EF_Syllabus_5th_Edition_B1 by EF BD JAPAN

EF General English 5th Edition | Basic approach and beliefs

At EF we believe that language is a tool for communication and that the main purpose of learning a language is to develop the ability to communicate with its speakers. As such, the development of real-world communication skills continues to be at the heart of the EF General English course. This new edition sees a focus on authenticity, motivating and relevant real-world topics, learner autonomy, as well as rigorous skills and grammar training. In addition, special importance has been given to teacher support materials.

Communicative

Since real-world communication skills form the core of EF General English, the course provides plenty of opportunities for students to communicate at each stage of the lesson. Every lesson type includes pair-work and group-work activities for students, fostering an active, collaborative approach to learning. Special emphasis is given to speaking and listening skills in Lessons 6 and 7 of every unit. While throughout every lesson, activities which focus on speaking skills are highlighted with a speaking icon .

Blended

Technology offers many exciting advantages in the classroom. In order to fully exploit these advantages, as well as provide the most suitable delivery method for every learning opportunity, EF General English uses a blend of paper-based and digital materials. The EF Campus Learning platform incorporates multimedia content, as well as a fully interactive way to deliver lessons in the classroom.

Personalized

We believe that personalized learning is highly effective and motivating. As such, EF General English puts students at the centre of the learning process. The lessons have a large number of activities in which students are asked to give their opinions or relate ideas and language to themselves and their own experiences. This can be seen, for example, in the React sections in which students give their reaction to what they have just studied. Furthermore, all lessons finish with a Reflect section in which students are given time to think about their own personal learning journey and to prepare route maps for further study.

Differentiation

Underpinning our personalized approach to teaching and learning is the extra support included in the procedural notes for teachers to adapt content for individual students’ needs. We recognize that no two students have the same balance of skills, language knowledge, or learning styles, and have therefore included Level Up and Level Down boxes in the teacher notes. These provide ideas for how to give students extra support with certain activities, or indeed an extra challenge. Furthermore, the Extra Activity ideas provide more options for each lesson so that teachers have the flexibility to plan and run their lessons to meet the needs of their specific class.

Authentic and current English

At EF, we believe that students should be exposed to language which is authentic and up-to-date. To this end, EF General English puts extra emphasis on the use of authentic language throughout the course. Our specially commissioned ‘vox-pop’ videos, recorded on the streets of native-speaker countries and featuring unscripted language in a variety of accents, bring real English directly into the classroom. In addition, students are introduced to features of colloquial, spoken, and international English through the Like a Local and English Around the World boxes.

Life skills

As well as language skills, the activities in this course are designed to develop a wide range of life skills to help students succeed in a fast-changing world. More and more, we see the need to work together with others, across different cultures, to think creatively and critically, and to tackle complex problems. EF General English encourages students to go beyond language learning by highlighting activities where students need to employ and practise important life skills.

B1 Global learning outcomes

EF General English is aligned to the Council of Europe’s Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR).

The global learning outcomes of the course therefore reflect what students are typically expected to be able to do at each stage of the CEFR. At the same time, the strengths and weaknesses of individual learners are accounted for by providing teachers with guidance on how to either further support or challenge the students in their class.

In this course, the six CEFR stages are divided into sub-levels. B1 comprises two sub-levels (or books): B1.1 and B1.2.

B1.1

Unit 1 Travel

Lesson 1 Visiting New York City

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand the main points of a travel video

• discuss popular things to do during a city trip

CEFR / GSE can-do statements

Listening

CEFR B1 can-do statements

• Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.

• Can deal with most situations likely to arise whilst travelling in an area where the language is spoken.

• Can produce simple connected text on topics which are familiar or of personal interest.

• Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Enabling language and skills:

• Vocabulary related to travel plans and sightseeing

• Prediction skills for listening

• Can follow the main points of short talks on familiar topics if delivered in clear standard speech. (© Council of Europe 2001, CEFR adapted)

• Can follow the main points in TV programmes on familiar topics if delivered in clear standard speech. (© Council of Europe 2001, CEFR adapted)

• Can extract key factual information such as dates, numbers and quantities from a presentation. (© Pearson 2016) Speaking

• Can give or seek personal views and opinions in discussing topics of interest. (© Council of Europe 2001, CEFR)

• Can give brief reasons and explanations, using simple language. (© Pearson 2016)

• Can enter unprepared into conversation on familiar topics (e.g. family, hobbies, work). (©Council of Europe 2001, CEFR adapted)

Lesson 2 Visiting New York City

Learning outcomes:

By the end of this lesson, students will be better able to …

• follow a conversation between friends discussing travel plans

• give travel recommendations in reply to an online post

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Modals for advice and suggestions

• Useful phrases for giving advice

• Can understand straightforward factual information about common everyday or job related topics, identifying both general messages and specific details, provided speech is clearly articulated in a generally familiar accent. (© Council of Europe 2001, CEFR)

Writing

• Can post a comprehensible contribution in an online discussion on a familiar topic of interest, provided he/she can prepare the text beforehand and use online tools to fill gaps in language and check accuracy. (© Pearson 2016)

Speaking

• Can make simple recommendations for a course of action in familiar everyday situations. (© Pearson 2016)

• Can discuss everyday, practical issues when the conversation is conducted slowly and clearly. Can discuss everyday, practical issues when the conversation is conducted slowly and clearly. (© Pearson 2016)

Lesson 3 Deciding where to stay

Learning outcomes:

By the end of this lesson, students will be better able to …

• find and understand information in accommodation listings

• discuss and evaluate different types of holiday accommodation

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Vocabulary related to travel accommodation

• Scanning texts for specific information

• Can scan through straightforward, factual texts in magazines, brochures or in the web, identify what they are about and decide whether they contain information that might be of practical use. (© Council of Europe 2001, CEFR)

• Can identify similarities and differences between two short texts. (© Pearson 2016)

• Can extract relevant details in everyday letters, brochures and short official documents. (© Pearson 2016)

Speaking

• Can introduce a conversation topic with the present perfect and provide details in the past. (© Pearson 2016)

Lesson 4 Deciding where to stay

Learning outcomes:

By the end of this lesson, students will be better able to …

• follow a conversation about choosing accommodation for a trip

• arrange accommodation and respond to ideas and suggestions

CEFR / GSE can-do statements

Listening

• Can infer speakers’ opinions in conversations on familiar everyday topics. (© Pearson 2016)

Speaking

Enabling language and skills:

• Comparatives and superlatives

• Useful phrases for being polite

• Intonation in statements and questions

• Can deal with most transactions likely to arise whilst travelling, arranging travel or accommodation, or dealing with authorities during a foreign visit. (© Council of Europe 2001, CEFR)

• Can exploit a wide range of simple language to deal with most situations likely to arise whilst travelling. (© Council of Europe 2001, CEFR)

• Can deal with common situations when making travel arrangements or travelling. (© Pearson 2016)

Lesson 5 How was your trip?

