ex 1; p42, ex 1, 2; pp44–45, ex 1, 6; p47,
users of the target language. ex 1, 3; p48, ex 1; p54, ex 1, 4; p59, ex 3; pp64–
65, ex 1, 6; pp68–69, ex 1, 5; p72, ex 6, 7; p74,
Can express their ideas and opinions with precision, and present ex 1; p80, ex 1; p83, ex 1; p84, ex 1, 8; p91, ex
and respond to complex lines of argument convincingly. 10, 11; p 95, ex 1, 3; p100, ex 1; p110, ex 1;
Can take an active part in informal discussion in familiar contexts, p115, ex 1, 4; p116, ex 1; p120, ex1, 5; pp128–
commenting, putting a point of view clearly, evaluating alternative 129, ex 1, 5
proposals and making and responding to hypotheses.
Can account for and sustain their opinions in discussion by
providing relevant explanations, arguments and comments.
Goal-oriented co-operation (e.g. cooking together, discussing p19, ex 9, 10; p36, ex 7; p50, ex 10; p98, ex 1
a document, organising an event, etc.):
Can understand detailed instructions reliably.
Can help along the progress of the work by inviting others to join
in, express what they think, etc.
Can outline an issue or a problem clearly, speculating about
causes or consequences, and weighing advantages and
disadvantages of different approaches.
Information exchange: p36, ex 6; p42, ex 8,9; p48, ex 8; p52, ex 1;

Can understand and exchange complex information and advice on p113, ex 5; p120, ex 6
the full range of matters related to their occupational role.
Can use appropriate technical terminology, when exchanging
information or discussing his/her area of specialisation with other
specialists.
Can pass on detailed information reliably.
Interviewing and being interviewed: p15, ex 9; p123, ex 9; p129, ex 9

Can carry out an effective, fluent interview, departing
spontaneously from prepared questions, following up and probing
interesting replies.

Written Interaction
Overall written interaction: p87, ex 6; p105, ex 8, 9; p107, ex 3; p115, ex 5;

Can express news and views effectively in writing, and relate to p120, ex 7
those of others.
Correspondence: p21, ex 7, 8, 11 (B2); p33, ex 7, 9 (B2); p111, ex

Can use formality and conventions appropriate to the context 10 (B2+); p117, ex 6 (B2+)
when writing personal and professional letters and e-mails.
B2+:
Can maintain a relationship through personal correspondence
using the language fluently and effectively to give detailed
descriptions of experiences, pose sympathetic questions and
follow up issues of mutual interest.
Can compose formal correspondence such as letters of enquiry,
request, application and complaint using appropriate register,
structure and conventions.
Note, messages and forms: p64, ex 5; p99, ex 8

Can take or leave complex personal or professional messages,
provided they can ask for clarification or elaboration if necessary.
Online Interaction
Online conversation and discussion: p102, ex 7, 8

Can recognise misunderstandings and disagreements that arise in
an online interaction and deal with them, provided the
interlocutor(s) are willing to co-operate.
Goal-oriented online transactions and collaboration: p115, ex 8, 9

Can deal with misunderstandings and unexpected problems that
arise in online collaborative or transactional exchanges by
responding politely and appropriately in order to help resolve the
issue.
Interaction strategies
Turntaking: p19, ex 9, 10; p27, ex 9; p60, ex 8

Can intervene appropriately in discussion, exploiting appropriate
language to do so.
Can initiate, maintain and end discourse appropriately with
effective turntaking.
Can use stock phrases (e.g. “That’s a difficult question to answer”)
to gain time and keep the turn while formulating what they want to
express.

Co-operating: p43, ex 10 (B2); p48, ex 6 (B2); p75, ex 9 (B2+);
Can summarise the point reached at a particular stage in a p87, ex 9 (B2+)
discussion and propose the next steps.
B2+:
Can give feedback on and follow up statements and inferences
and so help the development of the discussion.
Can summarise and evaluate the main points of discussion on
matters within their academic or professional competence.
Asking for clarification: p99, ex 9; p111, ex 11

Can ask follow-up questions to check that they have understood
what someone intended to say, and get clarification of ambiguous
points.
Can ask for explanation or clarification to ensure they understand
complex, abstract ideas.
Mediation activities
Overall mediation: p17, ex 12; p30, ex 1; p55, ex 9; p79, ex 9; p96,

Can establish a supportive environment for sharing ideas and ex 9; p107, ex 1; p120, ex 8; p125, ex 12
facilitate discussion of delicate issues, showing appreciation of
different perspectives, encouraging people to explore issues and
adjusting sensitively the way they express things. Can build on
others’ ideas, making suggestions for ways forward.
Can work collaboratively with people from different backgrounds,
creating a positive atmosphere by providing support, asking
questions to identify common goals, comparing options for how to
achieve them and explaining suggestions for what to do next.
Can convey detailed information and arguments reliably, e.g. the
significant point(s) contained in complex but well-structured texts
within their fields of professional, academic and personal interest.
Mediating a text
Relaying specific information in speech or sign: p64, ex 3; p117, ex 8

Can relay (in Language B) the main point(s) contained in formal
correspondence and/or reports (in Language A) on general
subjects and on subjects related to their fields of interest.
Explaining data in speech (e.g. in graphs, diagrams, charts p14, ex 1; p76, ex 1; p92, ex 1; p124, ex 1
etc.):
Can interpret and describe reliably (in Language B) detailed
information contained in complex diagrams, charts and other
visually organised information (with text in Language A) on topics
in their fields of interest.
Explaining data in writing (e.g. in graphs, diagrams, charts p62, ex 2, 3; p122, ex 1; p129, ex 7
etc.):
Can interpret and present reliably in writing (in Language B)
detailed information from diagrams and visually organised data in
his fields of interest (with text in Language A).

Processing text in speech or sign: p29, ex 6 (B2); p69, ex 9 (B2); p76, ex 4 (B2+);
Can summarise (in Language B) a wide range of factual and p96, ex 9 (B2+); p101, ex 11 (B2+); p108, ex 4
imaginative texts (in Language A), commenting on and discussing (B2+); p127, ex 10 (B2+)
contrasting points of view and the main themes.
Can recognise the intended audience of a text (in Language A) on
a topic of interest and explain (in Language B) the purpose,
attitudes and opinion of the author.
B2+:
Can summarise clearly in well-structured language (in Language
B) the information and arguments contained in complex texts (in
Language A) on a wide range of subjects related to their fields of
interest and specialisation.
Can summarise (in Language B) the main points of complex
discussions (in Language A), weighing up the different points of
view presented.
Processing text in writing: p48, ex 4, 7

Can summarise in writing (in Language B) the main content of
well-structured but propositionally complex texts (in Language A)
on subjects within their fields of professional, academic and
personal interest.
Translating a written text in speech or sign: p31, ex 9–11

Can provide oral translation (into Language B) of complex texts
(written in Language A) containing information and arguments on
subjects within their fields of professional, academic and personal
interest.
Note-taking (lectures, seminars, meetings, etc.): p41, ex 6; p57, ex 11; p76, ex 2

Can understand a clearly structured lecture on a familiar subject,
and can take notes on points which strike them as important, even
though they tend to concentrate on the words themselves and
therefore to miss some information.
Can make accurate notes in meetings and seminars on most
matters likely to arise within their field of interest.
Expressing a personal response to creative texts (including p39, ex 10; p93, ex 8; p108, ex 6
literature):
Can give a clear presentation of their reactions to a work,
developing their ideas and supporting them with examples and
arguments.
Can describe their emotional response to a work and elaborate on
the way in which it has evoked this response.
Can express in some detail their reactions to the form of
expression, style and content of a work, explaining what they
appreciated and why.
Analysis and criticism of creative texts (including literature): p105, ex 11

Can give a reasoned opinion of a work, showing awareness of the
thematic, structural and formal features and referring to the
opinions and arguments of others.

Mediating concepts: collaborating in a group
Facilitating collaborative interaction with peers: p42, ex 10; p72, ex 8; p79, e 9; p87, ex 9
Can, based on people’s reactions, adjust the way they formulate
questions and/or intervene in a group interaction.
Can act as rapporteur in a group discussion, noting ideas and
decisions, discussing these with the group and later giving a
summary of the group’s view(s) in a plenary.
Can refocus a discussion by suggesting what to consider next,
and how to proceed.
Collaborating to construct meaning: p18, ex 3, 5; p36, ex 7; p45, ex 6; p75, ex 9;

Can contribute to collaborative decision-making and problem- p84, ex 6, 7; p101, ex 11; p104, ex 1, 2; p113,
solving, expressing and co-developing ideas, explaining details ex 10; p129, ex 8
and making suggestions for future action.
Can further develop other people’s ideas and opinions.
Can present their ideas in a group and pose questions that invite
reactions from other group members’ perspectives.
Can consider two different sides of an issue, giving arguments for
and against, and propose a solution or compromise.
Leading group work
Managing interaction: p36, ex 8; p77, ex 11; p99, ex 9; p102, ex 9;

Can organise and manage collaborative group work efficiently. p129, ex 9
Can monitor individual and group work non-intrusively, intervening
to set a group back on task or to ensure even participation.
Can explain the different roles of participants in the collaborative
process, giving clear instructions for group work.
Can intervene when necessary to set a group back on task with
new instructions or to encourage more even participation.
Encouraging conceptual talk: p27, ex 9; p36, ex 8; p53, ex 9; p55, ex 9; p63,

Can encourage members of a group to describe and elaborate on ex 8; p84, ex 6, 7; p91, ex 12; p93, ex 9; p111,
their thinking. ex 11; p125, ex 12
Can encourage members of a group to build upon one another’s
information and ideas to come up with a concept or solution.
Can formulate questions and feedback to encourage people to
expand on their thinking and justify or clarify their opinions.
Can build on people’s ideas and link them into coherent lines of
thinking.
Can ask people to explain how an idea fits with the main topic
under discussion.

