International ESOL - LanguageCert · International ESOL B2 COMMUNICATOR ... • expressing and...
Transcript of International ESOL - LanguageCert · International ESOL B2 COMMUNICATOR ... • expressing and...
B2
B2 - Communicator level requirementsSkills, Topics, Functions and Grammar
Skills
Listening
The candidate will be able to:understand standard spoken English delivered at normal speed•follow short conversations both formal and informal in a range of familiar situations •understanding gist, context, purpose, function, attitude, feelings, opinions and relationshipsfollow a conversation and predict the likely outcome•understand narratives, sequences, instructions, descriptions and explanations•identify the function of short utterances which may contain idiomatic expressions (see•Grammar and Functions sections)•follow a discussion to identify gist, detail, purposes and key ideas and distinguish between•fact and opinion•extract and reproduce key information from announcements, media broadcasts,•presentations and lectures including abstract and concrete topics encountered in•personal, social, academic and vocational life•follow clearly structured extended speech and more complex argument when familiar with •the topic.
Phonological featuresrecognise how intonation, pitch and/or stress can affect meaning•recognise feelings, moods, attitudes, important points and opinions expressed through •stress, pitch and intonation.
Rangeunderstand ideas, arguments and descriptions expressed through complex sentence•forms•understand some lower frequency vocabulary and expressions relating to everyday life and •current events.
Registerrecognise degrees of formality used by speakers in different types of utterances in •everyday and less familiar situations.
Understanding gistunderstand the main ideas in longer but clearly structured announcements, conversations •and discussions on familiar and unfamiliar concrete and abstract topics.
Understanding detailextract the more salient points of detail from longer but clearly structured texts on familiar •and unfamiliar topics and on both concrete and abstract topics.
B2
Reading
The candidate will be able to:understand texts in different styles and purposes with a large degree of independence•understand the main ideas in complex texts on both familiar and abstract topics•understand the way meaning is built up in a range of texts•locate specific information from different parts of a text or different texts•understand feelings, opinions, warnings and conditions in both formal and informal text•understand lengthy texts containing complex instructions or explanations•understand articles and reports concerned with contemporary issues in which the writers •adopt particular viewpointslocate and understand information, ideas and opinions from longer more specialised •sources in familiar contexts.
Rangeunderstand a broad range of vocabulary but may experience some difficulty with low •frequency idiomsunderstand texts which contain a broad range of grammatical structures.•
Registerunderstand the features of register in texts conveying emotion•understand features which signal different levels of formality.•
Text structurerecognise how purpose is achieved in a range of texts including those containing images, •graphical and tabular dataunderstand a broad range of discourse markers including those expressing addition, •cause and effect, contrast, sequence and time.
Writing
The candidate will be able to:write coherently on topics of general interest linking ideas appropriately and effectively•write clear connected text describing real or imaginary people or events•present an argument giving points for and against, supporting and evaluating different •viewswrite formal letters, reports or articles to fulfil a range of functions for practical purposes•write letters descriptions of personally significant events, people or experiences.•use correct punctuation in formal and informal writing to enhance meaning•correctly spell words used in work, study and daily life•control grammar to communicate effectively although errors may occur when complex •structures are attempteduse words and expressions appropriate to topic and purpose of the writing•adjust register in familiar contexts to suit purpose and readership•use a range of linking words effectively to show clearly the relationship between ideas•paragraph appropriately•reproduce conventional features of common types of text.•
B2
The text types candidates at this level will be required to produce are as follows:letter •email message•article•report•description•narrative•simple argument•
Candidates must demonstrate awareness of and ability to use both formal and informal/neutral registers. The extent of each text to be produced by candidates is up to 200 words.