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand an email from a friend about a recent trip

• write an informal email describing a recent holiday experience

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Words and phrases for informal emails

• Can understand straightforward personal letters, emails or postings giving a relatively detailed account of events and experiences. (© Council of Europe 2001, CEFR)

• Can understand the description of events, feelings and wishes in personal letters well enough to correspond regularly with a pen friend. (© Council of Europe 2001, CEFR)

• Can understand basic types of standard letters and emails on familiar topics (e.g. enquiries, complaints). (© Pearson 2016)

• Can generally understand details of events, feelings and wishes in letters, emails and online postings. (© Pearson 2016)

Writing

• Can write simple informal emails/letters and online postings giving news or opinions. (© Pearson 2016)

• Can write personal emails/letters giving some details of events, experiences and feelings. (© Pearson 2016)

Lesson 6 Listening Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand announcements at airports and train stations

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Listening for specific information

• Vocabulary related to air and train travel

• Can understand public announcements at airports, stations and on planes, buses and trains, provided these are clearly articulated in standard speech with minimum interference from background noise. (© Council of Europe 2001, CEFR)

Lesson 7 Speaking Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• plan a weekend break and deal with problems while travelling

CEFR / GSE can-do statements

Speaking

• Can make a complaint. (© Pearson 2016)

• Can briefly give reasons and explanations for opinions, plans and actions. (© Pearson 2016)

Enabling language and skills:

• Making complaints and apologizing

• Useful phrases for complaining and apologizing

• Can express opinions and react to practical suggestions of where to go, what to do, etc. (© Pearson 2016)

Lesson 8 Grammar Focus: Embedded questions

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand when and how to use embedded questions

• use embedded questions in a travel situation

CEFR / GSE can-do statements

Speaking

• Is aware of the salient politeness conventions and acts appropriately. (© Council of Europe 2001, CEFR)

• Can deal with most situations likely to arise when making travel arrangements through an agent or when actually travelling, e.g. asking passenger where to get off for unfamiliar destination.

Unit 2 Food

Lesson 1 World Food Festival

Learning outcomes:

By the end of this lesson, students will be better able to …

• locate specific information in and understand a leaflet about a food festival

• talk about different types of food and personal experiences

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Vocabulary to describe and express opinions about food

• Stress patterns in words

• Scanning a leaflet for specific information

• Can scan through straightforward, factual texts in magazines, brochures or in the web, identify what they are about and decide whether they contain information that might be of practical use.

• Can scan short texts to locate specific information. (© Pearson 2016)

• Can find and understand information in advertisements for sporting or cultural events. (© Pearson 2016)

Speaking

• Can express preferences about food and drink in detail (© Pearson 2016)

Lesson 2 World Food Festival

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand people talking about food preferences

• express your own food and drink preferences

• convince friends to try a food of your choice

CEFR / GSE can-do statements

Speaking

• Can give simple reasons to justify a viewpoint on a familiar topic. (© Council of Europe 2001, CEFR)

Enabling language and skills:

• Making predictions before watching a video

• Linking verbs

• Useful phrases for giving opinions

• Can make his/her opinions and reactions understood as regards solutions to problems or practical questions of where to go, what to do, how to organise an event (e.g. an outing). (© Pearson 2016)

Lesson 3 Cooking holiday recipes

Learning outcomes:

By the end of this lesson, students will be better able to …

• follow instructions and understand a recipe in a cooking video

• talk about cooking and holidays

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Vocabulary related to cooking and cooking utensils

• Phrasal verbs

• Linking consonant and vowel sounds

• Can begin to use a repertoire of common idiomatic phrases in routine situations. (© Council of Europe 2001, CEFR)

• Can understand instructions delivered at normal speed and accompanied by visual support. (© Pearson 2016)

• Can identify a simple chronological sequence in a recorded narrative or dialogue. (© Pearson 2016)

Speaking

• Can understand simple technical information, such as operating instructions for everyday equipment. (© Council of Europe 2001, CEFR)

Writing

• Can describe how to do something, giving detailed instructions. (© Council of Europe 2001, CEFR)

Lesson 4 Cooking holiday recipes

Learning outcomes:

By the end of this lesson, students will be better able to …

• identify and use chronological sequences in instructions

• understand and write simple recipes

CEFR / GSE can-do statements

Writing

Enabling language and skills:

• Sequencing words

• Useful phrases for writing recipes

• Can write an everyday connected text using a set of short elements or facts and building them into a sequence. (© Pearson 2016)

• Can make personal online postings about experiences, feelings and events and respond individually to the comments of others in some detail, though lexical limitations sometimes cause repetition and inappropriate formulation. (© Council of Europe 2001, CEFR)

• Can write accounts of experiences, describing feelings and reactions in simple connected text. (© Council of Europe 2001, CEFR)

Lesson 5 Best restaurants

Learning outcomes:

By the end of this lesson, students will be better able to …

• find information in a blog post

• write a blog post about food and where to get it

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Engaging the reader

• Useful phrases for making recommendations

• Can find and understand relevant information in everyday material, such as letters, brochures and short official documents. (© Council of Europe 2001, CEFR)

• Can identify key subject vocabulary in written descriptions. (© Pearson 2016)

• Can generally understand straightforward factual texts on familiar topics. (© Pearson 2016)

Writing

• Can paraphrase short written passages in a simple fashion, using the original text wording and ordering. (© Council of Europe 2001, CEFR)

• Can write a basic description of experiences, feelings and reactions, given a model. (© Pearson 2016)

• Can make simple, logical paragraph breaks in a longer text. (© Pearson 2016)

Lesson 6 Listening Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand a radio interview with a food blogger

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Predicting information before listening

• Can make basic inferences or predictions about text content from headings, titles or headlines. (© Council of Europe 2001, CEFR)

• Can understand the main points of a simple podcast. (© Pearson 2016)

• Can follow an everyday conversation or informal interview on common topics. (© Pearson 2016)

Lesson 7 Speaking Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• discuss and plan a dinner party

CEFR / GSE can-do statements

Speaking

Enabling language and skills:

• Agreeing and disagreeing

• Can make simple recommendations for a course of action in familiar every day situations. (© Pearson 2016)

• Can invite others to give their views on what to do next. (© Pearson 2016)

• Can briefly give reasons and explanations for opinions, plans and actions. (© Pearson 2016)

Lesson 8 Grammar Focus: Referencing words

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand how to use referencing words

• use referencing words to write a story

CEFR / GSE can-do statements

Speaking

• Can express belief, opinion, agreement and disagreement politely. (© Council of Europe 2001, CEFR)

Unit 3 Free time

Lesson 1 Try something new

Learning outcomes:

By the end of this lesson, students will be better able to …

• identify key information in a magazine article about free time

• discuss free-time preferences and express reasons for a choice

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Vocabulary related to free-time activities

• Gerunds and infinitives

• Scanning an article for specific information

• Can recognise significant points and arguments in straightforward newspaper articles on familiar topics. (© Pearson 2016)

• Can scan short texts to locate specific information. (© Pearson 2016)

• Can understand the important information in simple, clearly drafted adverts in newspapers or magazines, provided that there are not too many abbreviations. (© Council of Europe 2001, CEFR)

Speaking

• Can discuss personal interests in some detail. (© Pearson 2016)

• Can express opinions using simple language. (© Pearson 2016)

• Can give brief reasons and explanations, using simple language. (© Pearson 2016)

• Can give or seek personal views and opinions in discussing topics of interest. (© Council of Europe 2001, CEFR)

Lesson 2 Try something new

Learning outcomes:

By the end of this lesson, students will be better able to …

• write questions as part of a structured survey about free time

• carry out and take part in a survey about free time

CEFR / GSE can-do statements

Speaking

Enabling language and skills:

• Vocabulary related to free-time activities

• Syllables and stress

• Can use a prepared questionnaire to carry out a structured interview, with some spontaneous follow up questions. (© Council of Europe 2001, CEFR)

Lesson 3 How to play …

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand a video about how to play a sport

• recognize new words in sports commentaries

• talk about your own experiences with sports

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Vocabulary related to playing sports and equipment

• Listening for detail

• Can follow the main points of short talks on familiar topics if delivered in clear standard speech. (© Pearson 2016)

• Can follow the main points in TV programmes on familiar topics if delivered in clear standard speech. (© Pearson 2016)

Speaking

• Can express opinions as regards possible solutions, giving brief reasons and explanations. (© Council of Europe 2001, CEFR)

Lesson 4 How to play …

Learning outcomes:

By the end of this lesson, students will be better able to …

• read an advertisement about a sporting event

• understand the main points of an article about a sport

• write a short article about a sport and how to play it

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• The passive (in a range of tenses)

