Skillful Reading&Writing Level 4 CEFR C1

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1 CEFR Series overview: What is Macmillan Skillful? Skillful is a five-level, academic series, spanning from CEFR (Common European Framework of Reference for Languages) levels A1 to. Each level is split into two books, one for & Writing and the other for Listening & Speaking. Skillful offers a skills syllabus, covering listening, speaking, reading, and writing, with vocabulary, grammar, pronunciation, and study skills. This CEFR mapping against Skillful is correlated with the following publicly available documents (last accessed June 15, 2015). Descriptors have been modified from the descriptors given in these sources. 1. EAQUALS/British Council Core Inventory for General English: BROCHURErevised6.pdf 2. EAQUALS Bank of Descriptors as checklists: 3. The Council of Europe Common European Framework of Reference for Languages: Learning, Teaching, Assessment: What is CEFR? The CEFR was designed to provide a transparent, coherent, and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency. It is used in Europe but also in other continents and is now available in 39 languages. See for further information. Overview chart of Skillful level correlations to other level/grade systems: LEVEL TOEFL ibt TOEIC IELTS UCLES ALTE CEFR Foundation A Level 1 A2 1 KET Level 2 B1 2 PET Level 3 3 FCE Level 4 4 CAE PTE PHOTOCOPIABLE Skillful Level 4. This page is photocopiable, but all copies must be complete pages. Copyright Macmillan Publishers Limited

2 CEFR Overview of global competencies of CEFR level users: The CEFR was designed to level general English competencies rather than academic English skills, so there are some limitations in mapping Skillful against the CEFR. There is no CEFR mapping for Pronunciation or Study Skills. However, we can still find many matches for the more general language competencies between Skillful and the CEFR that form the base for developing the necessary academic skills and language knowledge more appropriate for a tertiary context. The general summaries of competencies at each level are: Skillful Foundation, A1: Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. Skillful Level 1, A2: Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment, and matters in areas of immediate need. Skillful Level 2, B1: 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 traveling 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. Skillful Level 3, : Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Skillful Level 4, : Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic, and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors, and cohesive devices. (taken from copyright Council of Europe 2001) PHOTOCOPIABLE Skillful Level 4. This page is photocopiable, but all copies must be complete pages. Copyright Macmillan Publishers Limited

3 CEFR & Writing Level 4 UNIT 1: Gathering CEFR Descriptor CEFR Level What exactly is an argument? (p9) I can read more complex texts on academic topics and recognize how opinions and ideas can be developed into arguments. skill Identifying the writer s position (p8) I can understand more advanced texts which contain position statements. Synonyms (p12) Simple and progressive verb forms (p13) I can use verbs to express present, past, and future time, using both the simple and the progressive/continuous forms. Formality (p14) I can use a range of devices to create a formal register in extended writing, including adjustment of tone, use of the passive, and noun phrases. UNIT 2: Games CEFR Descriptor CEFR Level Identifying references to things outside the text (p19) skill Identifying contrasts: in contrast to, unlike, despite, in spite I can identify language such as in contrast to in texts and understand the purpose of its use. of, etc. (p18) Guessing meaning from context (p22) Expressing contrast: while, in contrast, in contrast to (p23) I can use and recognize phrases expressing cause and effect, contrast, etc. B1- Creating an outline (p24) UNIT 3: Nostalgia CEFR Descriptor CEFR Level Identifying sources of information (p29) PHOTOCOPIABLE Skillful Level 4. This page is photocopiable, but all copies must be complete pages. Copyright Macmillan Publishers Limited

4 CEFR Understanding analogies in a text (p28) Reporting information (p32) Condensing information with compound adjectives (p33) I can report information using a wider range of tenses in reported speech. I can understand and use a range of compound adjectives. A1-C2 Transition sentences: sentences which connect ideas between paragraphs (p34) I can write sentences which include linkers such as in contrast to, unlike, despite, in spite of, etc., to connect paragraphs and ideas. UNIT 4: Risk CEFR Descriptor CEFR Level Assessing whether research supports an argument (p39) I can recognize and understand an argument in a text, and consider if there is enough supporting information to make the argument valid. Summarizing (p38) Adjective and preposition collocations (p42) Infinitive phrases (p43) I can skim and scan a formal, extended text, and summarize key information that I have found in the text. I can report the information back accurately and in a factual manner, using my own words. I can use a range of collocations in my speech and writing, e.g., I am willing to take risks. I can use a range of infinitive phrases in different tenses, e.g., Biologists appear to have discovered a new plant species. Avoiding plagiarism (p44) UNIT 5: Sprawl CEFR Descriptor CEFR Level Recognizing trends and patterns (p49) I can follow and understand a range of numerical and statistical references. Identifying different perspectives (p48) I can read more complex texts on academic topics and can filter different levels of information including main ideas, details, opinions, and positioning of the writer. + B1- - PHOTOCOPIABLE Skillful Level 4. This page is photocopiable, but all copies must be complete pages. Copyright Macmillan Publishers Limited