Facilitating pluricultural space: p17, ex 14; p19, ex 9, 10; p60, ex 8; p79, ex 5;
Can exploit knowledge of socio-cultural conventions in order to p91, ex 8, 10, 11; p108, ex 6; pp114–115, ex 4,
establish a consensus on how to proceed in a particular situation 5, 8, 9
unfamiliar to everyone involved.
Can, in intercultural encounters, demonstrate appreciation of
perspectives other than their own normal worldview, and express
themselves in a way appropriate to the context.
Can clarify misunderstandings and misinterpretations during
intercultural encounters, suggesting how things were actually
meant in order to clear the air and move the discussion forward.
Can encourage a shared communication culture by expressing
understanding and appreciation of different ideas, feelings and
viewpoints, and inviting participants to contribute and react to each
other’s ideas.
Acting as an intermediary in informal situations (with friends p50, ex 10;p67, ex 11; p77, ex 11
and colleagues):
Can mediate (between Language A and Language B) conveying
detailed information, drawing the attention of both sides to
background information and sociocultural cues, and posing
clarification and follow-up questions or statements as necessary.
Facilitating communication in delicate situations and p19, ex 9,10; p50, ex 10

disagreements:
Can elicit possible solutions from parties in disagreement in order
to help them to reach consensus, formulating open-ended, neutral
questions to minimise embarrassment or offense.
Can help the parties in a disagreement better understand each
other by restating and reframing their positions more clearly and
by prioritising needs and goals.
Strategies to explain a new concept
Linking to previous knowledge: p31, ex 6, 9–11; 36, ex 8; p43; ex 10; p87, ex 6;

Can clearly explain the connections between the goals of the p108, ex7; pp114–115, ex 4, 5; p116, ex 3;
session and the personal or professional interests and p122, ex 2
experiences of the participant(s).
Can formulate questions and give feedback to encourage people
to make connections to previous knowledge and experiences.
Can explain a new concept or procedure by comparing and
contrasting it to one that people are already familiar with.
Adapting language: p55, ex 9; p67, ex 11; p96, ex 9

Can explain technical topics within their field, using suitably non-
technical language for a listener who does not have specialist
knowledge.
Can make a specific, complex piece of information in his/her field
clearer and more explicit for others by paraphrasing it in simpler
language.
Can make accessible for others the main contents of a spoken or
written text on a subject of interest (e.g. an essay, a forum
discussion, a presentation) by paraphrasing in simpler language.

Breaking down complicated information: p129, ex 8
Can make a complicated process easier to understand by
breaking it down into a series of smaller steps.
Strategies to simplify a text
Streamlining a text: p36, ex 5

Can simplify a source text by excluding non-relevant or repetitive
information and taking into consideration the intended audience.
Can edit a source text by deleting the parts that do not add new
information that is relevant for a given audience in order to make
the significant content more accessible for them.
Plurilingual and pluricultural competence
Building on pluricultural repertoire: p12, ex 8; p102, ex 7–9; p123, ex 10, 11; p125,
**Can describe and evaluate the viewpoints and practices of their ex 12; p126, ex 1–4, p127, 7–10
own and other social groups, showing awareness of the implicit
values on which judgments and prejudices are frequently based.
**Can explain their interpretation of the cultural assumptions,
preconceptions, stereotypes and prejudices of their own
community and of other communities that they are familiar with.
Can generally interpret cultural cues appropriately in the culture
concerned.
Can reflect on and explain particular ways of communicating in
their own and other cultures, and the risks of misunderstanding
they generate.
Building on plurilingual repertoire: p31, ex 9–11

**Can introduce into an utterance an expression from another
language in their plurilingual repertoire that is particularly apt for
the situation/concept being discussed, explaining it for the
interlocutor when necessary.
Communicative language competences
General linguistic range: p19, ex 8; p39, ex 6, 10; pp42–43, ex 7–9; p45,

Can express themselves clearly and without much sign of having ex 7; p55, ex 8; p57, ex 4, 5; p65, ex 10; p67, ex
to restrict what they want to say. 6; p69, ex 7; p79, ex 6; p81, ex 6–8, p99, ex 9;
p105, ex 7; p115, ex 6; p117, ex 4, 5; p123, ex
Has a sufficient range of language to be able to give clear 10, 11; p126, ex 2; p129, ex 6, 7, 10
descriptions, express viewpoints and develop arguments without
much conspicuous searching for words, using some complex
sentence forms to do so.

Vocabulary range: p16, ex 2–6; p21, ex 7; p24, ex 4; p28, ex 2, 3;
Can understand and use the main technical terminology of their p33, 5, 7; p40, ex1; p53, ex 6–8; p64, ex 2; pp6 –
field, when discussing their area of specialisation with other 69, ex 4; p74, ex 2, 3; p77, ex 6, 7; p81, ex 6, 8;
specialists. p84, ex 3, 4; pp88–89, ex 4, 5; p96, ex 5; p101,
ex 5, 6; p108, ex 3; pp112–113, ex 3, 6, 7;p117,
Has a good range of vocabulary for matters connected to their ex 4; p122, ex 4; p125, ex 5, 6
field and most general topics.
Can vary formulation to avoid frequent repetition, but lexical gaps
can still cause hesitation and circumlocution.
Can produce the appropriate collocations of many words/signs in
most contexts fairly systematically.
Can understand and use much of the specialist vocabulary of their
field but has problems with specialist terminology outside of it.
Grammatical accuracy: pp14–15, ex 3–5; p26, ex 3–5; p27, ex 7; p31, ex

Good grammatical control. Occasional ‘slips’ or non-systematic 8; p33, ex 6; pp38–39, ex 3–5; pp50–51, ex 4–7;
errors and minor flaws in sentence structure may still occur, but p53, ex 5–7; p57, ex 58; pp60–61, ex 4–6; p65,
they are rare and can often be corrected in retrospect. ex 7–9; p75, ex 4–6; p77, ex 10; p81, ex 5–8;
p86, ex 2, 3, 5; pp90–91, ex 3–5; p92, ex 4;
Shows a relatively high degree of grammatical control. Does not pp98–99, ex 4–6; p105, ex 6; pp110–111, ex 4, 5,
make mistakes which lead to misunderstanding. 7; pp122–123, ex 4–6, 8; p124, ex 3; p125, 9–11;
Has a good command of simple language structures and some pp128–129, ex 4, 6
complex grammatical forms, although they tend to use complex
structures rigidly with some inaccuracy.
Vocabulary control: p17, ex 11; p21, ex 5; p29, ex 7, 9, 10; p31, ex 7;

Lexical accuracy is generally high, though some confusion and p41, ex 7, 8; p45, ex 5; p60, ex 3; p89, ex 7–9;
incorrect word/sign choice does occur without hindering p91, ex 9; p93, ex 5; pp100–101 , ex 4, 7; p105,
communication. ex 5; p128, ex 3
Phonological control
Overall phonological control: p27, ex 6; p60, ex 6, 7, 11

Can generally use appropriate intonation, place stress correctly
and articulate individual sounds clearly; accent tends to be
influenced by other language(s) they speak, but has little or no
effect on intelligibility.
Sound articulation: p17, ex 7, 8; p39, ex 7; p75, ex 7, 8; p77, ex 8, 9;

Can articulate a high proportion of the sounds in the target p87, ex 7, 8; p89, ex 10; p101, ex 10; p113, ex
language clearly in extended stretches of production; is intelligible 8,9; p125, ex 7, 8
throughout, despite a few systematic mispronunciations.
Can generalise from their repertoire to predict the phonological
features of most unfamiliar words (e.g. word stress) with
reasonable accuracy (e.g. while reading).
Prosodic features: p15, ex 6–8; p50, ex 8, 9; pp52–53, ex 2, 3; p67,

Can employ prosodic features (e.g. stress, intonation, rhythm) to ex 7, 8
support the message they intend to convey, though with some
influence from other languages he/she speaks.