• Weak forms of be in the passive

• Useful phrases for writing about sports

• Can find and understand information in advertisements for sporting or cultural events. (© Pearson 2016)

• Can scan short texts to locate specific information. (© Pearson 2016)

Writing

• Can explain the rules of a familiar game or sport using simple language. (© Pearson 2016)

• Can describe how to do something, giving detailed instructions. (© Council of Europe 2001, CEFR)

Lesson 5 Hobbies make us happier

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand the key points and conclusion of an article

• write a summary of an article

CEFR / GSE can-do statements

Reading

• Can identify key subject vocabulary in written descriptions. (© Pearson 2016)

• Can make simple inferences based on information given in a short article. (© Pearson 2016)

Writing

Enabling language and skills:

• Summarizing a text

• Useful phrases for summarizing

• Can write a basic summary of a simple text using the original wording and paragraph order. (© Pearson 2016)

• Can summarise and give his or her opinion about a short story, article, talk, discussion interview, or documentary and answer further questions of detail. (© Council of Europe 2001, CEFR)

• Can link a series of shorter, discrete simple elements into a connected, linear sequence of points. (© Council of Europe 2001, CEFR)

Lesson 6 Listening Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand people talking about what they like to do in their free time

CEFR / GSE can-do statements

Listening

• Can follow an everyday conversation or informal interview on common topics. (© Pearson 2016)

Enabling language and skills:

• Recognizing and understanding features of spoken English (accents, glottal stop, and intrusion)

• Can understand the main points of narratives and conversations about familiar topics (e.g. work, leisure) delivered in clear standard speech. (© Pearson 2016)

Speaking

• Can ask a group member to give the reason(s) for their views. (© Pearson 2016)

Lesson 7 Speaking Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• have a discussion about social media and the Internet

CEFR / GSE can-do statements

Speaking

Enabling language and skills:

• Giving reasons

• Useful phrases for checking understanding

• Can clearly express feelings about something experienced and give reasons to explain those feelings. (© Council of Europe 2001, CEFR)

• Can ask someone to clarify or elaborate what he or she has just said. (© Council of Europe 2001, CEFR)

• Can give brief reasons and explanations, using simple language. (© Pearson 2016)

• Can give simple reasons to justify a viewpoint on a familiar topic. (© Pearson 2016)

Listening

• Can follow everyday conversation, with some repetition of particular words and phrases. (© Pearson 2016)

Lesson 8 Grammar Focus: Phrasal verbs

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand how and when to use phrasal verbs

• use transitive and intransitive phrasal verbs in a social situation

CEFR / GSE can-do statements

Speaking

• Can begin to use a repertoire of common idiomatic phrases in routine situations. (© Pearson 2016)

Unit 4 Work

Lesson 1 Dream jobs

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand people talking about their dream jobs and the reasons why they would like them

• describe your dream job and express opinions on other topics related to jobs

CEFR / GSE can-do statements

Listening

• Can infer speakers’ opinions in conversations on familiar everyday topics. (© Pearson 2016)

Enabling language and skills:

• Vocabulary for different jobs

• Would to talk about the future

• Intonation in lists

• Can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest delivered in clear standard speech. (© Council of Europe 2001, CEFR)

Speaking

• Can give or seek personal views and opinions in discussing topics of interest. (© Pearson 2016)

• Can describe dreams, hopes and ambitions. (© Council of Europe 2001, CEFR)

Lesson 2 Dream jobs

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand information in job advertisements

• talk about skills and qualities needed for different jobs

• create your own job advertisement

CEFR / GSE can-do statements

Speaking

• Can give straightforward descriptions on a variety of familiar subjects. (© Pearson 2016)

Reading

Enabling language and skills:

• Vocabulary related to work and applying for a job

• Skim reading for gist

• Reading for specific information

• Can understand the important information in simple, clearly drafted adverts in newspapers or magazines, provided that there are not too many abbreviations. (© Council of Europe 2001, CEFR)

• Can scan short texts to locate specific information. (© Pearson 2016)

• Can understand information in advertisements for jobs and services. (© Pearson 2016)

Writing

• Can write a notice that clearly conveys information. (© Pearson 2016)

Lesson 3 Job interviews

Learning outcomes:

By the end of this lesson, students will be better able to …

• talk about what you should and shouldn’t do in a job interview

• understand advice in an article about job interviews

• report advice that other people give you

CEFR / GSE can-do statements

Reading

• Can skim a short text to identify its main purpose. (© Pearson 2016)

• Can scan short texts to locate specific information. (© Pearson 2016)

Writing

Enabling language and skills:

• Skimming for gist

• Scanning for details

• Vocabulary related to job interviews

• Reporting advice

• Can paraphrase short passages in a simple fashion, using the original order of the text. (© Pearson 2016)

• Can offer advice on simple matters within his/her field of experience. (© Council of Europe 2001, CEFR)

• Can report straightforward factual information on a familiar topic, for example to indicate the nature of a problem or to give detailed directions, provided he/she can prepare beforehand. (© Council of Europe 2001, CEFR)

Lesson 4 Job interviews

Learning outcomes:

By the end of this lesson, students will be better able to …

• listen to and evaluate job interviews

• talk about your strengths and weaknesses

• ask and answer questions in a job interview

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Vocabulary related to strengths and weaknesses

• Intonation for sounding interested

• Can follow an everyday conversation or informal interview on common topics. (© Pearson 2016)

Speaking

• Can carry out a prepared interview, checking and confirming information, though he/she may occasionally have to ask for repetition if the other person’s response is rapid or extended. (© Council of Europe 2001, CEFR)

• Can take some initiatives in an interview/consultation (e.g. to bring up a new subject) but is very dependent on interviewer in the interaction. (© Council of Europe 2001, CEFR)

• Can carry out a prepared structured interview with some spontaneous follow up questions. (© Pearson 2016)

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand the content and structure of a covering letter

• write a formal covering letter to apply for a dream job

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Useful phrases for formal letters and emails

• Can understand standard formal correspondence and online postings in his/her area of professional interest. (© Council of Europe 2001, CEFR)

• Can understand basic types of standard letters and emails on familiar topics (e.g. enquiries, complaints). (© Pearson 2016)

Writing

• Can write basic formal emails/letters, for example to make a complaint and request action. (© Council of Europe 2001, CEFR)

• Can write a basic letter of application with limited supporting details. (© Pearson 2016)

Lesson 5 A job application

Lesson 6 Listening Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand the main points of a podcast about stay-at-home parents

CEFR / GSE can-do statements

Listening

• Can understand the main points of a simple podcast. (© Pearson 2016)

• Can recognise a speaker’s feelings or attitudes. (© Pearson 2016)

Enabling language and skills:

• Recognizing positive and negative attitudes

• Is aware of, and looks out for signs of, the most significant differences between the customs, usages, attitudes, values and beliefs prevalent in the community concerned and those of his or her own community. (© Council of Europe 2001, CEFR)

Speaking

• Can briefly give reasons and explanations for opinions, plans and actions. (© Pearson 2016)

• Can express opinions on subjects relating to everyday life, using simple expressions. (© Council of Europe 2001, CEFR)

Lesson 7 Speaking Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• discuss and choose candidates for jobs

CEFR / GSE can-do statements

Speaking

Enabling language and skills:

• Giving and asking for opinions

• Can collaborate in simple, shared tasks and work towards a common goal in a group by asking and answering straightforward questions. (© Pearson 2016)

• Can develop an argument well enough to be followed without difficulty most of the time. (© Council of Europe 2001, CEFR)

• Can briefly give reasons and explanations for opinions, plans and actions. (© Council of Europe 2001, CEFR)

• Can give simple reasons to justify a viewpoint on a familiar topic. (© Council of Europe 2001, CEFR)

• Can express opinions on subjects relating to everyday life, using simple expressions. (© Council of Europe 2001, CEFR)