Speaking
The candidate will be able to:speak with a degree of fluency and spontaneity making sustained interaction possible •without undue straincommunicate personal information, opinions, feelings and ideas•communicate in a variety of social situations using a range of functional language•exchange information to perform a task•narrate, describe, explain and express opinions in extended speech•give straightforward descriptions, narratives, directions, instructions on topics •encountered in personal, social, academic or vocational lifecontribute points to an argument on a familiar topic integrating sub-themes and coming to •a conclusionpronounce clearly the sounds of English in connected speech•produce stretches of language with few noticeable long pauses, but with some hesitation •when searching for patterns and expressions.display a relatively high degree of grammatical control without impeding errors.•use sufficient range of language to give detailed descriptions and arguments and be able •to highlight personal events and emotionsproduce complex sentences although there is still some searching for vocabulary and •expressionsadopt a degree of formality appropriate to the circumstances•cope linguistically with more stressful kinds of interaction such as complaints or disputes.•manage the conventions of turn taking using appropriate phrases for making and dealing •with interruptions and requesting informationlink utterances using some cohesive devices although there may be some ‘jerkiness’ in •extended speech.
B2
Topics
PERSONAL IDENTIFICATIONpersonal details•occupation•family•likes and dislikes•physical appearance•first language•character•
HOUSE AND HOME, ENVIRONMENTtypes of accommodation•interior design•local & regional services/amenities•regional geographical features•local flora and fauna•
DAILY LIFEat home•at work•income•prospects•
FREE TIME, ENTERTAINMENTleisure, hobbies & interests•TV, radio, cinema, theatre•computer, internet•intellectual/artistic pursuits•sports•press•music•photography•the written word (reading, •letterwriting,diaries etc)•exhibitions, museums•
TRAVELpublic & private transport•traffic & traffic control•‘green’ travel•holidays•accommodation•entering and leaving a country•
RELATIONS WITH OTHER PEOPLEfamily relationships•friendship•manners•social conventions•
HEALTH AND BODYCAREparts of the body•personal comfort•hygiene•ailments, accidents•medical services•
SHOPPINGshopping facilities•foodstuffs•clothes, fashion•household articles•prices•
FOOD AND DRINKeating habits•sourcing food locally•fast food•organic food•year-round availability•diets•
SERVICEScommunications•financial services•emergency services•leisure facilities•care for the elderly•IT in the community•
PLACES & LOCATIONsatellite navigation systems•World Heritage sites•locations for motorways & airports•protecting open spaces•
LANGUAGEforeign language ability•accents & dialects•preserving minority languages•bilingualism•
B2
WEATHERclimate and weather•weather forecasting•climate change•extreme weather•
MEASURES AND SHAPESstatistics•processes•
EDUCATIONschooling•subjects•qualifications and examinations•
THE ENVIRONMENTrecycling•pollution•global warming•
BELIEFSthe paranormal & supernatural•superstitions•unexplained phenomena e.g. UFOs,•coincidences etc.•
ARTSmodern art, theatre•classical art, theatre•
SCIENCE & TECHNOLOGYscientific development•space exploration•power of the computer•important inventions•
SOCIETYindividual rights•family life•parental responsibilities•social responsibilities•equal opportunities•
B2
Functions
PERSONAL ENVIRONMENTaskin• g for and giving personal informationdescribing where one lives •(accommodation, area etc)asking and answering questions •for confirmation, information, identificationdescribing people, places, things•correcting information•explaining routines•narrating and describing past, •present and future eventscomparing things, people•reporting facts, actions•stating facts, actions•giving descriptions and •specifications.