Sociolinguistic competence
Sociolinguistic appropriateness: p42, ex 8, 9; p50, ex 9; p53, ex 9; p55, ex 9

Can with some effort keep up with and contribute to group
discussions even when speech is fast and colloquial.
Can recognise and interpret sociocultural/sociolinguistic cues and
consciously modify their linguistic forms of expression in order to
express themselves appropriately in the situation.
Can express themselves confidently, clearly and politely in a
formal or informal register, appropriate to the situation and
person(s) concerned.
Can adjust their expression to make some distinction between
formal and informal registers but may not always do so
appropriately.
Can express themselves appropriately in situations and avoid
crass errors of formulation.
Pragmatic competence
Flexibility: p63, ex 8, 9; p93, ex 6; p113, ex 10

Can adjust what they say and the means of expressing it to the
situation and the recipient and adopt a level of formality
appropriate to the circumstances.
Can adjust to the changes of direction, style and emphasis
normally found in conversation.
Can vary formulation of what he/she wants to say.
Turntaking: p17, ex 12; p89, ex 11

Can intervene appropriately in discussion, exploiting appropriate
language to do so.
Can initiate, maintain and end discourse appropriately with
effective turntaking.
Thematic development: p65, ex 10; p72, ex 8; p79, ex 7; p113, ex 10;

Can develop an argument systematically with appropriate p117, ex 8
highlighting of significant points, and relevant supporting detail.
Can develop a clear argument, expanding and supporting their
points of view at some length with subsidiary points and relevant
examples.
Can evaluate the advantages and disadvantages of various
options.
Can clearly signal the difference between fact and opinion.
Coherence and cohesion: p21, ex 7, 8, 11; p33, ex 7, 9; p39, ex 10; p45, ex

Can use a variety of linking words efficiently to mark clearly the 8; p57, ex 9; p69, ex 7; p81, ex 9; p105, ex 8;
relationships between ideas. p111, ex 10; p117, ex 6; p129, ex 10
Can use a limited number of cohesive devices to link their
utterances into clear, coherent discourse. Though there may be
some ‘jumpiness’ in a long contribution.
Can produce text that is generally well-organised and coherent,
using a range of linking words and cohesive devices.
Can structure longer texts in clear, logical paragraphs.

Propositional precision: p21, ex 10; p15, ex9; p33, ex 11; p45, ex 11; p81,
Can pass on detailed information reliably. ex11; 101, ex 11; p129, ex 12
Can communicate the essential points even in more demanding
situations, though their language lacks expressive power and
idiomaticity.
Fluency: p17, ex 14; p39, ex 6, 10; p41, ex 11; p69, ex 9;

Can produce stretches of language with a fairly even tempo; p108, ex 7
although they can be hesitant as they search for patterns and
expressions, there are few noticeably long pauses.

Unit 1 Reactions
Unit opener (page 11)
Component Skill descriptor Exercise

Overall oral production Can give clear, systematically developed descriptions 1
and presentations, with appropriate highlighting of
significant points, and relevant supporting detail.
Watching TV, film and video Can understand most TV news and current affairs 2, 3
programmes.
Can understand documentaries, live interviews, talk
shows, plays and the majority of films in the standard
form of the language or a familiar variety.
Conversation Can convey degrees of emotion and highlight the 4
personal significance of events and experiences
1A I can’t stand that noise! (pages 12–13)

Understanding audio (or signed) Can understand recordings in the standard form of the 1 ,2
media and recordings language likely to be encountered in social,
professional or academic life and identify viewpoints
and attitudes as well as the information content.
Informal discussion (with friends) Can keep up with an animated discussion between 3, 9
proficient users of the target language.
Can account for and sustain their opinions in
discussion by providing relevant explanations,
arguments and comments.
Reading for orientation Can scan quickly through long and complex texts, 4
locating relevant details.
Reading for information and Can understand articles and reports concerned with 5, 7, 8
argument contemporary problems in which the writers adopt
particular stances or viewpoints.
Can recognise when a text provides factual information
and when it seeks to convince readers of something.
Can recognise different structures in discursive text:
contrasting arguments, problem-solution presentation
and cause-effect relationships
Identifying cues and inferring Can use a variety of strategies to achieve 6
(spoken, signed and written comprehension, including watching out for main points
and checking comprehension by using contextual
clues.
Building on pluricultural repertoire Can describe and evaluate the viewpoints and 8
practices of their own and other social groups, showing
awareness of the implicit values on which judgments
and prejudices are frequently based.
1B Universal emotions? (pages 14–15)

Informal discussion (with friends) Can express their ideas and opinions with precision, 1
and present and respond to complex lines of argument
convincingly.

Explaining data in speech (e.g. in Can interpret and describe reliably (in Language B) 1
graphs, diagrams, charts etc.) detailed information contained in complex diagrams,
charts and other visually organised information (with
text in Language A) on topics in their fields of interest.
Understanding conversation Can keep up with an animated conversation between 2, 3
between other people proficient users of the target language.
Can identify the main reasons for and against an
argument or idea in a discussion conducted in clear
standard language or a familiar variety.
Grammatical accuracy Has a good command of simple language structures 3–5
and some complex grammatical forms, although they
tend to use complex structures rigidly with some
inaccuracy.
(spoken, signed and written) comprehension, including watching out for main points
clues.
Prosodic features Can employ prosodic features (e.g. stress, intonation, 6–8
rhythm) to support the message they intend to convey,
though with some influence from other languages
he/she speaks.
Reading instructions Can understand lengthy, complex instructions in their 9
field, including details on conditions and warnings,
provided they can reread difficult sections.
Interviewing and being interviewed Can carry out an effective, fluent interview, departing
spontaneously from prepared questions, following up
and probing interesting replies.
Propositional precision Can pass on detailed information reliably.
Can communicate the essential points even in more
demanding situations, though their language lacks
expressive power and idiomaticity.
1C I couldn’t believe my eyes! (pages 16–17)

Conversation Can engage in extended conversation on most general 1
topics in a clearly participatory fashion, even in a
[audially/visually] noisy environment.
Can convey degrees of emotion and highlight the
personal significance of events and experiences.
Vocabulary range Can vary formulation to avoid frequent repetition, but 2–6
lexical gaps can still cause hesitation and
circumlocution.
Can produce the appropriate collocations of many
words/signs in most contexts fairly systematically.
Can understand and use much of the specialist
vocabulary of their field but has problems with
specialist terminology outside of it.
Sound articulation Can articulate a high proportion of the sounds in the 7, 8
target language clearly in extended stretches of
production; is intelligible throughout, despite a few
systematic mispronunciations.
Understanding audio (or signed) Can understand recordings in the standard form of the 9, 10
Can understand most documentaries and most other
recorded or broadcast material delivered in the

standard form of the language and can identify mood,
attitude, etc.
Vocabulary control Lexical accuracy is generally high, though some 11
confusion and incorrect word/sign choice does occur
without hindering communication.
Overall mediation Can work collaboratively with people from different 12
backgrounds, creating a positive atmosphere by
providing support, asking questions to identify common
goals, comparing options for how to achieve them and
explaining suggestions for what to do next.
Turntaking Can initiate, maintain and end discourse appropriately 12
with effective turntaking.
Creative writing Can give clear, detailed descriptions of real or 13
imaginary events and experiences marking the
relationship between ideas in clear connected text, and
following established conventions of the genre
concerned.
Fluency Can produce stretches of language with a fairly even 14
tempo; although they can be hesitant as they search
for patterns and expressions, there are few noticeably
long pauses.
Facilitating pluricultural space Can encourage a shared communication culture by 14
expressing understanding and appreciation of different
ideas, feelings and viewpoints, and inviting participants
to contribute and react to each other’s ideas.
1D Empathizing with others (pages 18–19)

Overall oral interaction Can use the language fluently, accurately and 1
effectively on a wide range of general, academic,
vocational or leisure topics, marking clearly the
relationships between ideas. Can communicate
spontaneously with good grammatical control without
much sign of having to restrict what they want to say,
adopting a level of formality appropriate to the
circumstances.
Watching TV, film and video Can extract the main points from the arguments and 2, 4
discussions in news and current affairs programmes.
Collaborating to construct meaning Can contribute to collaborative decision-making and 3, 5
problem-solving, expressing and co-developing
ideas, explaining details and making suggestions for
future action.
Can present their ideas in a group and pose
questions that invite reactions from other group
members’ perspectives.
Reading instructions Can understand lengthy, complex instructions in their 6, 9
Understanding conversation Can identify the main reasons for and against an 7
between other speakers argument or idea in a discussion conducted in clear
General linguistic range Can express themselves clearly and without much 8
sign of having to restrict what they want to say.
Goal-oriented co-operation (e.g. Can outline an issue or a problem clearly, 9, 10
cooking together, discussing a speculating about causes or consequences, and
document, organising an event, weighing advantages and disadvantages of different
etc.) approaches.