Lesson 8 Grammar Focus: Viewpoint and comment adverbs

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand when and how to use viewpoint and comment adverbs

• use viewpoint and comment adverbs to talk about jobs

CEFR / GSE can-do statements

Reading

• Can distinguish between fact and opinion in relation to common topics. (© Pearson 2016)

Writing

• Can paraphrase short passages in a simple fashion, using the original text wording and ordering. (© Pearson 2016)

• Can paraphrase more simply the main points made in short, straightforward spoken or written texts on familiar subjects (e.g. short magazine articles, interviews) to make the contents accessible for others. (© Council of Europe 2001, CEFR)

Speaking

• Can give simple reasons to justify a viewpoint on a familiar topic. (© Council of Europe 2001, CEFR)

Unit 5 Shopping

Lesson 1 Think before you shop

Learning outcomes:

By the end of this lesson, students will be better able to …

• identify the main points of an article about shopping habits

• discuss your shopping habits and express your opinion

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Vocabulary related to clothes shopping

• Skimming for gist

• Can derive the probable meaning of simple unknown words from short, familiar contexts. (© Council of Europe 2001, CEFR)

• Can skim a short text to identify its main purpose. (© Pearson 2016)

Speaking

• Can express opinions on subjects relating to everyday life, using simple expressions. (© Council of Europe 2001, CEFR)

• Can give or seek personal views and opinions in discussing topics of interest. (© Pearson 2016)

Lesson 2 Think before you shop

Learning outcomes:

By the end of this lesson, students will be better able to …

• follow a conversation about selling something

• write descriptions of items for sale for an online advertisement

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Compound adjectives

• Stress in phrases with compound adjectives

• Can follow everyday conversation, with some repetition of particular words and phrases. (© Pearson 2016)

Writing

• Can write straightforward, detailed descriptions on a range of familiar subjects within his/her field of interest. (© Council of Europe 2001, CEFR)

• Can write a short, simple description of a familiar device or product. (© Pearson 2016)

Lesson 3 How can I help?

Learning outcomes:

By the end of this lesson, students will be better able to …

• follow conversations between a shop assistant and customers

• talk about your own shopping experiences

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Vocabulary related to shopping scenarios

• Can understand the main points of narratives and conversations about familiar topics (e.g. work, leisure) delivered in clear standard speech. (© Pearson 2016)

Speaking

• Can clearly express feelings about something experienced and give reasons to explain those feelings. (© Council of Europe 2001, CEFR)

• Can give detailed accounts of experiences, describing feelings and reactions. (© Pearson 2016)

Lesson 4 How can I help?

Learning outcomes:

By the end of this lesson, students will be better able to …

• funderstand a conversation at a hairdresser’s

• deal with various shopping situations in a role play

CEFR / GSE can-do statements

Listening

• Can recognise a speaker’s feelings or attitudes. (© Pearson 2016)

Speaking

Enabling language and skills:

• The causative (have/get something done)

• Useful phrases for shopping

• Can ask in a shop for an explanation of the difference between two or more products serving the same purpose, in order to make a decision, posing follow up questions as necessary. (© Council of Europe 2001, CEFR)

• Can cope with less routine situations in shops, post office, bank, e.g. returning an unsatisfactory purchase. (© Council of Europe 2001, CEFR)

• Can describe what they are looking for when shopping. (© Pearson 2016)

• Can make a complaint. (© Pearson 2016)

Lesson 5 The way we shop

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand a pros and cons essay about shopping

• write an essay about online and offline shopping

CEFR / GSE can-do statements

Writing

• Can write short, simple essays on topics of interest. (© Pearson 2016)

Enabling language and skills:

• Language for pros and cons essays

• Can write a text on a topical subject of personal interest, using simple language to list advantages and disadvantages, give and justify his/her opinion. (© Pearson 2016)

• Can write short, simple essays with basic structure on familiar topics. (© Council of Europe 2001, CEFR)

• Can write the concluding sentence or sentences of a basic paragraph, given a model. (© Council of Europe 2001, CEFR)

Reading

• Can identify the main conclusions in clearly signalled argumentative texts. (© Pearson 2016)

• Can recognise the line of argument in the treatment of the issue presented, though not necessarily in detail. (© Pearson 2016)

• Can identify the main topic and related ideas in a structured text. (© Council of Europe 2001, CEFR)

Lesson 6 Listening Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• watch and understand a vlog about supermarket shopping

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Understanding the stages of a talk

• Can follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward and clearly structured. (© Council of Europe 2001, CEFR)

• Can follow the linear structure of a short formal talk. (© Pearson 2016)

• Can extract key factual information such as dates, numbers and quantities from a presentation. (© Pearson 2016)

Lesson 7 Speaking Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• carry out a survey about shopping habits

CEFR / GSE can-do statements

Speaking

• Can find out and pass on straightforward factual information. (© Council of Europe 2001, CEFR)

• Can obtain more detailed information. (© Council of Europe 2001, CEFR)

• Can carry out a simple informal interview. (© Pearson 2016)

• Can report the opinions of others, using simple language. (© Pearson 2016)

• Can invite other people in a group to contribute their views. (© Pearson 2016)

Enabling language and skills:

• Asking and answering survey questions

Lesson 8 Grammar Focus: Future forms

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand how and when to use will, going to, and may/might/could for talking about the future

• use will, going to, and may/might/could to talk about the future of shopping

CEFR / GSE can-do statements

Speaking

• Can express hopes for the future using a range of fixed expressions. (© Pearson 2016)

Unit 6 People

Lesson 1 Family connections

Learning outcomes:

By the end of this lesson, students will be better able to …

• compare information given by different people on the topic of family

• talk about childhood memories

CEFR / GSE can-do statements

Reading

• Can identify similarities and differences between two short texts. (© Pearson 2016)

Enabling language and skills:

• Vocabulary related to family and relationships

• Used to and would for past habits and experiences

• Can recognise significant points in straightforward newspaper articles on familiar subjects. (© Council of Europe 2001, CEFR)

• Can read newspaper / magazine accounts of films, books, concerts etc. written for a wider audience and understand the main points. (© Council of Europe 2001, CEFR)

• Can understand the description of places, events, explicitly expressed feelings and perspectives in narratives, guides and magazine articles that are written in high frequency, everyday language. (© Council of Europe 2001, CEFR)

Speaking

• Can enter unprepared into conversation on familiar topics (e.g. family, hobbies, work). (© Pearson 2016)

• Can communicate with some confidence on familiar routine and non-routine matters related to his/her interests and professional field. (© Council of Europe 2001, CEFR)

Lesson 2 Family connections

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand and write a short story about family

• describe family and relations between people in detail

• listen to someone talk about family and take notes

CEFR / GSE can-do statements

Writing

• Can clearly signal chronological sequence in narrative text. (© Council of Europe 2001, CEFR)

• Can narrate a story. (© Council of Europe 2001, CEFR)

• Can write a story with a simple linear sequence. (© Pearson 2016)

Enabling language and skills:

• Elision of /d/ as a past tense ending

• Vocabulary related to family and relationships

• Asking for clarification

• Can take notes as a list of key points during a straightforward lecture, provided the topic is familiar, and the lecture is both formulated in simple language and articulated clearly. (© Pearson 2016)

Listening

• Can understand the main points of narratives and conversations about familiar topics (e.g. work, leisure) delivered in clear standard speech. (© Pearson 2016)

Lesson 3 Best friends

Learning outcomes:

By the end of this lesson, students will be better able to …

• follow the main points of a podcast about best friends

• talk about yourself and your friendships

CEFR / GSE can-do statements

Listening

• Can understand the main points of a simple podcast. (© Pearson 2016)

• Can recognise a speaker’s feelings or attitudes. (© Pearson 2016)

Speaking

• Can give straightforward descriptions on a variety of familiar subjects. (© Pearson 2016)

Enabling language and skills:

• Adjectives to describe personality

• Word stress in two- and three-syllable words

Lesson 4 Best friends

Learning outcomes:

By the end of this lesson, students will be better able to …

• talk about what makes a good friend

• understand the main points in a competition entry

• write an entry for a best friend competition

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• What, when, where, who + ever

• Useful phrases for expressing time

• Can understand short texts on subjects that are familiar or of current interest, in which people give their points of view (e.g. critical contributions to an online discussion forum or readers’ letters to the editor). (© Council of Europe 2001, CEFR)

• Can generally understand details of events, feelings and wishes in letters, emails and online postings. (© Pearson 2016)

• Can identify key subject vocabulary in written descriptions. (© Pearson 2016)

Writing

• Can convey information given in clear, well-structured informational texts on subjects that are familiar or of personal or current interest, although his/her lexical limitations cause difficulty with formulation at times. (© Council of Europe 2001, CEFR)

• Shows good control of elementary vocabulary but major errors still occur when expressing more complex thoughts or handling unfamiliar topics and situations. (© Council of Europe 2001, CEFR)

• Can write short, simple essays with basic structure on familiar topics. (© Pearson 2016)

Lesson 5 Life stories

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand a biography and how it is organized

• write a biography about someone you admire

CEFR / GSE can-do statements

Writing

• Can write a basic description of experiences, feelings and reactions, given a model. (© Pearson 2016)

• Can write short, simple biographies about real or imaginary people. (© Pearson 2016)

Reading

• Can generally understand straightforward factual texts on familiar topics. (© Pearson 2016)

Enabling language and skills:

• Organizing a biography

• Time phrases for sequencing events

Lesson 6 Listening Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand the main points of a short documentary video

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Listening for gist

• Can follow the main points in TV programmes on familiar topics if delivered in clear standard speech. (© Pearson 2016)

• Can recognise a speaker’s feelings or attitudes. (© Pearson 2016)

Speaking

• Can describe dreams, hopes and ambitions. (© Pearson 2016)

Lesson 7 Speaking Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• keep a conversation going in order to get to know someone better

CEFR / GSE can-do statements

Listening

• Can follow an everyday conversation or informal interview on common topics. (© Pearson 2016)

Speaking

Enabling language and skills:

• Keeping a conversation going

• Intonation to show interest

• Can initiate, maintain and close simple, face-to-face conversations on familiar topics. (© Pearson 2016)

• Can ask someone to clarify or elaborate what they have just said. (© Pearson 2016)

• Can ask a group member to give the reason(s) for their views. (© Pearson 2016)

Lesson 8 Grammar Focus: Present and past tenses

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand when and how to use present and past tenses

• use present and past tenses when writing about people’s lives

CEFR / GSE can-do statements

Reading

• Can generally understand straightforward factual texts on familiar topics. (© Pearson 2016)

Writing

• Can write descriptions of past events, activities, or personal experiences. (© Pearson 2016)

• Can point out the most important episodes and events in a clearly structured narrative in everyday language and explain the significance of events and the connections between them. (© Pearson 2016)

Unit 1 Health

Lesson 1 Feeling unwell

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand and locate specific information in online message boards about health problems

• discuss personal experiences and opinions about health

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Vocabulary related to health, illness, and injuries

• Pronunciation of words with silent letters

• Can extrapolate the meaning of occasional unknown words from the context and deduce sentence meaning provided the topic discussed is familiar. (© Council of Europe 2001, CEFR)

• Can make simple inferences based on information given in a short article. (© Pearson 2016)

Speaking

• Can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor. (© Council of Europe 2001, CEFR)

Lesson 2 Feeling unwell

Learning outcomes:

By the end of this lesson, students will be better able to …

• follow a conversation between a doctor and patient

• describe basic symptoms to a doctor and make simple recommendations for health problems

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Present perfect and present perfect continuous

• Useful phrases for asking and talking about health

• Can follow much of everyday conversation and discussion, provided it takes place in standard speech and is clearly articulated in a familiar accent. (© Council of Europe 2001, CEFR)

• Can understand problem and solution relationships in informal conversation. (© Pearson 2016)

Speaking

• Can describe symptoms in a simple way and ask for advice when using health services; can understand the answer, provided this is given clearly in everyday language.

• Can describe basic symptoms to a doctor, but with limited precision. (© Pearson 2016)

• Can explain why something is a problem. (© Pearson 2016)

• Can ask for advice on a wide range of subjects. (© Pearson 2016)

Lesson 3 Are you getting enough sleep?

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand factual information in a video about health

• discuss and compare sleeping habits and tips for sleeping better

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Vocabulary related to health and sleep

• Making predictions about a video based on key words

• Can understand a large part of many TV programmes on topics of personal interest such as interviews, short lectures, and news reports when the delivery is relatively slow and clear. (© Council of Europe 2001, CEFR)

• Can make basic inferences or predictions about text content from headings, titles or headlines. (© Council of Europe 2001, CEFR)

• Can understand a large part of many TV programmes on familiar topics. (© Pearson 2016)

Speaking

• Can compare and contrast alternatives, discussing what to do, where to go, who or which to choose etc. (© Council of Europe 2001, CEFR)

• Can express opinions as regards possible solutions, giving brief reasons and explanations. (© Pearson 2016)

Lesson 4 Are you getting enough sleep?

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand the main points of a report and interpret simple diagrams

• carry out a survey and report the information collected

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Quantifiers (enough and too)

• Useful phrases for describing information in charts and graphs

• Can understand straightforward, factual texts on subjects relating to his/her interests or studies. (© Council of Europe 2001, CEFR)

• Can relate information in a [text] to the same information given in graphs, charts and tables (adapted). (© Pearson 2016)

• Can recognise the writer’s point of view in a structured text. (© Pearson 2016)

Speaking

• Can give or seek personal views and opinions in discussing topics of interest. (© Council of Europe 2001, CEFR)

• Can obtain more detailed information. (© Council of Europe 2001, CEFR)

• Can find out and pass on straightforward factual information. (© Council of Europe 2001, CEFR)

• Can report the opinions of others, using simple language. (© Pearson 2016)

• Can report factual information given by other people. (© Pearson 2016)

Writing

• Can write very brief reports to a standard conventionalised format, which pass on routine factual information and state reasons for actions. (© Council of Europe 2001, CEFR)

Lesson 5 Eating right

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand information in a guide about eating healthily

• write a guide giving information and advice about healthy living

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Organizing ideas

• Informal writing

• Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task. (© Council of Europe 2001, CEFR)

• Can recognise the general line of a written argument though not necessarily all the details. (© Pearson 2016)

Writing

• Can present a topic in a short report or poster, using photographs and short blocks of text. (© Council of Europe 2001, CEFR)

• Can make simple, logical paragraph breaks in a longer text. (© Council of Europe 2001, CEFR)

• Can write a simple, structured informational leaflet/brochure, given a model. (© Pearson 2016)

Lesson 6 Listening Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand a health and fitness podcast

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Vocabulary related to fitness and technology

• Strategies for understanding the meaning of unknown words

• Can extrapolate the meaning of occasional unknown words from the context and deduce sentence meaning provided the topic discussed is familiar. (© Council of Europe 2001, CEFR)

• Can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest delivered in clear standard speech. (© Council of Europe 2001, CEFR)

• Can follow a line of argument or the sequence of events in a story, by focusing on common logical connectors (e.g. however, because) and temporal connectors (e.g. after that, beforehand). (© Council of Europe 2001, CEFR)

• Can extract the meaning of unknown words from context if the topic discussed is familiar. (© Pearson 2016)

Lesson 7 Speaking Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• take part in an informal debate about health issues

CEFR / GSE can-do statements

Speaking

Enabling language and skills:

• Presenting and replying to arguments

• Vocabulary and phrases related to health

• Can convey simple, straightforward information of immediate relevance, getting across which point he/she feels is most important. (© Council of Europe 2001, CEFR)

• Can develop an argument well enough to be followed without difficulty most of the time. (© Council of Europe 2001, CEFR)

• Can briefly give reasons and explanations for opinions, plans and actions. (© Council of Europe 2001, CEFR)

• Can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor. (© Council of Europe 2001, CEFR)

• Can develop an argument using common fixed expressions. (© Pearson 2016)

Lesson 8 Grammar Focus: Reflexive pronouns

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand how and when to use reflexive pronouns

• use reflexive pronouns to ask and answer questions

CEFR / GSE can-do statements

Listening

• Can follow much of everyday conversation and discussion, provided it takes place in standard speech and is clearly articulated in a familiar accent. (© Council of Europe 2001, CEFR)

• Can follow an everyday conversation or informal interview on common topics. (© Pearson 2016)

Speaking

• Can enter unprepared into conversation of familiar topics, express personal opinions and exchange information on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). (© Council of Europe 2001, CEFR)

• Can report factual information given by other people. (© Pearson 2016)

Unit 2 Arts & culture

Lesson 1 What’s on?