ExPRESSING THOUGHTS, FEELINGS AND ATTITUDES
expressi• ng and asking about agreement or disagreementdenying something•expressing agreement reluctantly •or with reservationsconceding a point or argument, •demurringexpressing views and feelings with •reasonsasserting and asking about •knowledge or ignorance of something or someonestating whether a person, thing or •action is remembered or forgottenenquiring of someone else whether •a person, thing or action is remembered or forgottenstating and asking about degrees •of probability/possibilityexpressing, denying or asking •about necessity (including logical deduction)stating and asking about one’s •certainty or uncertainty of somethingreminding someone to do •something
expressing doubt, incredulity, •bewildermenthypothesising•stating and asking about one’s •ability or inability to do somethingstating and enquiring about •one’s obligation (or lack of) to do somethingseeking, granting or denying •permissionstating and asking about the •permissibility of doing somethingexpressing and asking about •wishes, hopes, expectationsexpressing and asking about •wants, desires, needsstating and asking about intention•stating, responding to and asking •about preferenceexpressing and asking about likes •and dislikes, with reasonsexpressing and asking about (dis)•pleasure, (un)happinessexpressing and asking about •satisfaction or dissatisfactionexpressing disappointment•expressing gratitude•expressing and asking about •interest or lack of itexpressing surprise or lack of it•expressing and asking about fear, •worry, anxietygiving reassurance•expressing regret, sympathy, •condolenceexpressing fellow-feeling, empathy•expressing and asking about pain, •anguish, sufferingexpressing relief•expressing indifference•expressing fatigue, resignation•offering and accepting an apology•granting forgiveness•expressing and asking about •approval, appreciation or disapprovalexpressing moral obligation•expressing regret•accepting, attaching or denying •blame for something.
B2
MAKING THINGS HAPPENresponding to a request•requesting something, or •requesting someone to do somethinginviting someone to do something•accepting or declining an offer or •invitationgiving instructions or orders•giving and asking for advice•responding to or rejecting advice, •with reasonswarning others to be careful or to •stop doing somethingoffering and requesting assistance•insisting politely•persuading someone to do •somethingsuggesting a course of action•asking for, responding to, agreeing •to or rejecting suggestions with reason/alternativemaking and agreeing plans and •arrangementsencouraging someone to do •somethingreaching a compromise•prohibiting someone from doing •somethingmaking a complaint•refusing to do something, •expressing defiancepleading with someone to do •something.
SOCIAL CONTACTgetting someone’s attention•greeting people and responding to •greetingsexpressing thanks•addressing somebody•making and responding to formal •and informal introductionsopening, closing a formal or •informal conversationcongratulating someone•praising someone•paying someone a compliment•asking someone’s opinion•