5 CEFR Prepositional phrases (p52) Impersonal report structures: it is believed that, it is believed to be (p53) Hedging (p54) I can use a variety of prepositional phrases, e.g., People are moving to the city at a rate of hundreds a day. I can use and recognize the impersonal passive to report information, e.g., It is believed that migration is on the decline. I can recognize and use hedging to express opinions tentatively when the facts are not fully substantiated, e.g., The industry could be worth as much as 700m a year. UNIT 6: Legacy CEFR Descriptor CEFR Level Identifying fact, speculation, and opinion (p59) I can understand more advanced texts which contain facts and stated and implied opinions to make speculations. + Using headings to understand the main ideas (p58) Words with more than one affix (p62) Relative pronouns with prepositions: most of which, all of whom, etc. (p63) Writing definitions, defining terms (p64) I can understand the main points in a wider range of texts including longer academic texts, using headings as clues to support my understanding. I can write more detailed formal descriptions. I can explain and elaborate on specific and more technical terms to help a reader understand my text. UNIT 7: Expanse CEFR Descriptor CEFR Level Assessing the logic of an argument (p69) I can understand a more complex text on academic topics in which arguments are presented. I can decide if there are discrepancies in the given information or if arguments seem illogical. + Identifying persuasion techniques (p68) I can use and identify language of persuasion through a variety of techniques, e.g., Who can argue against more free hospital care? A2- PHOTOCOPIABLE Skillful Level 4. This page is photocopiable, but all copies must be complete pages. Copyright Macmillan Publishers Limited

6 CEFR Adjective and noun collocations (p72) Noun (nominal) clauses (p73) Emphasizing your point (p74) I can use a range of collocations in my speech and writing, e.g., I am willing to take risks. I can develop my argument and be more persuasive by emphasizing some of the points through the use of different devices such as preparatory it, noun clauses, and inversion. UNIT 8: Change CEFR Descriptor CEFR Level Inferring criticism (p79) I can understand how tone can affect the style of a text. + skill Identifying concepts and theories (p78) Idiomatic language (p82) Participle clauses (p83) I can use and understand an increasingly sophisticated range of collocations and idiomatic expressions. B1- Report writing (p84) I can write more advanced, extended texts such as academic reports. I can clearly organize my ideas and use an appropriate formal register. I can also follow up with higher-level academic requirements such as bibliographies. UNIT 9: Flow CEFR Descriptor CEFR Level Identifying logical fallacies (p89) I can understand a more complex text on academic topics in which information and arguments are presented. I can decide if there are discrepancies in the given information or if arguments seem illogical. + skill Identifying links (p88) I can read one or more complex texts on academic topics, and find connected ideas between different parts of those texts. B1- C2 + + PHOTOCOPIABLE Skillful Level 4. This page is photocopiable, but all copies must be complete pages. Copyright Macmillan Publishers Limited

7 CEFR Verbs and expressions with prepositions (p92) Expressing causality: because of, as a result of, resulted from, etc. (p93) Writing effective conclusions (p94) I can understand and use a range of phrasal verbs (verb + preposition), e.g., result in, lead to, I can recognize connecting words expressing cause, effect, contrast, etc. I can write extended essays on academic topics using appropriate formal register, with good structural organization, and a clear understanding of the content needed for effective conclusions. UNIT 10: Conflict CEFR Descriptor CEFR Level Identifying humor (p99) I have an increasing awareness of humor presented in texts and speeches, and can start to recognize the intended effect of that humor. + skill Identifying causes (p98) Phrasal nouns (p102) Verb patterns: verb + gerund, infinitive, objects, and prepositions (p103) The writer s voice, varying style depending on the audience (p104) I can understand a more complex text on academic topics in which causes and effects are presented either through causal phrases such as as a result, or through more advanced different language devices which might include inference and different author perspectives. I can use verb patterns with the gerund and the infinitive. I can write well-structured texts which show a high degree of grammatical correctness and vary my vocabulary and style according to the addressee, the kind of text and the topic. I can write more complex academic texts in an appropriate formal register and can adjust my tone to appeal to a reader s sensitivities. A2- B1-C2 + A2- + PHOTOCOPIABLE Skillful Level 4. This page is photocopiable, but all copies must be complete pages. Copyright Macmillan Publishers Limited