Learning Outcomes

The candidate will:

Assessment Criteria

The candidate can:

• Be able to understand the main ideas of complex texts on both concrete and abstract topics

1. Trace and understand the main events of continuous description and explanatory texts
2. Recognise and identify the gist, main points and detail of a text
3. Use grammatical, linguistic and contextual knowledge to obtain information from a range of different texts
4. Obtain information from a range of different texts

• Be able to produce clear, detailed text on a wide range of subjects and explain a viewpoint on topical issues, giving the advantages and disadvantages of various options

1. Produce a written argument and/or position on a given topic
2. Produce a letter for a specific purpose
3. Sequence writing and present ideas in a logical order
4. Use language suitable for purpose and audience
5. Use format and structure for different purposes
6. Write using a range of simple compound and complex sentences
7. Use correct grammar
8. Punctuate sentences correctly and use punctuation so that meaning is clear
9. Spell correctly key and common words

Indicative Content

1. Be able to understand the main ideas of complex texts on both concrete and abstract topics

   Candidates will be expected to read and understand texts of approximately 340-360 words in length. Texts may be fictional or factual. The types of subjects covered might include:

   • Opinion
   • Humour
   • Topical news stories
   
   
   
2. Be able to produce clear, detailed text on a wide range of subjects and explain a viewpoint on topical issues giving the advantages and disadvantages of various options

   Candidates will be expected to produce a composition where they argue a position and/or explore several different viewpoints. Examples of questions that candidates might be expected to answer include:

   Who......? or What.....? or Which.......?
   e.g. Who is the most important person in the world today?
          What would you like to achieve by the age of thirty?
          Which famous person would you most like to meet?
   
   Describe....
   e.g. Describe what the world will be like when you are old.
          Describe the building you most admire.
          Describe your country in the spring. 

   Give an account of....
   e.g. a brave rescue.
          a lucky escape.
          a dangerous adventure.

   ‘........................’ Discuss.
   e.g.‘We have come too far away from nature’. Discuss.
         ‘The world would be a better place without cars’. Discuss.
         ‘What is the most important invention ever?’ Discuss.

   Candidates will be expected to write a letter of approximately 100 words adopting either an informal or formal style as appropriate to the task. Tasks might include:

   • asking for information
   • asking for advice
   • giving information
   • thanking
   • congratulating
   • complaining
   • inviting
   • refusing/accepting an invitation
   • apologising

   Example:

   A formal letter: Write a letter to the manager of a holiday hotel you have just stayed in, complaining about the lack of facilities for young people there.

   An informal letter:  Write a letter to a friend thanking him/her for the birthday present he/she sent you.

   Candidates should be able to set out the letter correctly and appropriately to the style, including the address or addresses but do not count them in the number of words.

   For formal letters, any recognised business format is acceptable, block or indented, providing it is consistent within itself, plus the salutations must be correct. For informal letters, the candidate must place the address clearly, and use appropriately a friendly greeting to begin and end the letter.

   In terms of grammar at this level candidates should be able to:

   Invert the subject and verb after certain negative adverbial introductions in order to create emphasis, and vary style, e.g. Never have I seen such a terrible film; Little did he know he would one day be Prime Minister; Not only was it raining, it was also cold.

   Use verbs followed by the past tense to express hypothesis, regret, decision making and the need for decision making, e.g. I wish I had £1million; It’s high time we did some work; It’s about time he bought a new car.

   Express deduction using modal verbs followed by the non-finite and perfect non-finite verb
   using ‘will’ in order to express hypotheses and deductions in varying degrees of certainty, e.g. Jane will be in bed at this time of night; They should have heard the telephone; They must have gone out; He can’t have finished his homework. If he had, he would have put it on my desk by now; John might be sitting in the theatre already.

   Use the infinitive form appropriately: after certain verbs; after certain adjectives; after question words; the perfect infinitive, e.g. I hope to hear from you shortly; We can’t afford to give you a pay rise; I want you to do something for me; It’s very difficult to explain; Tell me where to go/ how to get there/ what to say; I’d love to have met him; He doesn’t seem to have done it.

Learning Outcomes

The candidate will:

Assessment Criteria

The candidate can:

Be able to understand the main points of clear standard input on familiar matters regularly encountered in daily life

1. Identify the gist and main ideas
2. Identify information relevant to the task
3. Recognise opinions and factual information
4. Recognise the attitude of the speaker
5. Recognise the levels of formality
6. Follow detailed instructions
7. Identify key grammatical features

 Indicative Content

1. Be able to understand the main points of clear standard input on familiar matters regularly encountered in daily life

Candidates should be able to listen to short conversations and identify the gist and main ideas within a true or false exercise; identify information relevant to the task in gap fill exercises; recognise the attitude of the speaker, level of formality and facts and opinions within the text from a series of options.

Possible contexts:

• Informative texts, e.g. event times/dates/location
• Descriptive texts, e.g. accounts of a memory or an event
• Short radio news extracts

For an indication of expectations in terms of grammar at this level please see the indicative content in the Reading & Writing unit.

Learning Outcomes

The candidate will:

Assessment Criteria

The candidate can:

Be able to orally describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans

1. Express dreams, hopes or ambitions using appropriate grammatical forms
2. Use a range of vocabulary and idiom in order to make a case and/or provide an explanation with variety and interest
3. Use intonation to add meaning and interest

1. Speaks clearly using reasonable speed and rhythm to maintain fluency
2. Uses a range of strategies to clarify understanding
3. Place stress correctly on a range of words
4. Adapt register according to the formality of the situation

Indicative Content

1. Be able to orally describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans

   The candidate should be able to introduce him/herself and ask and answer questions about their lives, families, hopes and ambitions.  They should be able to prepare a formal presentation of around 2 – 3 minutes where they make a simple argument on a given subject, e.g. the environment, cultural differences, etc They should be able to answer questions following their presentation and be able to ask questions of others following a similar presentation.

2. Be able to deal with most situations likely to arise whilst travelling in an English-speaking area

   When presented with some information or facts candidates should be able to use negotiation and discussion to come to a decision with others in order to prioritise the information provided, e.g. What are the most important to take on holiday? Currency, sunscreen, sun glasses, etc.

   For an indication of expectations in terms of grammar at this level please see the indicative content in the Reading & Writing unit.