Turntaking Can initiate, maintain and end discourse
appropriately with effective turntaking.
Can use stock phrases (e.g. “That’s a difficult
question to answer”) to gain time and keep the turn
while formulating what they want to express.
Facilitating pluricultural space Can encourage a shared communication culture by 9, 10
expressing understanding and appreciation of
different ideas, feelings and viewpoints, and inviting
participants to contribute and react to each other’s
ideas.
Facilitating communication in Can elicit possible solutions from parties in
delicate situations and disagreement in order to help them to reach
disagreements consensus, formulating open-ended, neutral
questions to minimise embarrassment or offense.
Can help the parties in a disagreement better
understand each other by restating and reframing
their positions more clearly and by prioritising needs
and goals.
1E Great news! (pages 20–21)

Conversation Can establish a relationship with interlocutors through 1, 2
sympathetic questioning and expressions of agreement
plus, if appropriate, comments about third parties or
shared conditions.
Reading correspondence Can understand what is said in a personal e-mail or 3, 4, 6, 10
posting even where some colloquial language is used.
Vocabulary range Can vary formulation to avoid frequent repetition, but 7
circumlocution.
Correspondence Can use formality and conventions appropriate to the 7, 8, 11
context when writing personal and professional letters
and e-mails. (B2)
Coherence and cohesion Can produce text that is generally well-organised and
coherent, using a range of linking words and cohesive
devices.
Monitoring and repair Can often retrospectively self-correct their occasional 9
“slips” or non-systematic errors and minor flaws in
sentence structure.
Can correct slips and errors that they become
conscious of, or that have led to misunderstandings.
Propositional precision Can communicate the essential points even in more 10

Unit 2 Language and communication

Overall oral interaction Can use the language fluently, accurately and 1, 3
relationships between ideas.
Can highlight the personal significance of events and
experiences, and account for and sustain views clearly
by providing relevant explanations and arguments.
Watching TV, film and video Can understand documentaries, live interviews, talk 2
2A Talking nature (pages 24–25)

Overall oral interaction Can interact with a degree of fluency and spontaneity 1, 7
that makes regular interaction, and sustained
relationships with users of the target language, quite
possible without imposing strain on either party. Can
highlight the personal significance of events and
(spoken & written) comprehension, including watching out for main points
clues.
Vocabulary range Has a good range of vocabulary for matters connected 4
to their field and most general topics.
Reading for information & Can recognise different structures in discursive text: 5
argument contrasting arguments, problem–solution presentation
and cause–effect relationships.
Overall written production Can produce clear, detailed texts on a variety of 6
subjects related to their field of interest, synthesising
and evaluating information and arguments from a
number of sources.
2B I’m taking classes at the moment (pages 26–27)

Overall oral interaction Can interact with a degree of fluency and spontaneity 1
Understanding audio (or signed) Can understand most documentaries and most other 2, 8
media and recordings recorded or broadcast material delivered in the
attitude, etc.

Grammatical accuracy Has a good command of simple language structures 3–5, 7
inaccuracy.
clues.
Overall phonological control Can generally use appropriate intonation, place stress 6
correctly and articulate individual sounds clearly;
accent tends to be influenced by other language(s)
they speak, but has little or no effect on intelligibility.
Turntaking Can intervene appropriately in discussion, exploiting 9
appropriate language to do so.
Can initiate, maintain and end discourse appropriately
Encouraging conceptual talk Can encourage members of a group to describe and 9
elaborate on their thinking.
Can encourage members of a group to build upon one
another’s information and ideas to come up with a
concept or solution.
Can build on people’s ideas and link them into coherent
lines of thinking.
2C The rise of English (pages 28–29)

convincingly.
Vocabulary range Has a good range of vocabulary for matters connected 2, 3
Overall oral comprehension Can understand standard language or a familiar 4, 5
variety, live or broadcast, on both familiar and
unfamiliar topics normally encountered in personal,
social, academic or vocational life. Only extreme
[auditory/visual] background noise, inadequate
discourse structure and/or idiomatic usage influence
the ability to understand.
Can follow extended discourse and complex lines of
argument, provided the topic is reasonably familiar,
and the direction of the argument is signposted by
explicit markers.
Reading for information & Can obtain information, ideas and opinions from highly 6
argument specialised sources within their field.
Processing text in speech or sign Can summarise (in Language B) a wide range of 6
factual and imaginative texts (in Language A),
commenting on and discussing contrasting points of
view and the main themes.
Vocabulary control Lexical accuracy is generally high, though some 7, 9, 10

2D Building relationships (pages 30–31)

Overall mediation Can work collaboratively with people from different 1
backgrounds, creating a positive atmosphere by
providing support, asking questions to identify common
goals, comparing options for how to achieve them and
explaining suggestions for what to do next.
Understanding conversation Can keep up with an animated conversation between 2, 3, 7
Can with some effort catch much of what is said around
them, but may find it difficult to participate effectively in
discussion with several users of the target language
who do not modify their language in any way
clues.
Overall oral interaction regular interaction, and sustained relationships with
users of the target language, quite possible without
imposing strain on either party. Can highlight the
personal significance of events and experiences, and
account for and sustain views clearly by providing
relevant explanations and arguments.
Watching TV, film and video Can understand documentaries, live interviews, talk 3, 5
Linking to previous knowledge Can explain a new concept or procedure by comparing 6, 9–11
and contrasting it to one that people are already
familiar with.
number of sources.
Grammatical accuracy Has a good command of simple language structures
inaccuracy.
Translating a written text in speech Can provide oral translation (into Language B) of 9–11
or sign complex texts (written in Language A) containing
information and arguments on subjects within their
fields of professional, academic and personal interest.
Building on plurilingual repertoire Can introduce into an utterance an expression from 9–11
another language in their plurilingual repertoire that is
particularly apt for the situation/concept being
discussed, explaining it for the interlocutor when
necessary.
Planning Can plan what is to be said and the means to say it, 10
considering the effect on the recipient(s).

2E I am writing to enquire (pages 32–33)

Reading for orientation Can scan quickly through several sources (articles, 2
reports, websites, books, etc.) in parallel, in both their
own field and in related fields, and can identify the
relevance and usefulness of particular sections for the
task at hand.
Reading correspondence Can understand what is said in a personal e-mail or 3, 4
Grammatical accuracy Has a good command of simple language structures 6
inaccuracy.
Correspondence Can use formality and conventions appropriate to the 7, 9
context when writing personal and professional letters
and e-mails. (B2)
devices.
sentence structure.
Unit 3 Unfamiliar places

Overall oral Interaction Can interact with a degree of fluency and spontaneity 1
relationships with speakers of the target language quite
experiences, account for and sustain views clearly by
Watching TV, film and video Can give feedback on and follow up statements and 2
inferences and so help the development of the
discussion.
Informal discussion (with friends) Can keep up with an animated discussion between 3

Can express their ideas and opinions with precision,
convincingly.
3A No place like home (pages 36–37)

Informal discussion (with friends) Can account for and sustain their opinions in 1
Reading for orientation Can scan quickly through long and complex texts, 2–4
Streamlining a text: Can simplify a source text by excluding non-relevant or 5
repetitive information and taking into consideration the
intended audience.
Can edit a source text by deleting the parts that do not
add new information that is relevant for a given
audience in order to make the significant content more
accessible for them.
Information exchange Can pass on detailed information reliably. 6
Goal-oriented co-operation (e.g. Can understand detailed instructions reliably. 7
cooking together, discussing a Can help along the progress of the work by inviting
document, organising an event, others to join in, express what they think, etc.
etc.)
Can outline an issue or a problem clearly, speculating
about causes or consequences, and weighing
advantages and disadvantages of different approaches.
Collaborating to construct Can contribute to collaborative decision-making and 7
meaning problem-solving, expressing and co-developing ideas,
explaining details and making suggestions for future
action.
concept or solution
Linking to previous knowledge Can clearly explain the connections between the goals
of the session and the personal or professional
interests and experiences of the participant(s).
3B It’s a long story! (pages 38–39)

convincingly.
Understanding audio (or signed) Can understand most documentaries and most other 2
attitude, etc.
Grammatical accuracy Shows a relatively high degree of grammatical control. 3–5
Does not make mistakes which lead to
misunderstanding.