making someone feel welcome•indicating lack of understanding•giving and asking for clarification, •explanation or definition of somethingconfirming one’s own or another’s •understandingasking someone to repeat all or •part of somethingasking someone to speak more •slowlyasking for help in finding words or •phrasesasking for and giving the spelling •and meaning of wordscounting and using numbers•asking for and telling people the •time, day, dateinterrupting politely•objecting, protesting•exemplifying or emphasising a •pointclassifying, generalising, defining •somethingencouraging another speaker to •continueindicating a wish to continue or •finish speakingsumming up•taking leave•observing telephone conventions•observing letter-writing conventions•
B2
Gra
mm
ar
Plea
se n
ote
that
:Ca
ndid
ates
may
be
expo
sed
to th
e gr
amm
ar r
equi
red
for
the
leve
l abo
ve, b
ut w
ill no
t be
test
ed o
n it.
•Ca
ndid
ates
are
req
uire
d to
pos
sess
all
stru
ctur
es d
escr
ibed
in th
e le
vel(s
) bel
ow th
em•
Com
mun
icat
oras
Ach
ieve
r an
d in
add
ition
Expe
rtas
Com
mun
icat
or a
nd in
add
ition
Mas
tery
as E
xper
t and
in a
dditi
on
Sim
ple,
com
poun
d an
dco
mpl
exse
nten
ces
with
subo
rdin
ate
clau
ses
wor
d or
der
in s
ente
nces
with
mor
e th
an
•on
e su
bord
inat
e cl
ause
ther
e ha
d be
en•
use
of c
omm
on c
onju
nctio
ns e
xpre
ssin
g •
cont
rast
, pur
pose
, con
sequ
ence
, con
di-
tion,
con
cess
ion
non-
defin
ing
rela
tive
clau
ses
•de
finin
g re
lativ
e cl
ause
s w
ith
•w
here
, w
hose
, w
hen
defin
ing
rela
tive
clau
ses
with
out r
elat
ive
•pr
onou
nspa
rtic
ipia
l cla
uses
des
crib
ing
actio
n w
ith
•–i
ng
wor
d or
der
in c
ompl
ex s
ente
nces
, •
incl
udin
g or
der
sele
cted
for
emph
asis
ther
e co
uld
be/w
ould
be/
shou
ld b
e•
coul
d ha
ve/w
ould
hav
e/sh
ould
hav
e•
wid
er r
ange
of c
onju
nctio
ns in
clud
ing
•on
co
ndit
ion
that
, pr
ovid
ed t
hat
com
para
tive
clau
ses
•m
ore
com
plex
par
ticip
ial c
laus
es
•de
scrib
ing
actio
n w
ith -
ed
full
rang
e of
con
junc
tions
•
B2
Verb
for
ms
Com
mun
icat
oras
Ach
ieve
r an
d in
add
ition
Expe
rtas
Com
mun
icat
or a
nd in
add
ition
Mas
tery
as E
xper
t and
in a
dditi
on
Verb
form
sPr
esen
t/Pa
st r
efer
ence
:pr
esen
t per
fect
con
tinuo
us• Pa
st r
efer
ence
:pa
st p
erfe
ct• O
ther
:si
mpl
e pa
ssiv
e•
use
of 2
•nd
and
3rd c
ondi
tiona
lve
rbs
+ (o
bjec
t) +
ger
und
or in
finiti
ve
•su
ch a
s w
ould
like
som
eone
to
do
som
ethi
ng,
+ s
ugge
st d
oing
som
ethi
ngca
usat
ive
use
of
•ha
ve a
nd g
etre
port
ed s
peec
h w
ith a
ran
ge o
f ten
ses
•w
ider
ran
ge o
f phr
asal
ver
bs s
uch
as
•gi
ve u
p, h
old
out
repo
rted
req
uest
s an
d in
stru
ctio
ns•
ques
tion
tags
usi
ng te
nses
app
ropr
iate
•
to th
is le
vel
all v
erb
form
s ac
tive
and
pass
ive
• Oth
er:
wou
ld•
exp
ress
ing
habi
t in
the
past
mix
ed c
ondi
tiona
ls•
repo
rted
spe
ech
with
full
rang
e of
•
tens
es a
nd in
trod
ucto
ry v
erbs
exte
nded
phr
asal
ver
bs s
uch
as
•ge
t ro
und
to,
carr
y on
wit
hqu
estio
n ta
gs u
sing
all
tens
es•
impe
rativ
e +
que
stio
n ta
g•
cont
ract
ed fo
rms
appr
opria
te to
this
•
leve
l
as E
xper
t•
B2
Mod
als,
nou
ns, pre
pos
itio
ns
Com
mun
icat
oras
Ach
ieve
r an
d in
add
ition
Expe
rtas
Com
mun
icat
or a
