English II (level B1)

The overall aim of EELVB295 English II is to achieve overall competence level B1 according to the Common European Framework of Reference for Languages (CEFR). The following are extracts from the various main indicators and criteria; please refer to the relevant pages of the Companion Volume with new descriptors for further details :

Reception

• Listening Comprehension
  • Overall listening comprehension (p. 55):
    • 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.
    • Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc., including short narratives.
  • Understanding a conversation between other speakers (p. 56)
  • Listening as a member of a live audience (p. 57)
  • Listening to announcements and instructions (p. 58)
  • Listening to audio media and recordings (p. 59)
• Reading comprehension
  • Overall reading comprehension (p. 60) :
    • Can read straightforward factual texts on subjects related to his/her field and interests with a satisfactory level of comprehension
  • Understanding correspondence (p. 61)
  • Reading for orientation (p. 62)
  • Reading for information and argument (p. 63)
  • Reading instructions (p. 64)
  • Reading as a leisure activity (p. 65)
  • Audiovisual reception (p. 66)
  • Reception strategies (p. 67)

Production

• Spoken production
  • Overall oral production (p. 69):
    • Can reasonably fluently sustain a straightforward description of one of a variety of subjects within his/her field of interest, presenting it as a linear sequence of points.
  • Sustained monologue: describing experience (p. 70)
  • Sustained monologue: giving information (p. 71)
  • Sustained monologue: putting a case (p. 72)
  • Public announcements (p. 73)
  • Addressing audiences (p. 74)
• Written production
  • Overall written production (p. 75):
    • Can write straightforward connected texts on a range of familiar subjects within his/her field of interest, by linking a series of shorter discrete elements into a linear sequence.
  • Creative writing (p. 76)
  • Essays and reports (p. 77)

A variety of production strategies (e.g. planning, clearing, checking and correcting) will be used to achieve the objectives of Level B1.

Interaction

• Oral interaction
  • Overall oral interaction (p. 83):
    • Can communicate with some confidence on familiar routine and non-routine matters related to his/her interests and professional field. Can exchange, check and confirm information, deal with less routine situations and explain why something is a problem. Can express thoughts on more abstract, cultural topics such as films, books, music etc.
    • Can exploit a wide range of simple language to deal with most situations likely to arise whilst travelling. 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).
  • Understanding an interlocutor (p. 84)
  • Conversation (p. 85)
  • Informal discussion (with friends) (p. 86)
  • Formal discussion (meetings) (p. 87)
  • Goal-oriented cooperation (p. 88)
  • Obtaining goods and services (p. 89)
  • Information exchange (p. 90)
  • Interviewing and being interviewed (p. 91)
  • Using telecommunications (p. 92)
• Written interaction
  • Overall written interaction (p. 93) :
    • Can convey information and ideas on abstract as well as concrete topics, check information and ask about or explain problems with reasonable precision.
    • Can write personal letters and notes asking for or conveying simple information of immediate relevance, gettingacross the point he/she feels to be important.
  • Correspondence (p. 94)
  • Notes, messages and forms (p. 95)
  • Online interaction (p. 96)

Several interaction strategies (e.g. turn-taking, cooperating, clarifying) will be used to achieve the above objectives.


It is important to note that not all of these skills will be addressed proportionally. Indeed, although the skills of oral production will be focused on during the lessons, the other linguistic aspects will be dealt with actively or passively, to a lesser extent, though.