Learning outcomes:

By the end of this lesson, students will be better able to …

• locate specific information in and understand a guide for arts and cultural events

• discuss personal experiences of arts and cultural events at home or abroad

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Vocabulary related to arts and cultural events

• Scanning a text for specific information

• Can find and understand relevant information in everyday material, such as letters, brochures and short official documents. (© Council of Europe 2001, CEFR)

• Can generally understand details of events, feelings and wishes in letters, emails and online postings. (© Pearson 2016)

Speaking

• Can give detailed accounts of experiences, describing feelings and reactions. (© Council of Europe 2001, CEFR)

• Can express thoughts on more abstract, cultural topics such as films, books, music etc. (© Council of Europe 2001, CEFR)

• Can explain briefly the feelings and opinions that a work provoked in him/her. (© Council of Europe 2001, CEFR)

• Can ask why someone thinks something, or how they think something would work. (© Council of Europe 2001, CEFR)

• Can express and comment on ideas and suggestions in informal discussions. (© Pearson 2016)

Lesson 2 What’s on?

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand people talking about cultural events

• express thoughts and opinions about cultural topics

• make and respond to suggestions regarding what to do

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Making and responding to suggestions

• Intonation when responding

• Can generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard speech. (© Council of Europe 2001, CEFR)

• Can distinguish between different points of view in a discussion or presentation. (© Pearson 2016)

Speaking

• Can make his/her opinions and reactions understood as regards solutions to problems or practical questions of where to go, what to do, how to organise an event (e.g. an outing). (© Council of Europe 2001, CEFR)

• Can express and comment on ideas and suggestions in informal discussions. (© Pearson 2016)

• Can express disagreement in a manner that shows they were actively listening to the other person. (© Pearson 2016)

Lesson 3 Music festivals and gigs

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand people talking about music tastes and preferences

• listen for and understand specific information in a conversation between friends discussing music

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Vocabulary related to music and performances

• Listening for specific information

• Can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest delivered in clear standard speech. (© Council of Europe 2001, CEFR)

• Can generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard speech. (© Council of Europe 2001, CEFR)

• Can follow the main points in TV programmes on familiar topics if delivered in clear standard speech. (© Pearson 2016)

Speaking

• Can express disagreement in a manner that shows they were actively listening to the other person. (© Pearson 2016)

Lesson 4 Music festivals and gigs

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand key information in a web page for a music festival

• plan a music festival and write a web page for it

CEFR / GSE can-do statements

Speaking

Enabling language and skills:

• Question tags

• Intonation for question tags

• Useful phrases for describing events

• Can exchange, check and confirm accumulated factual information on familiar routine and non-routine matters within his/her field with some confidence. (© Council of Europe 2001, CEFR)

Writing

• Can write a description of an event, a recent trip – real or imagined. (© Council of Europe 2001, CEFR)

• Can write a simple, structured informational leaflet/brochure, given a model. (© Pearson 2016)

• Can summarise factual information within their field of interest. (© Pearson 2016)

Lesson 5 What is art?

Learning outcomes:

By the end of this lesson, students will be better able to …

• read and demonstrate comprehension of ideas in an online discussion

• give polite opinions in an online discussion about the arts

CEFR / GSE can-do statements

Speaking

Enabling language and skills:

• Phrases for giving opinions politely

• Can express his/her thoughts about abstract or cultural topics such as music, films. (© Council of Europe 2001, CEFR)

• Can express belief, opinion, agreement and disagreement politely. (© Council of Europe 2001, CEFR)

• Can express opinions and attitudes using a range of basic expressions and sentences. (© Pearson 2016)

Reading

• Can generally understand details of events, feelings and wishes in letters, emails and online postings. (© Pearson 2016)

Writing

• Can post a comprehensible contribution in an online discussion on a familiar topic of interest, provided that he/she can prepare the text beforehand and use online tools to fill gaps in language and check accuracy. (© Council of Europe 2001, CEFR)

• Can respond to and comment on other people’s personal updates on a social media website. (© Pearson 2016)

Lesson 6 Listening Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand opinions in a podcast about film-making

CEFR / GSE can-do statements

Speaking

Enabling language and skills:

• Inferring opinions

• Can explain why certain parts or aspects of a work especially interested him/her. (© Council of Europe 2001, CEFR)

Listening

• Can infer speakers’ opinions in conversations on familiar everyday topics. (© Pearson 2016)

Lesson 7 Speaking Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• carry out a simple informal interview

CEFR / GSE can-do statements

Speaking

Enabling language and skills:

• Asking and answering interview questions

• Useful phrases for interviews

• Can take some initiatives in an interview/consultation (e.g. to bring up a new subject) but is very dependent on interviewer in the interaction. (© Council of Europe 2001, CEFR)

• Can use a prepared questionnaire to carry out a structured interview, with some spontaneous follow up questions. (© Council of Europe 2001, CEFR)

• Can ask someone to clarify or elaborate what he or she has just said. (© Council of Europe 2001, CEFR)

• Can carry out a prepared interview, checking and confirming information as necessary. (© Pearson 2016)

Lesson 8 Grammar Focus: Adverbs of degree

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand when and how to use adverbs of degree

• use adverbs of degree to discuss arts and culture

CEFR / GSE can-do statements

Listening

• Can generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard speech. (© Council of Europe 2001, CEFR)

Unit 3 Towns & cities

Lesson 1 Most liveable cities

Learning outcomes:

By the end of this lesson, students will be better able to …

• read an article about liveable cities and make simple inferences

• discuss how liveable different cities are

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Vocabulary related to towns and cities

• Can compare information given in different texts and media on the same topic. (© Pearson 2016)

Speaking

• Can compare and contrast alternatives, discussing what to do, where to go, who or which to choose etc. (© Council of Europe 2001, CEFR)

• Can express opinions and attitudes using a range of basic expressions and sentences. (© Pearson 2016)

Lesson 2 Most liveable cities

Learning outcomes:

By the end of this lesson, students will be better able to …

• express opinions regarding what is important about living in a city

• write about what makes a city liveable

CEFR / GSE can-do statements

Writing

Enabling language and skills:

• Articles a/an and the

• Useful phrases for talking about towns and cities

• Can write straightforward, detailed descriptions on a range of familiar subjects within his/her field of interest. (© Council of Europe 2001, CEFR)

• Communicates with reasonable accuracy in familiar contexts; generally good control though with noticeable mother tongue influence. Errors occur, but it is clear what he/she is trying to express. (© Council of Europe 2001, CEFR)

• Uses a wide range of simple vocabulary appropriately when talking about familiar topics. (© Council of Europe 2001, CEFR)

Lesson 3 Cities of the future

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand a video about cities of the future