nd in
add
ition
Mas
tery
as E
xper
t and
in a
dditi
on
Mod
als
ough
t to
• (o
blig
atio
n)ne
gativ
e of
•
need
and
hav
e to
to e
xpre
ss
abse
nce
of o
blig
atio
nm
ust/
can’
t•
(ded
uctio
n)
shou
ld h
ave/
mig
ht h
ave/
may
hav
e/•
coul
d ha
ve/m
ust
have
and
neg
ativ
e fo
rms
of th
ese
can’
t ha
ve,
need
n’t
have
•
as E
xper
t•
Nou
nsw
ider
ran
ge o
f nou
n ph
rase
s w
ith p
re-
•an
d po
st-m
odifi
catio
nw
ord
orde
r of
det
erm
iner
s, e
g a
•ll
my
book
s
exte
nded
ran
ge o
f com
plex
nou
n •
phra
ses
as E
xper
t•
Prep
ositi
ons
and
prep
ositi
onal
phra
ses
wid
er r
ange
of p
repo
sitio
ns in
clud
ing
•de
spit
e, in
spi
te o
fco
lloca
tions
of v
erbs
/nou
ns +
•
prep
ositi
ons
such
as
poin
t at
, ha
ve a
n in
tere
st in
prep
ositi
on
•+
-in
g fo
rm s
uch
as a
fter
le
avin
g
prep
ositi
on +
hav
ing
+ p
ast p
artic
iple
•
such
as
havi
ng e
aten
as E
xper
t•
B2
Art
icle
s, d
eter
min
ers,
adje
ctiv
es, ad
verb
s, i
nten
sifi
ers
Com
mun
icat
oras
Ach
ieve
r an
d in
add
ition
Expe
rtas
Com
mun
icat
or a
nd in
add
ition
Mas
tery
as E
xper
t and
in a
dditi
on
Artic
les
defin
ite, i
ndefi
nite
and
zer
o ar
ticle
with
•
both
cou
ntab
le a
nd u
ncou
ntab
le n
ouns
in
a r
ange
of u
ses
as C
omm
unic
ator
•as
Exp
ert
•
Adje
ctiv
esco
mpa
rison
s w
ith
•fe
wer
and
less
collo
catio
n of
adj
ectiv
e +
pre
posi
tion
•su
ch a
s re
spon
sibl
e fo
r
as C
omm
unic
ator
•as
Exp
ert
•
Adve
rbs
adve
rbia
l phr
ases
of d
egre
e, e
xten
t, •
prob
abilit
yco
mpa
rativ
e an
d su
perla
tive
of a
dver
bs•
as C
omm
unic
ator
•as
Exp
ert
•
Intensifiers
wid
e ra
nge,
incl
udin
g •
extr
emel
y, m
uch,
to
oco
lloca
tion
of in
tens
ifier
s w
ith a
bsol
ute
•an
d re
lativ
e ad
ject
ives
suc
h as
ab
solu
tely
gor
geou
s, v
ery
pret
ty
as E
xper
t•
B2
Pun
ctua
tion
and
spel
ling
Com
mun
icat
oras
Ach
ieve
r an
d in
add
ition
Expe
rtas
Com
mun
icat
or a
nd in
add
ition
Mas
tery
as E
xper
t and
in a
dditi
on
Artic
les
mul
tiple
use
s of
com
mas
•us
e of
apo
stro
phes
for
poss
essi
on a
nd
•om
issi
onus
e of
oth
er p
unct
uatio
n to
enh
ance
•
mea
ning
accu
rate
use
of a
ll pu
nctu
atio
n•
as E
xper
t•
Adje
ctiv
esth
e co
rrec
t spe
lling
of w
ords
use
d in
•
wor
k, s
tudi
es a
nd d
aily
life
the
corr
ect s
pellin
g of
wor
ds u
sed
in
•w
ork,
stu
dies
and
dai
ly li
fe in
clud
ing
fam
iliar
tech
nica
l wor
ds
the
corr
ect s
pellin
g of
wor
ds u
sed
in
•m
ore
spec
ializ
ed c
onte
xts
(suc
h as
bu
sine
ss, ac
adem
ia, in
tern
atio
nal
affa
irs)
Dis
cour
seC
omm
unic
ator
as A
chie
ver
and
in a
dditi
onEx
pert
as C
omm
unic
ator
and
in a
dditi
onM
aste
ryas
Exp
ert a
nd in
add
ition
Dis
cour
sea
rang
e of
dis
cour
se m
arke
rs
•ex
pres
sing
add
ition
, cau
se a
nd e
ffect
, co
ntra
st (h
owev
er),
sequ
ence
and
tim
e (a
t a
late
r da
te)
mar
kers
to s
truc
ture
spo
ken
disc
ours
e •
(as
I was
say
ing)
use
of e
llipsi
s in
info
rmal
spe
ech
and
•w
ritin
g (s
ound
s go
od)
a ra
nge
of lo
gica
l mar
kers
(•
in t
his
resp
ect,
acc
ordi
ngly
)se
quen
ce m
arke
rs (
•su
bseq
uent
ly)
a w
ider
ran
ge o
f dis
cour
se m
arke
rs to
•
stru
ctur
e fo
rmal
and
info
rmal
spe
ech
(can
we
now
tur
n to
)
a fu
ll ra
nge
of d
isco
urse
mar
kers
•
adap
ted
to c
onte
xt a
nd r
egis
ter