Has a good command of simple language structures
inaccuracy.
clues.
General linguistic range Can express themselves clearly and without much sign 6, 10
of having to restrict what they want to say.
Fluency Can produce stretches of language with a fairly even
long pauses.
Sound articulation Can articulate a high proportion of the sounds in the 7
Planning Can plan what is to be said and the means to say it, 8, 9
concerned.
Coherence and cohesion Can use a variety of linking words efficiently to mark
clearly the relationships between ideas.
Expressing a personal response to Can describe their emotional response to a work and 10
creative texts (including literature) elaborate on the way in which it has evoked this
response.
3C Out of sight of land (pages 40–41)

Vocabulary range Can make a complicated process easier to understand 1
by breaking it down into a series of smaller steps.
Understanding audio (or signed) Can understand most documentaries and most other 4–6
attitude, etc.
Note-taking (lectures, seminars, Can understand a clearly structured lecture on a 6
meetings, etc.) familiar subject, and can take notes on points which
strike them as important, even though they tend to
concentrate on the words themselves and therefore to
miss some information.
Vocabulary control Lexical accuracy is generally high, though some 7, 8

long pauses.
3D Fixing misunderstandings (pages 42–43)

Informal discussion (with friends) Can express their ideas and opinions with precision, 1, 2
convincingly.
Can take an active part in informal discussion in
familiar contexts, commenting, putting a point of view
clearly, evaluating alternative proposals and making
and responding to hypotheses.
Understanding conversation Can identify the main reasons for and against an 3, 4, 6
between other people argument or idea in a discussion conducted in clear
Watching TV, film and video Can understand most documentaries and most other 5
recorded or broadcast material delivered in the
attitude, etc.
General linguistic range Can express themselves clearly and without much sign 7–9
Sociolinguistic appropriateness Can with some effort keep up with and contribute to 8, 9
group discussions even when speech is fast and
colloquial.
Can recognise and interpret sociocultural /
sociolinguistic cues and consciously modify their
linguistic forms of expression in order to express
themselves appropriately in the situation.
Information exchange Can understand and exchange complex information
and advice on the full range of matters related to their
occupational role.
Co-operating Can summarise the point reached at a particular stage 10
in a discussion and propose the next steps.
Facilitating collaborative Can act as rapporteur in a group discussion, noting 10
interaction with peers ideas and decisions, discussing these with the group
and later giving a summary of the group’s view(s) in a
plenary.
Linking to previous knowledge Can explain a new concept or procedure by comparing
familiar with.

3E Getting away from the crowd (pages 44–45)

speakers of the target language.
present and respond to complex lines of argument
convincingly.
familiar contexts, commenting, putting point of view
Overall reading comprehension Can read with a large degree of independence, 2, 3, 10
adapting style and speed of reading to different texts
and purposes, and using appropriate reference sources
selectively. Has a broad active reading vocabulary, but
may experience some difficulty with low-frequency
idioms.
Identifying cues and inferring Can use a variety of strategies to achieve
clues.
Collaborating to construct meaning Can present their ideas in a group and pose questions 6
that invite reactions from other group members’
perspectives.
General linguistic range Can express themselves clearly and without much sign 7
number of sources.
devices.
sentence structure.
Propositional precision Can pass on detailed information reliably. 11
Unit 4 Reconnecting

Informal discussion (with friends) Can express his/her ideas and opinions with precision, 1, 3
convincingly.

Can account for and sustain his/her opinions in
4A In touch with nature (pages 48–49)

convincingly.
Reading for orientation Can scan quickly through several sources (articles, 2
reports, websites, books etc.) in parallel, in both his/her
task at hand.
Can scan quickly through long and complex texts,
Reading for information & Can understand articles and reports concerned with 3
argument contemporary problems in which particular stances or
viewpoints are adopted.
Processing text in writing Can summarise in writing (in Language B) the main 4, 7
content of complex texts (in Language A) on subjects
related to their fields of interest and specialisation.
Overall written production Can produce clear, detailed texts on a variety of 4, 7
number of sources.
Overall oral comprehension Can follow extended discourse and complex lines of 5
argument, provided the topic is reasonably familiar, and
the direction of the argument is signposted by explicit
markers.
Co-operating Can summarise the point reached at a particular stage 6
in a discussion and propose the next steps.
Information exchange Can understand and exchange complex information 8
occupational role.
4B Reunited (pages 50–51)


clues.
misunderstanding.
inaccuracy.
Prosodic features Can employ prosodic features (e.g. stress, intonation, 8, 9
he/she speaks.
Sociolinguistic appropriateness Can express themselves appropriately in situations and 9
avoid crass errors of formulation.
Facilitating communication in Can elicit possible solutions from parties in 10
delicate situations and disagreement in order to help them to reach
disagreements consensus, formulating open-ended, neutral questions
to minimise embarrassment or offense.
Acting as an intermediary in Can mediate (between Language A and Language B)
informal situations (with friends conveying detailed information, drawing the attention of
and colleagues) both sides to background information and sociocultural
cues, and posing clarification and follow-up questions
or statements as necessary.
Goal-oriented co-operation (e.g. Can outline an issue or a problem clearly, speculating 10
cooking together, discussing a about causes or consequences, and weighing
document, organising an event, advantages and disadvantages of different approaches
etc.)
4C Keeping in touch (pages 52–53)

Information exchange Can pass on detailed information reliably. 1
Reading instructions Can understand lengthy, complex instructions in their 2, 9
Prosodic features Can employ prosodic features (e.g. stress, intonation, 2, 3
he/she speaks.
Understanding conversation Can keep up with an animated conversation between 4, 5
misunderstanding.
inaccuracy.
Vocabulary range Has a good range of vocabulary for matters connected 6–8;

Encouraging conceptual talk Can formulate questions and feedback to encourage 9
people to expand on their thinking and justify or clarify
their opinions.
Sociolinguistic appropriateness Can express themselves confidently, clearly and 9
politely in a formal or informal register, appropriate to
the situation and person(s) concerned.
Can adjust their expression to make some distinction
between formal and informal registers but may not
always do so appropriately.
Sustained monologue: giving Can communicate complex information and advice on
information the full range of matters related to their occupational
role.
Can communicate detailed information reliably.
4D Understanding turn-taking styles (pages 54–55)

convincingly.
Understanding conversation Can with some effort catch much of what is said around 2, 3, 7, 8
between other people them, but may find it difficult to participate effectively in
who do not modify their language in any way.
Watching TV, film and video Can understand recordings in the standard form of the 5
language likely to be encountered in social,
Reading for orientation Can quickly identify the content and relevance of news 6
items, articles and reports on a wide range of
professional topics, deciding whether closer study is
worthwhile.
Sustained monologue: putting a Can explain a viewpoint on a topical issue giving the
case (e.g. in a debate) advantages and disadvantages of various options.
General linguistic range Has a sufficient range of language to be able to give 8
clear descriptions, express viewpoints and develop
arguments without much conspicuous searching for
words, using some complex sentence forms to do so.
Conversation Can establish a relationship with interlocutors through 9
shared conditions.
Can indicate reservations and reluctance, state
conditions when agreeing to requests or granting
permission, and ask for understanding of their own
position.

Sociolinguistic appropriateness Can express themselves confidently, clearly and
politely in a formal or informal register, appropriate to
the situation and person(s) concerned.
Can adjust their expression to make some distinction
between formal and informal registers but may not
always do so appropriately.
Overall mediation Can establish a supportive environment for sharing
ideas and facilitate discussion of delicate issues,
showing appreciation of different perspectives,
encouraging people to explore issues and adjusting
sensitively the way they express things. Can build on
4E A chance encounter (pages 56–57)

Identifying cues and inferring Can use a variety of strategies to achieve 2, 4
clues.
Reading as a leisure activity Can read for pleasure with a large degree of 3
independence, adapting style and speed of reading to
different texts (e.g. magazines, more straightforward
novels, history books, biographies, travelogues, guides,
lyrics, poems), using appropriate reference sources
selectively.
General linguistic range Has a sufficient range of language to be able to give 4, 5
misunderstanding.
inaccuracy.
concerned.
devices.

sentence structure.
Expressing a personal response to Can express in some detail their reactions to the form 11
creative texts (including literature) of expression, style and content of a work, explaining
what they appreciated and why.
Unit 5 Healthy body, healthy mind

much sign of having to restrict what he/she wants to
say, adopting a level of formality appropriate to the
circumstances.
Can interact with a degree of fluency and spontaneity
relationships with speakers of the target language quite
experiences, account for and sustain views clearly by
Watching TV, film and video Can extract the main points from the arguments and 2
convincingly.
5A You’re not alone (pages 60–61)

Informal discussion (with friends) Can account for and sustain their opinions in 1
Overall reading comprehension Can read with a large degree of independence, 2
idioms.

inaccuracy.
clues.
Turntaking Can intervene appropriately in discussion, exploiting 8
appropriate language to do so.
Can initiate, maintain and end discourse appropriately
5B The secrets of sleep (pages 62–63)

Explaining data in writing (e.g. in Can interpret and present reliably in writing (in 2, 3
graphs, diagrams, charts etc.) Language B) detailed information from diagrams and
visually organised data in his fields of interest (with text
in Language A).
inaccuracy.
clues.
Overall phonological control Can generally use appropriate intonation, place stress 6, 7
correctly and articulate individual sounds clearly;
accent tends to be influenced by other language(s)
they speak, but has little or no effect on intelligibility.
Encouraging conceptual talk Can build on people’s ideas and link them into coherent 8
lines of thinking.
Flexibility Can adjust to the changes of direction, style and 8, 9
emphasis normally found in conversation.
5C Fit for the job (pages 64–65)

convincingly.

