Verbal Communication Objectives
- Spoken Interaction
- Can manage discussion on familiar topics confirming comprehension, inviting others in, etc. (e.g. Can use simple question tags to invite confirmation)
- Can explain a problem and demand what action should be taken in an appropriate way
- Can summarize a wide range of texts, discussing contrasting points and main themes
- Can ask for and give advice in a wide variety of contexts.
- Spoken Production
- Can give well-structured, detailed presentations on a wide range of familiar subjects
- Can develop a clear argument with supporting subsidiary points and relevant examples
- Can summarize orally the plot and sequence of events in an extract from a film or play
- Listening
- Can understand the main points of complex and abstract presentations in their field
Vocabulary Objectives
- Cultures, customs, religion and traditions
- Can use some detailed language related to an image or painting (done/painted by/in; shows/portrays; can be seen; represents; canvas; on display, etc.)
- Media, arts, literature and entertainment
- Can use common language related to recommending someone see or avoid a show or concert (rave reviews; a letdown; flop; all the rage; sell-out; must-see; over-hyped; overrated, etc.)
- Can name a range of types of film (blockbuster; action movie; tearjerker; chick flick; thriller; sci-fi; sequel; epic, etc.)
- Socializing and Relationships
- Can use appropriate language related to reassuring or encouraging someone (Don’t worry about it; Of course you can do it; You’ll be fine; There’s no need to worry, etc.)
- Can use appropriate language related to giving informal advice (if I were you; you really should/ought to; in your position; if it were me; you’d better, etc.)
Grammar Objectives
- Word Order and Sentence Patterns
- Can use an adjective to describe the changed state of a direct object. (She dyed her hair red; Paint the box blue; She cut the grass really short; He made it easy, etc.)
- Can use it as a subject followed by be + adjective/noun + infinitive (It would be a mistake to tell him; It is a pleasure to meet you; It was boring to watch, etc.)
- Reported Speech and Indirect Questions
- Can report simple questions using ask, tell, know + wh- with adequate grammatical control (Can you tell me where the stairs are?; Ask what the answer is; Do you know who they are?, etc.)
- Discourse and Linking
- Can show agreement using a range of language. (So are we; I don’t either; Neither do I; I do, too, etc.)
- Questions
- Can use simple question tags to invite confirmation. (It’s easy, isn’t it?; It’s true, isn’t it?; It’s cold today, isn’t it?; You’re Sarah, aren’t you?, etc.)
- Possessives, Pronouns, and Qualifiers
- Can distinguish consistently between it’s/its. (It’s a lovely day; I put the food in its bowl; It’s blue; I don’t like its color, etc.)
Written Communication Objectives
- Writing
- Can develop an argument at some length with supporting points and relevant examples
- Can write a structured text clearly signaling main points and supporting details