What can learners at this level do?
Here is a general description. For a more detailed description, you can refer to the Common European Framework of Reference for languages: Learning, teaching & assessment
Listening:
- Understand lectures and discussions on complex topics even those they are not familiar with
- Understand speech even when it is not clearly structured and relationships are implied and not signalled explicitly
- Understand TV programmes and films without too much effort
Reading:
- Understand long and complex factual and literary texts appreciating distinctions of style
- Can understand specialised articles and longer technical instructions even when they do not relate to their field
- Can understand contemporary literary prose
Speaking:
- Express themselves fluently and spontaneously
- Able to interact with native speakers
- Participate in discussions on familiar topics and put forward point of view
- Explain a viewpoint
- Use language efficiently both socially and professionally
- Present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.
- Tell a story
- Give advice
- Use conversational strategies
- Use persuasive language
- Know how to be tactful
- Paraphrase
Writing:
- Write using an appropriate style
- Write detailed accounts on complex subjects
- Write in a clear and well-structured way
Grammar Examples
| Grammar | Example Learner Outcome |
| · Past simple and present perfect | Can talk about the present and the past using a variety of time expressions |
| · Cleft sentences, what and it clauses | Can use various structures to emphasise important or new information |
| · Relative clauses with prepositions | Can define and give extra information in a formal and informal way |
| · Participle clauses | Can give more information about a verb or idea in a more varied or sophisticated way |
| · Patterns with it | Can use it as a subject and object |
| · Adjectives | Can describe in detail using accurate adjective order |
| · Adverbs | Can emphasise verbs and adjectives using a range of different adverbs appropriately |
| · Inversion | Can add emphasis and dramatic effect |
| · Phrases referring to the future | Can use and recognise phrases that refer to the future |
| · Future in the past | Can talk about the future when seen from a point in the past |
| · Reflexive pronouns | Can use reflexive pronouns appropriately |
| · Formal and informal ways of comparing | Can compare formally and informally |
| · Position of adverbials | Can use adverbials appropriately |
| · Conditionals | Can use and understand more complex conditional forms |
| · Past verb forms with present or future meanings | Can use past verb forms which refer to present or future time |
| · Wherever, whoever etc | Use Wherever, whoever etc appropriately |
| · Simple & continuous aspect | Can recognise when the simple or continuous form of a verb can change its meaning |
| · a/an & one, a few, quite a few etc | Can use these appropriately |
| · subject & verb agreement | Can ensure subject and verb agreement |
| · Modal verbs & levels of certainty about the past present & future | Can use a range of modals to talk about levels of certainty in the present or past |
Example Structures
Speculating
I suppose/ guess/ reckon he’s/she’s about….
I’d say he looks/ doesn’t look……
I wonder what……..
I’d hazard a guess (that)……
I’m pretty sure……
There’s something……about him/her….
It might suggest……
It makes me think (that) maybe……..
Making a proposal
Just to give a bit of background information….
To start with, I’m briefly going to…..
The idea is feasible because…..
So, basically, what we are proposing is…..
What we plan to do is……
In the first instance, this would mean….
Hypothetical preference
If it was up to me, I’d….
I’d have (+ past participle)….
I’d sooner….
Given the choice, I’d ……..
Far better to….than…..
This would be by far the best option….
Without a shadow of a doubt I’d……
No way would I…..
Making a point
The facts suggest….
The point I’m trying to make is…..
Let me put it this way….
I think you’ll find that….
Do you think that’s always the case…..
I don’t see how you can say that.
But that doesn’t take account of the fact that…..
Describing cause and effect
It all started…
It has its origins/roots in …..
It can be traced back/attributed to….
It stems from….
It led to…
It resulted in…
It gave rise to…..
It brought about……
Exchanging opinions
That’s absolutely right.
I couldn’t agree more.
I suppose you’ve got a point, but….
Surely you don’t think that…
That goes against my better judgement because…
What’s the logic in that?
You can’t honestly think that…
It just doesn’t make sense to me.