clues.
Vocabulary range Has a good range of vocabulary for matters connected
number of sources.
Relaying specific information in Can relay (in Language B) the main point(s) contained 3
speech or sign in formal correspondence and/or reports (in Language
A) on general subjects and on subjects related to their
fields of interest.
Understanding conversation Can with some effort catch much of what is said 4, 5
between other people around them, but may find it difficult to participate
effectively in discussion with several users of the target
language who do not modify their language in any way.
Note, messages and forms Can take or leave complex personal or professional 5
messages, provided they can ask for clarification or
elaboration if necessary.
Grammatical accuracy Good grammatical control. Occasional ‘slips’ or non- 7–9
systematic errors and minor flaws in sentence structure
may still occur, but they are rare and can often be
corrected in retrospect.
Shows a relatively high degree of grammatical control.
misunderstanding.
inaccuracy.
Thematic development Can evaluate the advantages and disadvantages of 10
various options.
Can clearly signal the difference between fact and
opinion.
General linguistic range Has a sufficient range of language to be able to give
5D Being understood (pages 66–67)

Conversation Can engage in extended conversation on most general 1, 3
topics in a clearly participatory fashion, even in a noisy
environment.
Understanding conversation Can with some effort catch much of what is said around 2, 9, 10

General linguistic range Can express themselves clearly and without much sign 6
Prosodic features Can employ prosodic features (e.g. stress, intonation, 7, 8, 11
he/she speaks.
Understanding an interlocutor Can understand in detail what is said to them in the 11
standard language or a familiar variety even in a
Acting as an intermediary in Can mediate (between Language A and Language B) 11
and colleagues both sides to background information and sociocultural
Adapting language Can make a specific, complex piece of information in
his/her field clearer and more explicit for others by
paraphrasing it in simpler language.
5E A matter of public health (pages 68–69)

convincingly.
Reading for information & Can understand articles and reports concerned with 2, 3
Vocabulary range Can vary formulation to avoid frequent repetition, but 4
circumlocution.
Coherence and cohesion Can use a variety of linking words efficiently to mark 7
Can use a limited number of cohesive devices to link
their utterances into clear, coherent discourse. Though
there may be some ‘jumpiness’ in a long contribution.
Reports and essays Can produce an essay or report which develops an
argument, giving reasons in support of or against a
particular point of view and explaining the advantages
and disadvantages of various options.

Thematic development Can develop a clear description or narrative, expanding 7
and supporting his/her main points with relevant
supporting detail and examples.
Monitoring and repair Can correct slips and errors that they become 8
Can make a note of their recurring mistakes and
consciously monitor for them.
Processing text in speech or sign Can summarise (in Language B) a wide range of 9
factual and imaginative texts (in Language A),
commenting on and discussing contrasting points of
view and the main themes.
Can recognise the intended audience of a text (in
Language A) on a topic of interest and explain (in
Language B) the purpose, attitudes and opinion of the
author.
Unit 6 Breaking news

Conversation Can engage in extended conversation on most general 1, 3
topics in a clearly participatory fashion, even in a noisy
environment.
personal significance of events and experiences
6A The camera never lies (pages 72–73)

much sign of having to restrict what they want to say,
adopting a level of formality appropriate to the
circumstances.
Reading for orientation Can scan quickly through several sources (articles, 2, 4
task at hand.
Reading for information & Can understand articles and reports concerned with 3, 5

clues.
Informal discussion (with friends) Can take an active part in informal discussion in 6, 7
Sustained monologue: describing Can give clear, detailed descriptions on a wide range of
experience subjects related to their field of interest.
Thematic development Can clearly signal the difference between fact and
opinion.
Facilitating collaborative Can, based on people’s reactions, adjust the way they 8
interaction with peers formulate questions and/or intervene in a group
interaction.
Can act as rapporteur in a group discussion, noting
ideas and decisions, discussing these with the group
plenary.
6B In the headlines (pages 74–75)

Informal discussion (with friends) Can keep up with an animated discussion between 1
Understanding audio (or signed) Can understand most documentaries and most other 2, 3
attitude, etc.
Vocabulary range Has a good range of vocabulary for matters connected
clues.
misunderstanding.
inaccuracy.

Co-operating Can summarise and evaluate the main points of 9
discussion on matters within their academic or
professional competence. (B2+)
Reading instructions Can understand lengthy, complex instructions in their
Sustained monologue: giving Can communicate detailed information reliably.
information
Collaborating to construct meaning Can further develop other people’s ideas and opinions. 9
Can present their ideas in a group and pose questions
perspectives.
6C Have you heard the news? (pages 76–77)

Note-taking (lectures, seminars, Can understand a clearly structured lecture on a 2
meetings, etc.) familiar subject, and can take notes on points which
strike them as important, even though they tend to
concentrate on the words themselves and therefore to
miss some information.
Understanding audio (or signed) Can understand recordings in the standard form of the 2–5
Prosodic features Can employ prosodic features (e.g. stress, intonation, 3
he/she speaks. on subjects within his/her fields of
professional, academic and personal interest, clarifying
the opinions and purposes of speakers.
Processing text in speech or sign Can summarise clearly in well-structured language (in 4
Language B) the information and arguments contained
in complex texts (in Language A) on a wide range of
subjects related to their fields of interest and
specialisation. (B2+)
Vocabulary range Can produce the appropriate collocations of many 6, 7
Grammatical accuracy Shows a relatively high degree of grammatical control. 10
misunderstanding.

Managing interaction Can organise and manage collaborative group work 11
efficiently.
Can monitor individual and group work non-intrusively,
intervening to set a group back on task or to ensure
even participation.
Acting as an intermediary in Can mediate (between Language A and Language B)
and colleagues) both sides to background information and sociocultural
6D Influencing styles (pages 78–79)

selectively.
(spoken, signed and written) comprehension, including listening for main points;
checking comprehension by using contextual clues.
Understanding conversation Can keep up with an animated conversation between 2
Facilitating pluricultural space Can exploit knowledge of socio-cultural conventions in 5
order to establish a consensus on how to proceed in a
particular situation unfamiliar to everyone involved.
Planning Can, in preparing for a potentially complicated or 5, 8
awkward situation, plan what to say in the event of
different reactions, reflecting on what expression would
be appropriate.
Can plan what is to be said and the means to say it,
various options.
Sustained monologue: putting a Can develop an argument systematically with 9
case (e.g. in a debate) appropriate highlighting of significant points, and
relevant supporting detail.
Can develop a clear argument, expanding and
supporting their points of view at some length with
subsidiary points and relevant examples.

Overall mediation Can convey detailed information and arguments 9
reliably, e.g. the significant point(s) contained in
complex but well-structured texts within their fields of
professional, academic and personal interest.
Facilitating collaborative Can act as rapporteur in a group discussion, noting
plenary.
Can refocus a discussion by suggesting what to
consider next, and how to proceed.
6E Same news, different style (pages 80–81)

convincingly.
Overall reading comprehension Can read with a large degree of independence, 2, 4
idioms.
Reading for orientation Can scan quickly through long and complex texts, 3, 11
Can quickly identify the content and relevance of news
worthwhile.
misunderstanding.
inaccuracy.
General linguistic range Has a sufficient range of language to be able to give 6–8
Coherence and cohesion Can use a variety of linking words efficiently to mark 9
Can use a limited number of cohesive devices to link
their utterances into clear, coherent discourse. Though
there may be some ‘jumpiness’ in a long contribution.
Creative writing Can give clear, detailed descriptions on a variety of
subjects related to their field of interest.

Unit 7 Shared spaces

Informal discussion (with friends) Can express his/her ideas and opinions with precision, 1
convincingly.
Overall oral interaction Can highlight the personal significance of events and 3
by providing relevant explanations and arguments
7A Sharing space with animals (pages 84–85)

convincingly.
Reading for orientation Can use a variety of strategies to achieve 2
comprehension, including listening for main points;
checking comprehension by using contextual clues.
Vocabulary range Can understand and use much of the specialist 3, 4
Reading for information and Can obtain information, ideas and opinions from highly 5
Can understand specialised articles outside their field,
provided they can use a dictionary occasionally to
confirm their interpretation of terminology.
Encouraging conceptual talk Can encourage members of a group to build upon one 6, 7

Can build on people’s ideas and link them into coherent
lines of thinking.
Collaborating to construct Can contribute to collaborative decision-making and
meaning problem-solving, expressing and co-developing ideas,
action.
Can further develop other people’s ideas and opinions.
7B It helps you save space (pages 86–87)

Grammatical accuracy Shows a relatively high degree of grammatical control. 2, 3, 5
misunderstanding.
inaccuracy.
Overall written interaction Can express news and views effectively in writing, and 6
relate to those of others.
Linking to previous knowledge Can clearly explain the connections between the goals 6
of the session and the personal or professional
interests and experiences of the participant(s).
Sound articulation Can articulate a high proportion of the sounds in the 7,8
Co-operating Can give feedback on and follow up statements and 9
inferences and so help the development of the
discussion. (B2+)
Facilitating collaborative Can act as rapporteur in a group discussion, noting 9
plenary.
Collaborating to construct meaning Can contribute to collaborative decision-making and
problem-solving, expressing and co-developing ideas,
action.
7C Confined spaces (pages 88–89)

shared conditions.