• recognize and discuss possible problems for future cities

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Vocabulary related to towns and cities

• Note-taking

• Strategies for understanding videos

• Can make basic inferences or predictions about text content from headings, titles or headlines. (© Council of Europe 2001, CEFR)

• Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc., including short narratives. (© Council of Europe 2001, CEFR)

Speaking

Lesson 4 Cities of the future

Learning outcomes:

By the end of this lesson, students will be better able to …

• Understand the main points in written plans for a city

• take part in a formal conversation (radio programme) about the future of cities

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Skim reading for gist

• Future simple and future continuous

• Pronunciation of contractions with will

• Can understand most factual information that he/she is likely to come across on familiar subjects of interest, provided he/she has sufficient time for re-reading. (© Council of Europe 2001, CEFR)

Speaking

• Can take part in routine formal discussion of familiar subjects which is conducted in clearly articulated speech in the standard form of the language and which involves the exchange of factual information, receiving instructions or the discussion of solutions to practical problems. (© Council of Europe 2001, CEFR)

• Can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor. (© Council of Europe 2001, CEFR)

• Can exploit a basic repertoire of language and strategies to help keep a conversation or discussion going. (© Council of Europe 2001, CEFR)

Lesson 5 How to get to …

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand directions in an email

• write an email with clear, detailed directions

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Imperative forms, sequence words, and prepositional phrases for giving directions

• Can understand straightforward personal letters, emails or postings giving a relatively detailed account of events and experiences. (© Council of Europe 2001, CEFR)

• Can generally understand details of events, feelings and wishes in letters, emails and online postings. (© Pearson 2016)

Writing

• Can write personal letters and notes asking for or conveying simple information of immediate relevance, getting across the point he/she feels to be important. (© Council of Europe 2001, CEFR)

• Can give someone clear, detailed directions on how to get somewhere in a letter, email, or online posting. (© Pearson 2016)

Lesson 6 Listening Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand English speakers giving their opinions on where they live

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Recognizing and understanding features of spoken English (ellipsis, strong and weak forms, general extenders)

• Can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest delivered in clear standard speech. (© Council of Europe 2001, CEFR)

Lesson 7 Speaking Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• talk about renting an apartment and speak on the phone

CEFR / GSE can-do statements

Speaking

Enabling language and skills:

• Talking on the phone

• Can use telecommunications for everyday personal or professional purposes, provided he/she can ask for clarification from time to time. (© Council of Europe 2001, CEFR)

Lesson 8 Grammar Focus: Defining relative clauses

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand when and how to use defining relative clauses

• use defining relative clauses to describe street art

CEFR / GSE can-do statements

Reading

Speaking

• Can define the features of something concrete for which he/she can’t remember the word. (© Council of Europe 2001, CEFR)

Unit 4 Communication

Lesson 1 Texting vs talking

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand people talking about communication preferences and recognize different opinions

• discuss your own communication habits and preferences

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Vocabulary related to talking and texting

• Prediction to activate background knowledge before listening

Listening

• Can understand the main points and important details in stories and other narratives (e.g. a description of a holiday), provided the speaker speaks slowly and clearly. (© Council of Europe 2001, CEFR)

Lesson 2 Texting vs talking

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand a blog post about the advantages of texting

• write a blog post comparing texting with talking to someone face to face

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Comparing and contrasting ideas

• Skimming for gist

Speaking

• Can compare and contrast alternatives, discussing what to do, where to go, who or which to choose etc. (© Council of Europe 2001, CEFR)

Writing

Lesson 3 Learning a language

Learning outcomes:

By the end of this lesson, students will be better able to …

• identify the main topic and key information in an article about learning a language

• discuss your own experiences of learning a language

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Vocabulary related to learning a language

• Skimming for gist

• Can extrapolate the meaning of occasional unknown words from the context and deduce sentence meaning provided the topic discussed is familiar. (© Council of Europe 2001, CEFR)

Speaking

Lesson 4 Learning a language

Learning outcomes:

By the end of this lesson, students will be better able to …

• follow a conversation about language learning tips

• plan and record a video in which you give tips for language learning

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Adverbial intensifiers

• Syllable stress with adverbial intensifiers

• Useful phrases for presenting tips

• Can follow much of everyday conversation and discussion, provided it takes place in standard speech and is clearly articulated in a familiar accent. (© Council of Europe 2001, CEFR)

Speaking

• Can give straightforward descriptions on a variety of familiar subjects within his field of interest. (© Council of Europe 2001, CEFR)

Lesson 5 Why learn English?

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand a leaflet about reasons to learn English

• write a short essay about the benefits of learning English

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Organizing writing into paragraphs

• Useful phrases for giving reasons and examples

Writing

• Can summarise, report and give his/her opinion about accumulated factual information on familiar routine and non-routine matters within his/her field with some confidence. (© Council of Europe 2001, CEFR)

Lesson 6 Listening Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• follow the main points of a presentation about being a better listener

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Listening for connectives

• Can exploit different types of connectors (numerical, temporal, logical) and the role of key paragraphs in the overall organisation, in order to better understand the argumentation in a text. (© Council of Europe 2001, CEFR)

• Can identify the main reasons for and against an argument or idea in a discussion delivered in clear standard speech. (© Pearson 2016)

Lesson 7 Speaking Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• communicate well and politely in English in different situations

CEFR / GSE can-do statements

Speaking

Enabling language and skills:

• Being polite

• Formal and informal language in various situations

• Can exploit a wide range of simple language to deal with most situations likely to arise whilst travelling. (© Council of Europe 2001, CEFR)

• Can perform and respond to a wide range of language functions, using their most common exponents in a neutral register. (© Council of Europe 2001, CEFR)

Lesson 8 Grammar Focus: Gerunds

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand when and how to use gerunds

• use gerunds as subjects, objects, and noun phrases in a blog post about body language

CEFR / GSE can-do statements

Writing

Unit 5 The environment

Lesson 1 New Zealand in a camper van

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand a travel blog about a camper van trip

• describe photos of landscapes and scenery

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Vocabulary related to nature and landscapes

• Can make basic inferences or predictions about text content from headings, titles or headlines. (© Council of Europe 2001, CEFR)

• Can understand a travel diary mainly describing the events of a journey and the experiences and discoveries the person made. (© Council of Europe 2001, CEFR)

• Can generally understand details of events, feelings and wishes in letters, emails and online postings. (© Pearson 2016)

Speaking

• Can generally follow the main points in an informal discussion with friends provided speech is clearly articulated in standard language. (© Council of Europe 2001, CEFR)

Learning outcomes:

By the end of this lesson, students will be better able to …

• write a description of a beautiful place you know

• give more information in descriptions

CEFR / GSE can-do statements

Writing

Enabling language and skills:

• Non-defining relative clauses

• Useful phrases for describing places

• Can reasonably fluently relate a straightforward narrative or description as a linear sequence of points. (© Council of Europe 2001, CEFR)

• Can write straightforward, detailed descriptions on a range of familiar subjects within his/her field of interest. (© Council of Europe 2001, CEFR)

• Can write accounts of experiences, describing feelings and reactions in simple connected text. (© Council of Europe 2001, CEFR)

Lesson 2 New Zealand in a camper van

Lesson 3 Plastic pollution

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand a video about plastic pollution

• discuss your feelings related to the issues in the video

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Vocabulary related to the environment and pollution

• Can follow many films in which visuals and action carry much of the storyline, and which are delivered clearly in straightforward language. (© Council of Europe 2001, CEFR)

Writing

• Can take notes as a list of key points during a straightforward lecture, provided the topic is familiar, and the talk is both formulated in simple language and delivered in clearly articulated standard speech. (© Council of Europe 2001, CEFR)

Lesson 4 Plastic pollution

Learning outcomes:

By the end of this lesson, students will be better able to …

• discuss ideas regarding how to reduce plastic waste

• plan and give a short presentation on plastic waste

CEFR / GSE can-do statements

Speaking

Enabling language and skills:

• First and second conditionals

• Pronunciation of the prefix re-

• Useful phrases for presentations

• Can develop an argument well enough to be followed without difficulty most of the time. (© Council of Europe 2001, CEFR)

Lesson 5 Environmental problems

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand charts and graphs

• write a simple description of a chart

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Describing charts and graphs

• Can understand straightforward, factual texts on subjects relating to his/her interests or studies. (© Council of Europe 2001, CEFR)

Writing

• Can present a topic in a short report or poster, using photographs and short blocks of text. (© Council of Europe 2001, CEFR)

Lesson 6 Listening Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand information in weather forecasts

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Listening for specific information

• Vocabulary related to weather

• Can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest delivered in clear standard speech. (© Council of Europe 2001, CEFR)

• Can understand the main points of radio news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly. (© Council of Europe 2001, CEFR)

Lesson 7 Speaking Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• prepare and carry out a survey about being environmentally friendly

CEFR / GSE can-do statements

Speaking

Enabling language and skills:

• Checking understanding

• Can exchange, check and confirm accumulated factual information on familiar routine and non-routine matters within his/her field with some confidence. (© Council of Europe 2001, CEFR)

• Can use a prepared questionnaire to carry out a structured interview, with some spontaneous follow up questions. (© Council of Europe 2001, CEFR)

Lesson 8 Grammar Focus: Cause and effect

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand when and how to use conjunctions for cause and effect

• use conjunctions for cause and effect in writing about endangered animals

CEFR / GSE can-do statements

Listening

• Can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest delivered in clear standard speech. (© Council of Europe 2001, CEFR)

Reading

Unit 6 Stories

Lesson 1 Well-known tales

Learning outcomes:

By the end of this lesson, students will be better able to …

• read and understand a blog post about fairy tales

• discuss the characters and storylines of well-known fairy tales

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Vocabulary related to telling stories

Speaking

Lesson 2 Well-known tales

Learning outcomes:

By the end of this lesson, students will be better able to …

• read and follow some well-known stories

• tell a familiar story in your own words

CEFR / GSE can-do statements

Reading

Enabling language and skills:

• Sequence words

• Useful phrases for storytelling

• Homophones

• Can follow the plot of stories, simple novels and comics with a clear linear storyline and high frequency everyday language, given regular use of a dictionary. (© Council of Europe 2001, CEFR)

• Can follow a line of argument or the sequence of events in a story, by focusing on common logical connectors (e.g. however, because) and temporal connectors (e.g. after that, beforehand).

Speaking

• Can reasonably fluently relate a straightforward narrative or description as a linear sequence of points. (© Pearson 2016)

Lesson 3 True stories

Learning outcomes:

By the end of this lesson, students will be better able to …

• listen to and understand a true story

• summarize and comment on a true story

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Vocabulary related to true stories

• Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc., including short narratives. (© Council of Europe 2001, CEFR)

Speaking

• Can tell a short story about something funny or interesting that has happened, including detail to maintain the listener’s interest. (© Pearson 2016)

Lesson 4 True stories

Learning outcomes:

By the end of this lesson, students will be better able to …

• talk about past events in your life

• write a story about an event in your life

CEFR / GSE can-do statements

Writing

Enabling language and skills:

• Past simple and past perfect

• Useful phrases for storytelling

• Can form longer sentences and link them together using a limited number of cohesive devices, e.g. in a story. (© Council of Europe 2001, CEFR)

Lesson 5 What happened next?

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand the events in an extract from a short story

• write an ending for a short story

CEFR / GSE can-do statements

Writing

Enabling language and skills:

• Useful phrases for descriptive writing (adjectives, similes, metaphors)

• Can write straightforward, detailed descriptions on a range of familiar subjects within his/her field of interest. (© Council of Europe 2001, CEFR)

Lesson 6 Listening Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• follow the main points in an interview with an author

CEFR / GSE can-do statements

Listening

Enabling language and skills:

• Listening for the main idea

• Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc., including short narratives. (© Council of Europe 2001, CEFR)

• Can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest delivered in clear standard speech. (© Council of Europe 2001, CEFR)

Lesson 7 Speaking Focus

Learning outcomes:

By the end of this lesson, students will be better able to …

• talk about and give a summary of a news story

CEFR / GSE can-do statements

Speaking

Enabling language and skills:

• Summarizing information

• Useful phrases for checking understanding

• Can summarise and give his or her opinion about a short story, article, talk, discussion interview, or documentary and answer further questions of detail. (© Council of Europe 2001, CEFR)

• Can paraphrase short written passages in a simple fashion, using the original text wording and ordering. (© Council of Europe 2001, CEFR)

Lesson 8 Grammar Focus: Reported speech

Learning outcomes:

By the end of this lesson, students will be better able to …

• understand when and how to use reported speech

• use reported speech to report what a classmate said

CEFR / GSE can-do statements

Listening

• Can recognise significant points in straightforward newspaper articles on familiar subjects. (© Council of Europe 2001, CEFR)

Speaking

EF_Syllabus_5th_Edition_B1

GENERAL

SYLLABUS

EF General English 5th Edition | Basic approach and beliefs

Communicative

Blended

Personalized

Differentiation

Authentic and current English

Life skills

B1 Global learning outcomes

B1.1

Unit 1 Travel

Lesson 2 Visiting New York City

Lesson 3 Deciding where to stay

Lesson 4 Deciding where to stay

Lesson 5 How was your trip?

Lesson 6 Listening Focus

Lesson 7 Speaking Focus

Lesson 8 Grammar Focus: Embedded questions

Unit 2 Food

Lesson 2 World Food Festival

Lesson 3 Cooking holiday recipes

Lesson 4 Cooking holiday recipes

Lesson 5 Best restaurants

Lesson 6 Listening Focus

Lesson 7 Speaking Focus

Lesson 8 Grammar Focus: Referencing words

Unit 3 Free time

Lesson 2 Try something new

Lesson 3 How to play …

Lesson 4 How to play …

Lesson 5 Hobbies make us happier

Lesson 6 Listening Focus

Lesson 7 Speaking Focus

Lesson 8 Grammar Focus: Phrasal verbs

Unit 4 Work

Lesson 1 Dream jobs

Lesson 2 Dream jobs

Lesson 3 Job interviews

Lesson 4 Job interviews

Lesson 6 Listening Focus

Lesson 7 Speaking Focus

Lesson 8 Grammar Focus: Viewpoint and comment adverbs

Unit 5 Shopping

Lesson 2 Think before you shop

Lesson 3 How can I help?

Lesson 4 How can I help?

Lesson 5 The way we shop

Lesson 6 Listening Focus

Lesson 7 Speaking Focus

Lesson 8 Grammar Focus: Future forms

Unit 6 People

Lesson 1 Family connections

Lesson 2 Family connections

Lesson 3 Best friends

Lesson 4 Best friends

Lesson 5 Life stories

Lesson 6 Listening Focus

Lesson 7 Speaking Focus

Lesson 8 Grammar Focus: Present and past tenses

Lesson 3 Are you getting enough sleep?

Lesson 4 Are you getting enough sleep?

Lesson 5 Eating right

Lesson 6 Listening Focus

Lesson 7 Speaking Focus

Lesson 8 Grammar Focus: Reflexive pronouns

Unit 2 Arts & culture

Lesson 2 What’s on?

Lesson 3 Music festivals and gigs

Lesson 4 Music festivals and gigs

Lesson 5 What is art?

Lesson 6 Listening Focus

Lesson 7 Speaking Focus

Lesson 8 Grammar Focus: Adverbs of degree

Unit 3 Towns & cities

Lesson 2 Most liveable cities

Lesson 3 Cities of the future

Lesson 4 Cities of the future

Lesson 5 How to get to …