Understanding conversation Can keep up with an animated conversation between 2–5
Can follow chronological sequence in extended
informal discourse, e.g. in a story or anecdote.
Vocabulary range Can understand and use the main technical 4, 5
terminology of their field, when discussing their area of
specialisation with other specialists.
Vocabulary control Lexical accuracy is generally high, though some 7–9
Turntaking Can initiate, maintain and end discourse appropriately 11
Sustained monologue: describing Can describe the personal significance of events and
experience experiences in detail.
7D Difficult conversations (pages 90–91)

shared conditions.
Understanding audio (or signed) Can understand recordings in the standard form of the 2, 3
misunderstanding.
inaccuracy.
Facilitating pluricultural space Can exploit knowledge of socio-cultural conventions in 8, 10, 11
order to establish a consensus on how to proceed in a
particular situation unfamiliar to everyone involved.
Informal discussion (with friends Can take an active part in informal discussion in 10, 11

their opinions.
Can formulate questions and feedback to encourage
their opinions.
7E Social media sharing (pages 92–93)

Reading correspondence Can understand what is said in a personal e-mail or 2
Grammatical accuracy Has a good command of simple language structures 4
inaccuracy.
concerned.
Flexibility Can adjust what they say and the means of expressing
it to the situation and the recipient and adopt a level of
formality appropriate to the circumstances.
Expressing a personal response to Can express in some detail their reactions to the form 8
creative texts (including literature) of expression, style and content of a work, explaining
what they appreciated and why.
Encouraging conceptual talk Can encourage members of a group to build upon one 9
Can ask people to explain how an idea fits with the
main topic under discussion.

Unit 8 Incredible technology

convincingly.
Can understand most TV news and current affairs
programmes.
8A Impossible tech (pages 96–97)

Informal discussion (with friends) Can establish a relationship with interlocutors through 1, 3
shared conditions
Understanding conversation Can keep up with an animated conversation between 2
Identifying cues and inferring Can use a variety of strategies to achieve 4, 5, 7, 8
clues.
Reading for orientation Can scan quickly through several sources (articles,
reports, websites, books etc.) in parallel, in both his/her
task at hand.
Vocabulary range Can produce the appropriate collocations of many 5
words/signs in most contexts fairly systematically
Overall mediation Can establish a supportive environment for sharing 9
Adapting language Can explain technical topics within their field, using
suitably non-technical language for a listener who does
not have specialist knowledge.

Processing text in speech or sign Can summarise (in Language B) the main points of
complex discussions (in Language A), weighing up the
different points of view presented
8B It must have been invented by … (pages 98–99)

Goal-oriented co-operation (e.g. Can help along the progress of the work by inviting 1
cooking together, discussing a others to join in, express what they think, etc.
document, organising an event, Can outline an issue or a problem clearly, speculating
etc.) about causes or consequences, and weighing
advantages and disadvantages of different
approaches.
misunderstanding.
inaccuracy.
Understanding as a member of a Can follow the essentials of lectures, talks and reports 6
live audience and other forms of academic/professional presentation
which are propositionally and linguistically complex.
Understanding audio (or signed) Can understand recordings in the standard form of the 7
Note, messages and forms Can take or leave complex personal or professional 8
messages, provided they can ask for clarification or
elaboration if necessary.
Asking for clarification Can ask follow-up questions to check that they have 9
understood what someone intended to say, and get
clarification of ambiguous points.
Can ask for explanation or clarification to ensure they
understand complex, abstract ideas.
General linguistic range Has a sufficient range of language to be able to give
efficiently.
Can intervene when necessary to set a group back on
task with new instructions or to encourage more even
participation.
8C Two sides to tech (pages 100–101)

convincingly.

Understanding audio (or signed) Can understand most documentaries and most other 2, 3, 8, 9
attitude, etc.
Collaborating to construct meaning Can contribute to collaborative decision-making and 11
action.
Can consider two different sides of an issue, giving
arguments for and against, and propose a solution or
compromise.
Processing text in speech or sign Can summarise (in Language B) the main points of
different points of view presented
8D Communicating online (pages 102–103)

selectively.
Facilitating pluricultural space Can, in intercultural encounters, demonstrate 4, 7–9
appreciation of perspectives other than their own
normal worldview, and express themselves in a way
appropriate to the context.
Can encourage a shared communication culture by

Online conversation and Can recognise misunderstandings and disagreements 7, 8
discussion that arise in an online interaction and deal with them,
provided the interlocutor(s) are willing to co-operate.
Building on pluricultural repertoire Can generally interpret cultural cues appropriately in 7–9
the culture concerned.
Can reflect on and explain particular ways of
communicating in their own and other cultures, and the
risks of misunderstanding they generate.
efficiently.
Can explain the different roles of participants in the
collaborative process, giving clear instructions for
group work.
8E Five-star gadgets (pages 104–105)

Collaborating to construct meaning Can contribute to collaborative decision-making and 1, 2
action.
Reading for orientation Can scan quickly through several sources (articles, 3, 4
task at hand.
Grammatical accuracy Shows a relatively high degree of grammatical control. 6
misunderstanding.
inaccuracy.
devices.
Overall written interaction Can express news and views effectively in writing, and 8, 9

Analysis and criticism of creative Can give a reasoned opinion of a work, showing 11
texts (including literature) awareness of the thematic, structural and formal
features and referring to the opinions and arguments of
others.
Unit 9 Against all odds

9A Paths to success (pages 108–109)

Sustained monologue: describing Can give clear, detailed descriptions on a wide range of 1
experience subjects related to their field of interest.
Can describe the personal significance of events and
experiences in detail.
Processing text in speech or sign Can summarise clearly in well-structured language (in 4
Language B) the information and arguments contained
in complex texts (in Language A) on a wide range of
subjects related to their fields of interest and
specialisation. (B2+)
Overall reading comprehension Can read with a large degree of independence, 4
idioms.
Processing text in writing Can explain in writing (in Language B) the viewpoint 5
articulated in a complex text (in Language A),
supporting inferences they make with reference to
specific information in the original.
and when it seeks to convince readers of something

Expressing a personal response to Can give a clear presentation of their reactions to a 6
creative texts (including literature) work, developing their ideas and supporting them with
examples and arguments.
Facilitating pluricultural space Can encourage a shared communication culture by
tempo; although they can be hesitant as they search for
patterns and expressions, there are few noticeably long
pauses.
Overall oral production Can give clear, systematically developed descriptions
Linking to previous knowledge Can explain a new concept or procedure by comparing 7
familiar with.
9B Emails to my future self (pages 110–111)

convincingly.
Reading correspondence Can understand what is said in a personal e-mail or 2, 3, 6
clues.
Grammatical accuracy Shows a relatively high degree of grammatical control. 4, 5, 7
misunderstanding.
inaccuracy
Correspondence Can maintain a relationship through personal 10
correspondence using the language fluently and
effectively to give detailed descriptions of experiences,
pose sympathetic questions and follow up issues of
mutual interest. (B2+)
devices.

Overall oral production Can give clear, systematically developed descriptions 11
Asking for clarification Can ask follow-up questions to check that they have
understood what someone intended to say, and get
clarification of ambiguous points.
their opinions.
9C Learning from mistakes (pages 112–113)

novels, history books, biographies, travelogues,
guides, lyrics, poems), using appropriate reference
sources selectively.
Overall oral interaction Can interact with a degree of fluency and spontaneity
attitude, etc.
Vocabulary range Can produce the appropriate collocations of many 3, 6 ,7
Information exchange Can use appropriate technical terminology, when 5
exchanging information or discussing his/her area of
specialisation with other specialists.
Flexibility Can adjust to the changes of direction, style and 10
emphasis normally found in conversation.
Thematic development Can develop a clear description or narrative, expanding
and supporting his/her main points with relevant
supporting detail and examples.
Collaborating to construct meaning Can further develop other people’s ideas and opinions. 10

9D Adapting to direct and indirect styles (pages 114–115)

convincingly.
Watching TV, film and video Can extract the main points from the arguments and 2, 3
Linking to previous knowledge Can explain a new concept or procedure by comparing 4, 5, 8, 9
familiar with.
Facilitating pluricultural space Can clarify misunderstandings and misinterpretations
during intercultural encounters, suggesting how things
were actually meant in order to clear the air and move
the discussion forward.
Can encourage a shared communication culture by
General linguistic range: Has a sufficient range of language to be able to give 6
clues.
Goal-oriented online transactions Can deal with misunderstandings and unexpected 8, 9
and collaboration problems that arise in online collaborative or
transactional exchanges by responding politely and
appropriately in order to help resolve the issue.
9E I got the job! (pages 116–117)

convincingly.
Can understand articles and reports concerned with
contemporary problems in which particular stances or
Reading correspondence Can understand what is said in a personal e-mail or
Linking to previous knowledge Can explain a new concept or procedure by comparing 3
familiar with.

Vocabulary range Has a good range of vocabulary for matters connected 4
General linguistic range Has a sufficient range of language to be able to give 4, 5
Coherence and cohesion Can produce text that is generally well-organised and 6
devices.
Correspondence Can compose formal correspondence such as letters of
enquiry, request, application and complaint using
appropriate register, structure and conventions. (B2+)
various options.
Relaying specific information in Can relay (in Language B) the main point(s) contained 8
speech or sign in formal correspondence and/or reports (in Language
A) on general subjects and on subjects related to their
fields of interest.
Unit 10 A world of cultures

Conversation Can keep up with an animated discussion between 1, 3
speakers of the target language.
Can express his/her ideas and opinions with precision,
convincingly.
10A A thousand rhythms (pages 120–121)

Informal discussion (with friends) Can account for and sustain their opinions in 1, 5
Can quickly identify the content and relevance of news
worthwhile.

Information exchange Can understand and exchange complex information 6
occupational role.
Note-taking (lectures, seminars, Can make accurate notes in meetings and seminars on 7
meetings, etc.) most matters likely to arise within their field of interest.
10B Dare to express yourself (pages 122–123)

Explaining data in writing (e.g. in Can interpret and present reliably in writing (in 1
in Language A).
Linking to previous knowledge Can formulate questions and give feedback to 2
encourage people to make connections to previous
knowledge and experiences.
Can explain a new concept or procedure by comparing
familiar with.
Grammatical accuracy Shows a relatively high degree of grammatical control. 4–6, 8
misunderstanding.
inaccuracy.
Can generalise from their repertoire to predict the
phonological features of most unfamiliar words (e.g.
word stress) with reasonable accuracy (e.g. while
reading).

Interviewing and being interviewed Can carry out an effective, fluent interview, departing 9
Sustained monologue: describing Can describe the personal significance of events and 10, 11
experience experiences in detail.
Building on pluricultural repertoire Can describe and evaluate the viewpoints and
practices of their own and other social groups, showing
awareness of the implicit values on which judgments
and prejudices are frequently based.
General linguistic range Can express themselves clearly and without much sign
10C My different cultures (pages 124–125)

attitude, etc.
Grammatical accuracy Has a good command of simple language structures 3, 9–11
inaccuracy.
Vocabulary range Can vary formulation to avoid frequent repetition, but 5, 6
circumlocution.
Encouraging conceptual talk Can build on people’s ideas and link them into
coherent lines of thinking.
Building on pluricultural repertoire Can explain their interpretation of the cultural
assumptions, preconceptions, stereotypes and
prejudices of their own community and of other
communities that they are familiar with.

10D Dealing with assumptions (pages 126–127)

Building on pluricultural repertoire Can explain their interpretation of the cultural 1–4, 7–10
assumptions, preconceptions, stereotypes and
prejudices of their own community and of other
communities that they are familiar with.
Understanding conversation Can with some effort catch much of what is said around 6
clues.
Conversation Can establish a relationship with interlocutors through 9
shared conditions.
Processing text in speech or sign Can summarise (in Language B) the main points of 10
different points of view presented.
number of sources.
10E Cultural highlights (pages 128–129)

convincingly.
arguments and comments..

Grammatical accuracy Has a good command of simple language structures 4, 6
inaccuracy.
General linguistic range Has a sufficient range of language to be able to give 6, 7, 10
Explaining data in writing (e.g. in Can interpret and present reliably in writing (in 7
in Language A).
Breaking down complicated Can make a complicated process easier to understand 8
information by breaking it down into a series of smaller steps.
Collaborating to construct meaning Can present their ideas in a group and pose questions
perspectives.
Interviewing and being interviewed Can carry out an effective, fluent interview, departing 9
efficiently.
Reports and essays Can synthesise information and arguments from a 10
number of sources.
devices.

Voices Cefr Correlation Upper Intermediate

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Voices Cefr Correlation Upper Intermediate

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Introduction

What is the Common European Framework of Reference?

What are the aims of the CEFR?

How are the levels of the CEFR organized?

Upper Intermediate Student’s Book: CEFR Correlation 1

How does the CEFR correspond to Voices?

How does Voices match the aims of the CEFR?

Can I learn more about this?

Upper Intermediate Student’s Book: CEFR Correlation 2

Descriptor Student’s Book activities

Understanding as a member of a live audience: p98, ex 6

Watching TV, film and video: p11, ex 2, 3; p18, ex 2, 4; p23, ex 2; p35, ex 2;

Upper Intermediate Student’s Book: CEFR Correlation 3

Overall reading comprehension: p32, ex 2; pp44–45, ex 2. 3, 10; p60, ex 2; pp80–

Reading correspondence: pp20–21, ex 3, 4, 6, 10; pp32–33, 3, 4; pp92–93,

Reading for orientation: p12, ex 4; p21, ex 4; p24, ex 2; p32, ex 2; p36, ex

Reading for information & argument: p12, ex 5, 7, 8; p24, ex 5; p29, ex 6; p48, ex 3;

Reading instructions: p15, ex 9; p18, ex 6, 9; p33, ex 8; p40, ex3; pp45,

Upper Intermediate Student’s Book: CEFR Correlation 4

Overall oral production: p11, ex 1; p108, ex 7; p111, ex 11

Sustained monologue: giving information: p53, ex 9; p75, ex 9

Sustained monologue: putting a case (e.g. in a debate): p55, ex 6; p79, ex 9

Overall written production: p24, ex 6; p31, ex 8; p45, ex 8; p48, ex 4, 7; p64,

Upper Intermediate Student’s Book: CEFR Correlation 5

Reports and essays: p69, ex 5, 7; p129, ex 10

Planning: p31, ex 10; p39, ex 8, 9; p69, ex 5; p79, ex 5, 8;

Overall oral interaction: p18, ex 1; p23, ex 1, 3; p24, ex 1, 7; p26, ex 1;

Upper Intermediate Student’s Book: CEFR Correlation 6

Conversation: p11, ex 2; p16, ex 1; p20, ex 1, 2; p47, ex 1;

Informal discussion (with friends): p12, ex 3, 9; p14, ex 1; p28, ex 1; p36, ex 1;

Information exchange: p36, ex 6; p42, ex 8,9; p48, ex 8; p52, ex 1;

Interviewing and being interviewed: p15, ex 9; p123, ex 9; p129, ex 9

Upper Intermediate Student’s Book: CEFR Correlation 7

Overall written interaction: p87, ex 6; p105, ex 8, 9; p107, ex 3; p115, ex 5;

Correspondence: p21, ex 7, 8, 11 (B2); p33, ex 7, 9 (B2); p111, ex

Note, messages and forms: p64, ex 5; p99, ex 8

Online conversation and discussion: p102, ex 7, 8

Goal-oriented online transactions and collaboration: p115, ex 8, 9

Turntaking: p19, ex 9, 10; p27, ex 9; p60, ex 8

Upper Intermediate Student’s Book: CEFR Correlation 8

Asking for clarification: p99, ex 9; p111, ex 11

Overall mediation: p17, ex 12; p30, ex 1; p55, ex 9; p79, ex 9; p96,

Relaying specific information in speech or sign: p64, ex 3; p117, ex 8

Upper Intermediate Student’s Book: CEFR Correlation 9

Processing text in writing: p48, ex 4, 7

Translating a written text in speech or sign: p31, ex 9–11

Note-taking (lectures, seminars, meetings, etc.): p41, ex 6; p57, ex 11; p76, ex 2

Analysis and criticism of creative texts (including literature): p105, ex 11

Upper Intermediate Student’s Book: CEFR Correlation 10

Collaborating to construct meaning: p18, ex 3, 5; p36, ex 7; p45, ex 6; p75, ex 9;

Leading group work

Managing interaction: p36, ex 8; p77, ex 11; p99, ex 9; p102, ex 9;

Encouraging conceptual talk: p27, ex 9; p36, ex 8; p53, ex 9; p55, ex 9; p63,

Upper Intermediate Student’s Book: CEFR Correlation 11

Facilitating communication in delicate situations and p19, ex 9,10; p50, ex 10

Strategies to explain a new concept

Linking to previous knowledge: p31, ex 6, 9–11; 36, ex 8; p43; ex 10; p87, ex 6;

Adapting language: p55, ex 9; p67, ex 11; p96, ex 9

Upper Intermediate Student’s Book: CEFR Correlation 12

Strategies to simplify a text

Streamlining a text: p36, ex 5

Plurilingual and pluricultural competence

Building on plurilingual repertoire: p31, ex 9–11